Menu Harvard Graduate School of Education

Andrew Ho

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 Assistant:  Wendy Angus


Andrew Ho is 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.

Sponsored Projects

Patterns of Achievement and Achievement Gaps Among School Districts: New Data, New Measures, New Insights (2014-2016)
Spencer Foundation

As co-principal investigator, Professor Ho will collaborate closely with the principal investigator, Professor Sean Reardon, in all stages of the proposed work. Professor Ho will have primary responsibility in the application of the achievement gap estimation methods to the national dataset, including investigating the viability of the cross-state linking using the National Assessment of Educational Progress. Professor Ho will have secondary responsibility in the descriptive and predictive analyses that report and predict gaps as a function of various state- and district-level factors.


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)

News Stories

Campaign Banner

Learn to Change the World

The Campaign for Harvard Graduate School of Education enables HGSE to fulfill its vision of changing the world through education by expanding opportunity and improving outcomes.

Learn More