Elizabeth Kopko conducts quantitative research on a variety of topics, including statewide articulation agreements between community colleges and four-year universities, the relationship between decisions made prior to upward transfer among community college students and successful BA completion, and how one's choice of major and patterns of declaration can impact student outcomes.
Kopko is a doctoral student in economics and education at Teachers College, Columbia University. Kopko holds MAs in public policy and social service administration from the University of Chicago and a MA in quantitative methods in the social sciences from Columbia University. Kopko graduated from the University of Notre Dame with BAs in sociology and computer applications.
Prior to joining CCRC, Kopko worked as a project manager in the Sociology Department at the University of Notre Dame, where she led a team of doctoral students in the development, distribution, and analysis of the Cardus Education Survey, an international research initiative seeking to uncover a representative portrait of the state of Christian secondary schools in North America.
Kopko's current research interests include student choice, in particular the relationships between college choice, academic focus and student outcomes, as well as higher education policy.