Andrew Ho
@andrewdeanho.bsky.social
Charles William Elliot Professor of Education, Harvard
Testing, Measurement, Psychometrics, Statistics
Testing, Measurement, Psychometrics, Statistics
Well, he didn't use that word. You did. But I was happy to respond. Here's the court decision (see p9, etc.): law.justia.com/cases/texas/...
It's fair to ask whether TAC appointments and renewals truly protect TAC members from "influence," of course. But I never feel led about, let alone muzzled.
It's fair to ask whether TAC appointments and renewals truly protect TAC members from "influence," of course. But I never feel led about, let alone muzzled.
October 30, 2025 at 8:44 PM
Well, he didn't use that word. You did. But I was happy to respond. Here's the court decision (see p9, etc.): law.justia.com/cases/texas/...
It's fair to ask whether TAC appointments and renewals truly protect TAC members from "influence," of course. But I never feel led about, let alone muzzled.
It's fair to ask whether TAC appointments and renewals truly protect TAC members from "influence," of course. But I never feel led about, let alone muzzled.
So crowded I couldn’t even squeeze in to your room to see your presentation this morning. 12 people outside the door into the hallway.
October 28, 2025 at 6:26 PM
So crowded I couldn’t even squeeze in to your room to see your presentation this morning. 12 people outside the door into the hallway.
First, a default screen ban is extreme, but what about default policies and apps for in-class screen management?
Second, can we shift default expectations about the minimum percent of active learning (50%?) that occurs in large, traditionally "lecture" classrooms?
Second, can we shift default expectations about the minimum percent of active learning (50%?) that occurs in large, traditionally "lecture" classrooms?
October 6, 2025 at 1:28 PM
First, a default screen ban is extreme, but what about default policies and apps for in-class screen management?
Second, can we shift default expectations about the minimum percent of active learning (50%?) that occurs in large, traditionally "lecture" classrooms?
Second, can we shift default expectations about the minimum percent of active learning (50%?) that occurs in large, traditionally "lecture" classrooms?