Publications by Elizabeth M. Kopko

This CAPR report highlights the roles of key actors and of state context and policy in the implementation of multiple measures assessment (MMA) at 12 two- and four-year colleges in Arkansas and Texas. It also discusses costs and describes challenges, such as obtaining staff buy-in, managing student data, and ensuring sufficient staffing.

Using nine terms of outcomes data, this CAPR working paper presents findings from an impact study on multiple measures assessment at seven State University of New York (SUNY) community colleges.

This CAPR brief describes findings and implications of an evaluation study of multiple measures assessment (MMA); it focuses on results among students whose placements changed (or would have changed) under MMA.

This report uses IPEDS data to better understand healthcare training programs and the current role that community colleges play in training healthcare workers, including public health workers.

This CAPR brief provides guidance to institutions seeking to design and implement placement systems that redress limitations of test-only systems and that work in conjunction with other reforms to generate more equitable outcomes.

This CAPR brief provides a taxonomy of various informed self-placement (ISP) systems, shares descriptive data from three colleges using ISP, and identifies important equity and access considerations for implementation.

This CAPR brief describes two recent experimental studies of multiple measures assessment, in which colleges use measures beyond placement test scores to determine students’ college readiness.

This brief discusses how community college systems in four states—Indiana, Virginia, Texas, and Washington—supported large-scale changes to student placement practices in reaction to challenges associated with the COVID pandemic.

This paper examines challenges embedded within the prevailing high school mathematics course sequence, which prioritizes algebra, and explores innovations that aim to provide curricula and pedagogy more aligned with students’ academic and career goals.

This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.

Using state administrative data and propensity score matching, this study examines the characteristics and academic outcomes of community college students who switch majors.

Based on a forthcoming book chapter, this paper discusses how the development of an overall framing vision for student success, the implementation of evidence-based practices, and the establishment of a culture that is conducive to innovation can help colleges improve student outcomes.

This practitioner packet provides guidance to colleges seeking to redesign their new student onboarding practices to better help students explore, choose, and plan a program of study best suited to their interests and aspirations.

This study uses a randomized controlled trial to evaluate the efficacy of multiple measures assessment programs at five colleges in Minnesota and Wisconsin and also examines the implementation and cost of the programs.

This report from the Center for the Analysis for Postsecondary Readiness (CAPR) examines implementation of a multiple measures placement system at seven State University of New York community colleges and presents results on first-term impacts.

This paper describes how degree-seeking students at the City Colleges of Chicago make choices about their programs in their first year of enrollment, focusing especially on how they interact with advisors and how they use college-based resources in program selection and program planning.

This CCRC working paper uses data-mining techniques to analyze student transcripts from two states and identify variables associated with excess credits among bachelor’s degree completers who started at a community college.

This chapter in the book Matching Students to Opportunity examines the matching process between students and college programs or majors, primarily in community colleges.

Using data on students who entered community college and then transferred, this paper examines the impact on bachelor’s degree attainment of earning an associate degree before transferring to a four-year college.

This publication compares how long it takes students to reach important progression milestones based on their level of academic readiness upon entry.

This paper presents the findings from a follow-up quantitative analysis of the Community College of Baltimore County’s Accelerated Learning Program (ALP).