Charles William Eliot Professor of Education
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 perverse incentives.
Ho is a member of the National Assessment Governing Board that sets policy for the National Assessment of Educational Progress. He also chairs the Research Committee for the Harvard University Vice Provost for Advances in Learning, where he leads research initiatives in online learning at scale. 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).,(2010)
Ho, A. D. (2009). A nonparametric framework for comparing trends and gaps across tests. Journal of Educational and Behavioral Statistics, 34, 201-228.,(2009)
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.,(2009)
Ho, A. D. (2008). The problem with proficiency: Limitations of statistics and policy under No Child Left Behind. Educational Researcher, 37, 351-360.,(2008)
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.,(2007)