
Edward Haertel
Jacks Family Professor of Education, Emeritus
Graduate School of Education
Bio
Dr. Haertel is an expert in the area of educational testing and assessment. His research and teaching focus on psychometrics and educational policy, especially test-based accountability and related policy uses of test data. His recent work has examined standard setting methods, limitations of value-added models for teacher and school accountability, impacts of testing on curriculum, students, and educational policy, test reliability, and generalizability theory.
Administrative Appointments
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Jacks Family Professor of Education, Emeritus, Stanford Graduate School of Education (2013 - Present)
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Jacks Family Professor of Education, Stanford Graduate School of Education (2008 - 2012)
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Associate Dean for Faculty Affairs, Stanford Graduate School of Education (2005 - 2010)
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Professor of Education, Stanford Graduate School of Education (1992 - 2008)
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Associate Professor of Education, Stanford Graduate School of Education (1987 - 1992)
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Assistant Professor of Education, Stanford Graduate School of Education (1980 - 1987)
Boards, Advisory Committees, Professional Organizations
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Member, Smarter Balanced Assessment Consortium Technical Advisory Committee (2019 - Present)
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Member, State of California Advisory Committee for the Public Schools Accountability Act of 1999 (2019 - Present)
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Assistant Professor, University of Illinois, Chicago (1979 - 1980)
Professional Education
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PhD, University of Chicago, Measurement, Evaluation and Statistical Analysis (1980)
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BA, University of Wisconsin-Madison, Mathematics (1971)
Research Interests
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Assessment, testing and measurement
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International and Comparative Education
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School Reform
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Standards
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Teachers and Teaching
Current Research and Scholarly Interests
Functions of test scores in discourse about education; how testing shapes ideas of success and failure for students, schools, and public education as a whole.
2020-21 Courses
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Independent Studies (8)
- Directed Reading
EDUC 480 (Aut, Win, Spr) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr) - Directed Research
EDUC 490 (Aut, Win, Spr) - Directed Research in Education
EDUC 190 (Aut, Win, Spr) - Honors Research
EDUC 140 (Aut) - Master's Thesis
EDUC 185 (Aut, Win) - Practicum
EDUC 470 (Aut, Win, Spr) - Supervised Internship
EDUC 380 (Aut, Win, Spr)
- Directed Reading
All Publications
- Measuring cultural dimensions of classroom interactions Educational Assessment 2018; 23 (4): 250-276
- Tests, test scores, and constructs Educational Psychologist 2018; 53 (3): 203-216
- Fairness using derived scores Fairness in Educational Assessment and Measurement Routledge. 2016: 233–254
- Engaging methodological pluralism Handbook of research on teaching 2016: 127-247
- Selection of common items as an unrecognized source of variability in test equating: A bootstrap approximation assuming random sampling of common items Applied Measurement in Education 2014; 27 (1): 46-57
- Reliability and Validity of Inferences about Teachers Based on Student Scores. William H. Angoff Memorial Lecture Series. Educational Testing Service 2013
- The briefing book method Setting performance standards: Foundations, methods, and innovations 2012: 283-299
- Evaluating teacher evaluation Phi Delta Kappan 2012; 93 (6): 8-15
- The Effect of Ignoring Classroom‐Level Variance in Estimating the Generalizability of School Mean Scores Educational Measurement: Issues and Practice 2011; 30 (1): 13-22