Publications by Elizabeth M. Kopko
Lessons on Scaling Corequisites: The City University of New York’s Transition From Prerequisite to Corequisite Academic Support
Maggie P. Fay, Julia Raufman, Andrea Lopez Salazar, Selena Cho, Farzana Matin, and Elizabeth Kopko | November 2024
This report draws on interview data with faculty and staff to examine how seven City University of New York colleges transitioned to fully scaled corequisite courses in English and math and the implications of their choices for early implementation.
Access to Success: Insights for Implementing a Multiple Measures Assessment System
Elizabeth Kopko, Hollie Daniels, Dan Cullinan, Hanna Nichols, Ellen Wasserman, and Sarahi Hernandez | March 2024
This 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.
The Long-Term Effects of Multiple Measures Assessment at SUNY Community Colleges
Elizabeth Kopko and Hollie Daniels | October 2023
This 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.
The Long-Term Effectiveness of Multiple Measures Assessment: Evidence From a Randomized Controlled Trial
Elizabeth Kopko, Hollie Daniels, and Dan Cullinan | October 2023
Using nine terms of outcomes data, this working paper presents findings from an impact study on multiple measures assessment at seven State University of New York (SUNY) community colleges.
The Next Phase of Placement Reform: Moving Toward Equity-Centered Practice
By Elizabeth Kopko, Jessica Brathwaite, and Julia Raufman | August 2022
This 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.
Lessons From Two Experimental Studies of Multiple Measures Assessment
Dan Cullinan and Elizabeth Kopko | January 2022
This brief describes findings from two experimental studies of multiple measures assessment, in which colleges use measures beyond placement test scores to determine students’ college readiness.
Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19
Susan Bickerstaff, Elizabeth Kopko, Erika B. Lewy, Julia Raufman, and Elizabeth Zachry Rutschow | January 2021
Based on interviews with system leaders and college administrators, faculty, and staff, this brief presents four short case studies on how community college state systems changed placement policies and supported new placement practices in the midst of the pandemic.
Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy
By Elisabeth A. Barnett, Elizabeth Kopko, Dan Cullinan, and Clive R. Belfield | October 2020
This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.
Multiple Measures Placement Using Data Analytics: An Implementation and Early Impacts Report
By Elisabeth A. Barnett, Peter Bergman, Elizabeth Kopko, Vikash Reddy, Clive R. Belfield, and Susha Roy, with Dan Cullinan | September 2018
This report examines the implementation of a multiple measures placement system at seven State University of New York colleges and presents results on first-term impacts.