Stephanie Levin

Research Manager

Stephanie Levin is a member of LPI’s Equitable Resources and Access team where she is working to translate research on school finance and resource allocation to inform practice and policy. She also conducts research to better understand inequities across schools and identify remedies to redress these inequities.  

Levin has over 10 years of experience as a mixed-methods researcher and project manager focusing on educational equity; school finance and budgeting; the impact of federal, state, and district policies on teacher effectiveness and student outcomes; and teacher and school leader professional learning opportunities. Most recently, she designed and led studies evaluating the implementation and impact of teacher professional learning opportunities. Prior to her work in education research, Levin was a consultant, policy analyst, and budget analyst addressing issues shaping the experiences of children and families in urban settings. 

Stephanie received a Ph.D. in Education Policy from the University of Pennsylvania’s Graduate School of Education, an M.P.P. from Harvard’s Kennedy School of Government, and a B.S. in Architecture from the Massachusetts Institute of Technology.

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  • Cover photo for Understanding and Addressing Principal Turnover: A Review of the Research

    Understanding and Addressing Principal Turnover: A Review of the Research

    Mar 19 2019
    School principals are responsible for maintaining a positive school climate, motivating school staff, and enhancing teachers’ practice. They are vital to ensuring teachers’ success in the classroom and students’ success, but one in five principals leaves their school each year and the numbers are worse in schools in underserved communities. Inadequate preparation, poor working conditions, insufficient salaries, lack of authority, and high-stakes accountability policies are among the drivers of principal turnover that must be addressed.
  • Issue

    Equitable School Finance

    A large body of recent research shows that investing wisely in schools improves a range of student outcomes. The schools that receive less funding are usually those with large populations of students from low-income families, students of color, and students with disabilities. Those funding disparities lead to disparities in educational outcomes. Research from the Learning Policy Institute and others identifies the causes, impacts, and solutions to address inequitable school funding.