Faculty Directory

Larry Ludlow

Professor; Chair, Measurement, Evaluation, Statistics & Assessment


MESA Measurement, Evaluation, Statistics & Assessment


Moscow, Russia. Higher School of Economics, School of Education: Consultant for PhD program development

Dublin, Ireland. Dublin City University, Center for Assessment Research, Policy and Practice in Education: Advisory Board member

Auckland, New Zealand. University of Auckland: Consultant on variety of research projects


  • Wentzell K, Vessey JA, Laffel L, & Ludlow LH (under review). Diabetes distress in emerging adults: Refining the problem areas in diabetes—Emerging Adult Version using Rasch analysis. Journal of Applied Measurement.
  • Ludlow LH, Baez-Cruz M, Chang W-C C, & Reynolds K (under review). Rasch/Guttman Scenario Scales: A Methodological Framework. Journal of Applied Measurement.
  • Rogers ES, Millner UC, Ludlow LH, Lord EM & Russinova Z. (in press). Development of a comprehensive inventory of community participation among individuals with psychiatric disabilities. Psychiatric Rehabilitation Journal.
  • Ell F, Cochran-Smith M, Grudnoff L, Haigh M, Hill M, & Ludlow L (under review). Learning to teach for equity in ITE: Connecting to students as learners, and to their lives and experiences. Asia Pacific Journal of Teacher Education
  • Ludlow LH, Reynolds K, Baez-Cruz M, & Chang W-C. (in press). Enhancing the interpretation of scores through Rasch-based scenario-style items. In (Harbaugh AG: Ed). Basic Elements of Survey Research in Education: Addressing the Problems Your Advisor Never Told You About.
  • Reynolds K & Ludlow L (in press). Does instructor availability matter? Evidence from course evaluations. Journal on Excellence in College Teaching.
  • Ludlow LH, Placencio-Castro M & Scanlan M (2020). Characterizing change within a two-way immersion network of schools promoting bilingual education: A social network analysis. The International Journal of Diversity in Education20(1), 11-34. https://doi.org/10.18848/2327-0020/CGP/v20i01/11-34
  • Ludlow LH, Anghel E, Szendey O, O’Keefe T, Howell B, Matz-Costa C, & Braun H. (2020). The Boston College Living a Life of Meaning and Purpose (BC-LAMP) Portfolio: An application of Rasch/Guttman Scenario methodology. Journal of Applied Measurement21(2), 134-153.
  • Antipkina I & Ludlow LH (2020). Measuring  parental involvement as a holistic concept using Rasch/Guttman scenario scales. Journal of Psychoeducational Assessmenthttps://doi.org/10.1177/0734282920903164
  • Russell M, Ludlow LH & O’Dwyer L (2019). Preparing the next generation of educational measurement and research specialists: A call for an integrated scope and sequence. Educational Measurement: Issues and Practice,38(4), 78-86. (120) Milliken A, Ludlow LH & Grace P. (2019). Ethical Awareness Scale: Replication testing, invariance analysis, and implications. AJOB Empirical Bioethics, 10(4), 231-240.  https://doi.org/10.1080/23294515.2019.1666176
  • Vessey J, DiFazio RL, Strout TD & Ludlow LH (2019). Identifying bullied youth: Re-engineering the Child-Adolescent Bullying Scale into a brief screen. Journal of Applied Measurement, 20(4), 367-383.
  • Scanlan M, Melley K, Placencio-Castro M, & Ludlow L (2019). Transforming Communities of Practice Through Networks. CH 9 in Scanlan M, Hunter C & Howard E (Eds.) ¡Transformación! The Power of a Network to Foster Culturally and Linguistically Responsive Schools. Harvard Education Press.
  • Ell F, Cochran-Smith M, Hill M, Haigh M, Grudnoff L, &  Ludlow L (2019). Complexity Theory as a Guide to Qualitative Methodology in Teacher Education. In Oxford Research Encyclopedia of Education. Ed. George Noblit. New York: Oxford University Press. http://dx.doi.org/10.1093/acrefore/9780190264093.013.523
