Skip to main content

Secondary navigation:

Lynch School of Education

Larry Ludlow

professor and department chair
educational research, measurement, and evaluation department



Campion Hall
Room 336C


Curriculum Vitae (PDF)

ERME Department


Ph.D., University of Chicago


Psychometrics; applied statistics; student ratings of instruction; teacher attrition models.


Ludlow LH, Matz-Costa C & Klein K. (Under review). Enhancement and Validation of the Productive Engagement Portfolio-Scenario (PEP-S8) Scales. Measurement and Evaluation in Counseling and Development.

Ludlow LH, Fiona E, Cochran-Smith M, Newton A, Trefcer K, Klein K, Grudnoff L, Haigh M & Hill M. (Under review). Visualizing teacher education as a complex system. Complicity: An International Journal of Complexity and Education.

Grudnoff L, Haigh M, Hill M, Cochran-Smith M, Ell F & Ludlow LH. (In press). Teaching for equity: Insights from international evidence. Curriculum Journal.

Grudnoff L, Haigh M, Cochran-Smith M, Ell F, Hill M & Ludlow LH (In press). Rethinking initial teachereducation: Preparing teachers for low-decile schools in New Zealand. Journal for the Education of Teachers.

Cochran-Smith M, Fiona E, Grudnoff L, Haigh M, Hill M & Ludlow L. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57, 67-78.

Beninato M, & Ludlow LH (2016). The Functional Gait Assessment in older adults: Validation through Rasch modeling. Physical Therapy, 96(4), 456–468.

Sinnema C, Ludlow LH, & Robinson VMJ (2016). Educational leadership effectiveness: A Rasch analysis. Journal of Educational Administration. 54(3), 305-339.

Sinnema C, Robinson V, Ludlow LH, & Pope D. (2015). How effective is the principal: Discrepancy between teachers’ and principals’ perceptions of principal effectiveness. Educational Assessment, Evaluation and Accountability, 27(3), 275-301. DOI 10.1007/s11092-014-9209-y

Nezhnov P, Kardonova E, Vasilyeva M, & Ludlow LH. (2015). Operationalizing level of academic mastery based on Vygotsky’s theory: The study of mathematical knowledge. Educational and Psychological Measurement, 75 (2), 235-259.

Ludlow LH, & Klein, K (2014). Suppressor variables: The difference between “is” versus “acting as”. Journal of Statistics Education, 22(2), 1-28.

Cochran-Smith M, Ell F, Grudnoff L, Ludlow LH, Haigh M, & Hill M (2014). When complexity theory meets critical realism: A platform for research on initial teacher education. Teacher Education Quarterly, 41(1), 105- 122.

Cochran-Smith M, Ell F, Ludlow LH, Grudnoff L, & Aitken G (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1-38.  

Ludlow LH, Matz-Costa C, Johnson C, Brown M, Besen E, & James JB (2014). Measuring engagement in later life activities: Rasch-based scenario scales for work, caregiving, informal helping, and volunteering. Measurement and Evaluation in Counseling and Development. 47(2), 127-149.

Matz-Costa C, James JB, Ludlow L, Brown M, Besen E, & Johnson C (2014). The meaning and measurement of productive engagement in later life. Social Indicators Research, 118(3), 1293-1314. doi: 10.1007/s11205-013-0469-6

O’Leary M, Lysaught Z & Ludlow LH (2013). A measurement instrument to evaluate teachers’ assessment for learning classroom practices. International Journal of Educational and Psychological Assessment.14(2), 40-62.

Sinnema CEL & Ludlow LH (2013). The measurement of responsiveness in curriculum practice: A Rasch approach. International Journal of Educational and Psychological Assessment, 12(2), 33-56.

This page links to PDF files. Use this link to download Adobe Reader if needed.