Elizabeth M. Kopko is a senior research associate at CCRC. She conducts quantitative and qualitative research on a variety of topics, including the implementation and impact of high school math transition courses; college-readiness, assessment, and placement; the effectiveness of intake and on-boarding practices and reforms; and student decision-making within the higher education context, including major selection, enrollment patterns, and course-taking behaviors.
Kopko is affiliated with the Center for the Analysis of Postsecondary Readiness (CAPR), where she leads and co-leads projects on the implementation and impact of multiple measures assessment and policy, including the Evaluation of Alternative Placement Systems and Student Outcomes and Expanding the Adoption of Multiple Measures and Building the Research Base projects. She also is the quantitative lead on CCRC’s Launch Years: Redefining College Prep Math in High School project. Previously, Kopko played a primary role on several projects related to the evaluation and implementation of guided pathways, transfer articulation, and the impact of Community College of Baltimore County’s Accelerated Learning Program (ALP).
Kopko holds a PhD in economics and education from Columbia University. She also earned MA degrees in public policy and social service administration from the University of Chicago, an MA in quantitative methods in the social sciences from Columbia University, and BA degrees in sociology and computer applications from the University of Notre Dame.