Andrew Ho is a psychometrician working at the intersection of educational statistics and educational policies. His research informs and improves the development, use, and interpretation of large-scale educational accountability metrics. 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 accountability models for student growth and developing new achievement gap 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. Dr. 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.
2010 Jason Millman Promising Measurement Scholar Award (National Council on Measurement in Education)
2009 National Academy of Education/Spencer Postdoctoral Fellowship
2007 Brenda H. Loyd Outstanding Dissertation Award (National Council on Measurement in Education)
2004 Spencer Dissertation Fellowship for Research Related to Education
2004 Harold Gulliksen Psychometric Research Fellowship (Educational Testing Service)
2003 Walter J. Gores Award for Excellence in Teaching (Stanford University Award)
Statistics, Psychometrics, Achievement Gaps and Trends, Large-Scale Educational Accountability Metrics.
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.