Susanna Loeb

Learn More
Young children in poor communities are spending more hours in nonparental care because of policy reforms and expansion of early childhood programs. Studies show positive effects of high-quality center-based care on children's cognitive growth. Yet, little is known about the effects of center care typically available in poor communities or the effects of(More)
Journal of Policy Analysis and Management, Vol. 24, No. 1, 113–132 (2005) © 2005 by the Association for Public Policy Analysis and Management Published by Wiley Periodicals, Inc. Published online in Wiley InterScience (www.interscience.wiley.com) DOI: 10.1002/pam.20072 Manuscript received April 2003; review complete August 2003; revision complete December(More)
This paper uses data from a randomized housing-mobility experiment to study the effects of relocating families from highto low-poverty neighborhoods on juvenile crime. Outcome measures come from juvenile arrest records taken from government administrative data. Our Žndings seem to suggest that providing families with the opportunity to move to lower-poverty(More)
This paper examines the effects of different child-care arrangements on children’s cognitive and social proficiencies at the start of kindergarten. Using data from the Early Childhood Longitudinal Study, we identify effects using OLS, matching and instrumental variables estimates. Overall, center-based care raises reading and math scores, but has a negative(More)
This paper uses rich new data on New York State teachers to: determine how much variation in the average attributes of teachers exists across schools, identif, schools that have the least-qualified teachers, assess whether the distribution has changed over time, and determine how the distribution of teachers is impacted by attrition and transfer, as well as(More)
What is the distribution of educational resources across schools and what effect do disparities in resources have on the achievement of poor and minority students? This question dates to the Coleman Report (1966), but continues to be hotly debated, involving the courts as well as federal, state, and local governments. Arguably, the most important(More)
We are grateful to the New York City Department of Education and the New York State Education Department for the data employed in this paper. We appreciate comments on an earlier draft from Tim Sass, Jonah Rockoff and participants at both the Economics of Teacher Quality Conference at the Australian National University and the New York Federal Reserve(More)
Critical and resistance theorists propose that race and class backgrounds influence everyday forms of student resistance in schools. This article argues that the microsocial process of student defiance is less characterized by individual traits of race and class than by the formal and informal organizational characteristics of social settings. Using unique(More)