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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
Office:  Gutman 455
Office Hours Contact:  Email the Faculty Assistant to set up the appointment
Faculty Assistant:  Wendy Angus


Andrew Ho is appointed as a professor of education. He is a psychometrician interested in educational accountability metrics: an intersection between educational statistics and educational policies. He has studied the consequences of "proficiency"-based accountability metrics, the validation of high stakes test score trends with low stakes comparisons, and the potential for alternative accountability structures—like "growth models" and "index systems"—to improve school- and classroom-level incentives. His current projects include articulating meaningful contrasts between state growth model approaches and developing new gap trend and growth metrics for cross-test comparison and validation. He has his Ph.D. in Educational Psychology and his M.S. in Statistics from Stanford University. Ho has been a postdoctoral fellow at the National Academy of Education and Spencer Foundation and a recipient of the Jason Millman Promising Measurement Scholar Award from the National Council on Measurement in Education.

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)

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