  • Chang W-C, Ludlow LH, Grudnoff A, Ell F, Haigh M, Hill M & Cochran-Smith M (2019). Measuring the complexity of teaching practice for equity: Development of a scenario-format scale. Teaching and Teacher Education, 82, 69-85. Moncaleano S & Ludlow LH (2019). Career-oriented historic events and their impact on student ratings: A longitudinal study. General Linear Model Journal, 44(2). https://DOI.org/10.31523/glmj.044002.004
  • Scanlan M, Kim M & Ludlow LH (2019). Juntos transformación: Affordances and constraints of communities of practice to promote bilingual schooling. Journal of Professional Capital & Community, 4(2), 82-106. https://doi.org/10.1108/JPCC-01-2018-0003
  • Ludlow LH, Matz-Costa C & Klein K (2019). Enhancement and validation of the Productive Engagement Portfolio-Scenario (PEP-S8) Scales. Measurement and Evaluation in Counseling and Development, 52:1, 15-37,  https://doi.org/10.1080/07481756.2018.1497430
  • Ludlow LH & Perez S (2018). Addressing autocorrelation in time series data: A comparison of four analytic methods using data from college course evaluations. General Linear Model Journal, 44(1), 11-23, http://www.glmj.org/
  • Milliken A, Ludlow LH, DeSanto-Madeya S & Grace P (2018). The development and psychometric evaluation of the Ethical Awareness Scale. Journal of Advanced Nursing. 74(8), 2005-2016,.  https://doi.org/10.1111/jan.13688 (110) Strout TD, Vessey JA, DiFazio RL & Ludlow LH (2018). The Child Adolescent Bullying Scale (CABS): Psychometric evaluation of a new measure. Research in Nursing & Health, 41(3), 252-264. https://doi.org/10.1002/nur.21871
  • Reeves TD, Warner DM, Ludlow LH & O’Connor CM. (2018). Pathways over time: Functional Genomics Project research in an introductory laboratory course. CBE-Life Sciences Education, 17:ar1, 1-14. http://www.lifescied.org/content/17/1/ar1.full.pdf+html
  • Reeves TD, Hake LE, Chen X, Frederick J, Rudenga K, Ludlow LH & O’Connor CM (2018). Does context matter? Convergent and divergent findings in the cross-institutional evaluation of graduate teaching assistant professional development programs. CBE-Life Sciences Education, 17:ar8, 1-13. http://www.lifescied.org/content/17/1/ar8.full.pdf+html
  • Lysaght, Z., O’Leary, M., & Ludlow, L (2017). Measuring teachers’ assessment for learning (afl) classroom practices in elementary schools. International Journal of Educational Methodology, 3(2), 103-115. doi: 10.12973/ijem.3.2.103
  • Ludlow LH, Fiona E, Cochran-Smith M, Newton A, Trefcer K, Klein K, Grudnoff L, Haigh M & Hill M (2017). Visualizing teacher education as a complex system. Complicity: An International Journal of Complexity and Education, 14(1), 36-79. https://journals.library.ualberta.ca/complicity/index.php/complicity/issue/view/1940
  • Ell F, Haigh M, Cochran-Smith M, Grudnoff L, Ludlow L, & Hill M. (2017). Mapping a complex system: What influences teacher learning during initial teacher education? Asia Pacific Journal of Teacher Education, 4, 327-345. http://dx.doi.org/10.1080/1359866X.2017.1309640
  • Grudnoff L, Haigh M, Hill M, Cochran-Smith M, Ell F & Ludlow LH. (2017). Teaching for equity: Insights from international evidence. The Curriculum Journal, 28(3), 305-327. http://dx.doi.org/10.1080/09585176.2017.1292934
  • Hill MF, Ell F, Grudnoff L, Haigh M, Cochran-Smith M, Chang W-C, & Ludlow L. (2017). Assessment forequity: Learning how to use evidence to scaffold learning and improve teaching. Assessment in Education: Principles, Policy & Practice, 24(2), 185-204. http://dx.doi.org/10.1080/0969594X.2016.1253541