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Joe Stevens

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Contact Info

Office Location: 
102E Lokey Education Building 5267 University of Oregon Eugene, OR 97403-5267
PhD, Psychology and Quantitative Methods, University of Arizona 1983
Research and Outreach Unit(s): 

Joseph Stevens received his Ph.D. in Psychology and Quantitative Methods from the University of Arizona. He is currently a Professor in the Department of Educational Methodology, Policy, and Leadership, College of Education, University of Oregon. He was formerly a Professor of Education at the University of New Mexico. He also worked at the Psychological Corporation and as a measurement statistician at Educational Testing Service. He teaches graduate courses in statistics and research methods including Advanced Research Design, Hierarchical Linear Modeling, and Structural Equation Modeling. His interests are in individual differences including exceptional children; achievement gaps in mathematics and reading achievement; school effects and accountability; measurement, validity, research design, and longitudinal modeling. He has been at the UO since 2005.


Nese, J. F. T., Stevens, J. J., Schulte, A. C., Tindal, G., & Elliott, S. N. (in press). Modeling the Time-Varying Nature of Student Exceptionality Classification. The Journal of Special Education.

Stevens, J. J., & Schulte, A. C. (2016).  The interaction of learning disability status and student demographic characteristics on mathematics growth. Journal of Learning Disabilities. Advance online publication. doi: 10.1177/0022219415618496

Schulte, A. C., Stevens, J. J. Elliott, S. N., Tindal, J., & Nese, J. F. T. (2016).  Achievement gaps for students with disabilities: Stable, widening, or narrowing on a state-wide reading comprehension test. Journal of Educational Psychology. Advance online publication. doi:

Tindal, G., Nese, J. F. T., Stevens, J., & Alonzo, J. (2016). Growth on oral reading fluency progress monitoring measures: Influence of student characteristics and measurement conditions. Remedial and Special Education, 37(1), 28–40. DOI: 10.1177/0741932515590234

Stevens, J. J., & Schulte, A. C. (2016, April). Testing and Interpreting Interaction Effects in Multilevel Models. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.

Anderson, D., & Stevens, J. J. (2016, April). Cohort and subject content variability in value-added model school effects. Paper presented at the annual meeting of the National Council for Measurement in Education, Washington, DC.

Stevens, J. J., Schulte, A. C., Elliott, S. N., Nese, J. F. T., & Tindal, G. (2015). Mathematics achievement growth of students with and without disabilities on a statewide achievement test. Journal of School Psychology, 53, 45-62.

Schulte, A. C., & Stevens, J. J. (2015). Once, sometimes, or always in special education: Mathematics growth and achievement gaps. Exceptional Children, 81, 370-387. doi: 10.1177/0014402914563695

Zvoch, K., & Stevens, J. J. (2015). An examination of summer school effects and the seasonal learning rates of struggling early readers using piecewise growth models. Elementary School Journal, 115, 433-456.

Nese, J. F. T., Tindal, G., Stevens, J. J., & Elliott, S. N. (2015). The Influence of multiple administrations of a state achievement test on passing rates for student groups. Education Policy Analysis Archives, 23(79), 1-24.        

Zvoch, K., & Stevens, J. J. (2015). The graphic representation of findings from the National Center on Assessment and Accountability for Special Education. In M. McCrudden, G. Schraw, & C. Buckendahl (Eds.). Use of visual displays in research and testing: Coding,   Interpreting, and Reporting Data (pp. 237-264). Charlotte, N. C.: Information Age Publishing.

Stevens, J. J., Nese, J. F. T., & Tindal, G. (2015, April). Alternative Methods for Computing Growth Norms. Paper presented at the annual meeting of the National Council for Measurement in Education, Chicago, IL.

Stevens, J. J., & Zvoch, K.  (2007). Confirmatory factor analysis of the CTBS5/TerraNova. Educational and Psychological Measurement, 61(6), 976-989.

Stevens, J. J. (2005). The study of school effectiveness as a problem in research design.  In R. Lissitz (Ed.), Value-added models in education: Theory and applications.  Maple Grove, MN: JAM Press.


Dr. Stevens’ research focuses on the application of advanced modeling methods to applied problems in educational assessment and accountability. Many of his current activities center on the work arising from a large, federally funded research center, the National Research and Development Center on Assessment and Accountability for Special Education (NCAASE; Gerald Tindal, Ann Schulte, Stephen Elliot, and Joseph Stevens, Co-Principal Investigators). As part of this work, Dr. Stevens is studying the longitudinal academic growth of students in mathematics and reading in Grades K to 8 with an emphasis on identifying growth trajectories for specific subgroups of students and examining the size of achievement gaps among student subgroups. NCAASE research is also examining the efficacy of alternative statistical models for estimating and representing teacher/classroom and school performance.