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Faculty & Research

Andrew Ho

Charles William Eliot Professor of Education

Andrew Ho

Degree:  Ph.D., Stanford University, (2005)
Email:  [javascript protected email address]
Phone:  617.496.2408
Personal Site:   Link to Site
Vitae/CV:   Andrew Ho.pdf
Office:  Gutman 455
Office Hours Contact:  Email the Faculty Assistant to set up the appointment
Faculty Coordinator:  Wendy Angus


Andrew Ho is the Charles William Eliot Professor of Education at the Harvard Graduate School of Education. He is a psychometrician whose research aims to improve the design, use, and interpretation of test scores in educational policy and practice. Ho is known for his research documenting the misuse of proficiency-based statistics in state and federal policy analysis. He has also clarified properties of student growth models for both technical and general audiences. His scholarship advocates for designing evaluative metrics to achieve multiple criteria: metrics must be accurate, but also transparent to target audiences and resistant to inflation under high stakes.

Ho is a director of the Carnegie Foundation for the Advancement of Teaching and has served on the governing boards for the National Council on Measurement in Education and the National Assessment of Educational Progress. He has chaired the research committee for the Vice Provost for Advances in Learning (VPAL) at Harvard University, which governed research on "massive open online courses" (MOOCs). He holds his Ph.D. in educational psychology and his M.S. in statistics from Stanford University. Before graduate school, he taught middle school creative writing in his hometown of Honolulu, Hawaii, and high school physics and AP physics in Ojai, California.

Click here to see a full list of Andrew Ho's courses.


Furgol, K. E., Ho, A. D., & Zimmerman, D. L. (2010). Estimating trends from censored assessment data under No Child Left Behind. Educational and Psychological Measurement, 70(5).

Ho, A. D., Lewis, D. M., & Farris, J. L. M. (2009). The dependence of growth-model results on proficiency cut scores. Educational Measurement: Issues and Practice, 28(4), 15-26.

Ho, A. D. (2009). A nonparametric framework for comparing trends and gaps across tests. Journal of Educational and Behavioral Statistics, 34, 201-228.

Ho, A. D. (2008). The problem with “proficiency”: Limitations of statistics and policy under No Child Left Behind. Educational Researcher, 37, 351-360.

Ho, A. D. (2007). Discrepancies between score trends from NAEP and state tests: A scale-invariant perspective. Educational Measurement: Issues and Practice, 26(4), 11-20.

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