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.

Academic Appointments


Administrative Appointments


  • Jacks Family Professor of Education, Emeritus, Stanford Graduate School of Education (2013 - Present)
  • Jacks Family Professor of Education, Stanford Graduate School of Education (2008 - 2012)
  • Associate Dean for Faculty Affairs, Stanford Graduate School of Education (2005 - 2010)
  • Professor of Education, Stanford Graduate School of Education (1992 - 2008)
  • Associate Professor of Education, Stanford Graduate School of Education (1987 - 1992)
  • Assistant Professor of Education, Stanford Graduate School of Education (1980 - 1987)

Boards, Advisory Committees, Professional Organizations


  • Member, Smarter Balanced Assessment Consortium Technical Advisory Committee (2019 - Present)
  • Member, State of California Advisory Committee for the Public Schools Accountability Act of 1999 (2019 - Present)
  • Assistant Professor, University of Illinois, Chicago (1979 - 1980)

Professional Education


  • PhD, University of Chicago, Measurement, Evaluation and Statistical Analysis (1980)
  • BA, University of Wisconsin-Madison, Mathematics (1971)

Research Interests


  • Assessment, testing and measurement
  • International and Comparative Education
  • School Reform
  • Standards
  • 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


All Publications


  • Measuring cultural dimensions of classroom interactions Educational Assessment Jensen, B., Grajeda, S., Haertel, E. 2018; 23 (4): 250-276
  • Tests, test scores, and constructs Educational Psychologist Haertel, E. H. 2018; 53 (3): 203-216
  • Fairness using derived scores Fairness in Educational Assessment and Measurement Haertel, E., HO, A. Routledge. 2016: 233–254
  • Engaging methodological pluralism Handbook of research on teaching Moss, P. A., Haertel, E. H. 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 Michaelides, M. P., Haertel, E. H. 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 Haertel, E. H. 2013
  • The briefing book method Setting performance standards: Foundations, methods, and innovations Haertel, E. H., Beimers, J. N., Miles, J. A. 2012: 283-299
  • Evaluating teacher evaluation Phi Delta Kappan Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., Rothstein, J. 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 Wei, X., Haertel, E. 2011; 30 (1): 13-22