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Keith Zvoch

Keith Zvoch's picture

Contact Info

Office Location: 
102C Lokey Education Building 5267 University of Oregon Eugene, OR 97403-5267
Associate Professor
Ph.D., Educational Psychology, University of New Mexico, 2001

Keith Zvoch is an Associate Professor in the Department of Educational Methodology, Policy and Leadership. His research interests include causal inference in field-based settings, the application and study of methodologies that account for breakdowns in treatment protocol, and the modeling of time series data. Dr. Zvoch teaches program evaluation, research design, and multilevel, multivariate statistics courses. Prior to his appointment at UO, Dr. Zvoch served as an Assistant Professor in the Department of Educational Psychology at the University of Nevada, Las Vegas. He has been at UO since 2007.



Zvoch, K. (in press). Intent-to-treat and treatment take-up effects of summer school on the literacy outcomes of struggling early readers. In G. Roberts, S. Vaughn, T. Beretvas, & V. Wong (Eds.), Treatment fidelity in studies of educational intervention (pp. 80-99). New York: Taylor & Francis/Routledge.

Zvoch, K. (2016). The use of piecewise growth models to estimate learning trajectories and RtI instructional effects in a comparative interrupted time series design. Elementary School Journal, 116(4), 699-720.

Zvoch, K., & Stevens, J. J. (2015). Identification of summer school effects by comparing the in- and out-of-school growth rates of struggling early readers. Elementary School Journal, 115(3), 433-456.

Zvoch, K., & Stevens, J. J. (2013). Summer school effects in a randomized field trial. Early Childhood Research Quarterly, 28(1), 24-32.

Zvoch, K. (2012). How does fidelity of implementation matter? Using multilevel models to detect relationships between participant outcomes and the delivery and receipt of treatment. American Journal of Evaluation, 33(4), 541-559.

Zvoch, K. (2009). A longitudinal examination of the academic year and summer learning rates of full and half-day kindergartners. Journal of Education for Students Placed At Risk, 14(4), 311-333.

Zvoch, K. (2009). Treatment fidelity in multisite evaluation: A multilevel longitudinal examination of provider adherence status and change. American Journal of Evaluation, 30(1), 44-61.

Zvoch, K., & Stevens, J. J. (2008). Measuring and evaluating school performance: An investigation of status and growth-based achievement indicators. Evaluation Review, 32(6), 569-595.

Zvoch, K., Reynolds, R. E., & Parker, R. P. (2008). Full day kindergarten and student literacy growth: Does a lengthened school day make a difference? Early Childhood Research Quarterly, 23(1), 94-107.

 Zvoch, K., Letourneau, L. E., & Parker, R. P. (2007). A multilevel multisite outcomes-by-implementation evaluation of an early childhood literacy model. American Journal of Evaluation, 28(2), 132-150.


Keith Zvoch’s research primarily centers on the evaluation of school-based intervention programs. His recent work has involved the use of randomized experiments and strong quasi-experimental designs (e.g., RD/ITS) to study the effectiveness of interventions (i.e., RtI, summer school, full-day kindergarten) designed to promote early childhood literacy. A motivating problem that underlies much of his research is the inferential impact of breakdowns in the delivery and receipt of intervention programs administered in field settings. The application and study of methodologies that account for treatment noncompliance and deviations from treatment protocol are of particular interest. Dr. Zvoch has been the principal/co-principal investigator on two IES funded grants and is currently an Associate Editor for the American Journal of Evaluation. He has published extensively in education, evaluation, and child development journals.