Overview
Andrew Latham has been leading large-scale assessment projects, both domestically and abroad, for over 30 years. As WestEd’s Vice President of Science and Assessment, Latham helps policymakers, states, districts, and schools develop comprehensive and balanced assessment programs to measure students’ progress and identify their future learning needs. He has a particular interest in science performance assessments that require students to analyze and synthesize information in ways that demonstrate a deep understanding of science content.
Latham has two primary responsibilities in leading WestEd’s science and assessment teams: (1) to help ensure that all students have access to high-quality science content delivered by well-trained, knowledgeable teachers, and (2) to help clients design assessment systems that are valid, fair, and aligned with rigorous standards. He has published and presented on science and assessment topics extensively, with a particular focus on helping policymakers, teachers, and parents understand the implications of research findings for student learning.
Prior to joining WestEd, Latham served in various executive roles at Educational Testing Service for nearly two decades, including leading large-scale K–12 assessment and teacher licensure programs. He also served as Associate Vice President of ETS’s Global Division and spent two years in the United Kingdom running the national Standard Assessment Tests program. A former middle school English and mathematics teacher, Latham has spent his entire career in education and assessment, focusing on ways to enhance teacher quality and improve student learning.
Education
- PhD in educational psychology, Temple University
- MA in English literature, Boston University
- AB in English and American literature, Harvard University
Select Publications
Latham, A. S. (2016). ESSA and the new era of local control for assessment and accountability. In, The road ahead for state assessments: What the assessment consortia built, why it matters, and emerging options, pp. 14–16. Educational Testing Service.
Latham, A. S. (2015). Bursting bubbles: Assessing the new tests. School Administrator, 6(72), 18–23.
Gitomer, G. H., & Latham, A. S. (2000). Generalizations in teacher education: Seductive and misleading. Journal of Teacher Education, 51(3), 215–220.
Latham, A. S., & Pearlman, M. A. (1999). From standards to licensure: Developing an authentic assessment for school principals. Journal of Personnel Evaluation in Education, 13(3), 245–262.
Latham, A. S., Gitomer, D., & Ziomek, R. (1999). What the tests tell us about new teachers. Educational Leadership, 56(8), 23–26.
