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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Lessons From Two Experimental Studies of Multiple Measures Assessment Cullinan, Dan; Kopko, Elizabeth Mary. - : Community College Research Center, Teachers College, Columbia University, 2022 BASE Show details 2 Redesigning Community College Student Onboarding Through Guided Pathways Jenkins, Davis; Lahr, Hana Elizabeth; Pellegrino, Lauren. - : Community College Research Center, Teachers College, Columbia University, 2020 BASE Show details 3 Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy Barnett, Elisabeth A.; Kopko, Elizabeth Mary; Cullinan, Dan. - : Community College Research Center, Teachers College, Columbia University, 2020 BASE Show details 4 Using Data Mining to Explore Why Community College Transfer Students Earn Bachelor’s Degrees With Excess Credits Fink, John; Jenkins, Paul Davis; Kopko, Elizabeth Mary; Ran, Xiaotao. - : Community College Research Center, Teachers College, Columbia University, 2018 Abstract: Community college transfer students encounter challenges progressing toward a bachelor’s degree, leading to widespread transfer credit loss. This in turn may lower students’ chances of credential completion and increase the time and costs for students, their families, and taxpayers. This study reviews review three definitions of credit transfer inefficiency—credit transferability, credit applicability, and excess credits among completers—focusing on the last to examine why community college transfer students often end up with excess credits that do not count toward a bachelor’s degree. The authors use student transcript data from two state systems to examine the course-taking behaviors of community college transfer students who earn bachelor’s degrees with numerous excess credits and with few excess credits. Data-mining techniques enable them to examine a large number of variables that could explain the variation in students’ excess credits at graduation, including not only student demographics but also the types and timing of courses taken. Overall, more excess credits are associated with several factors, including taking larger proportions of 100- and 200-level courses and smaller proportions of 300-level courses throughout students’ progression toward completion, and taking 100-level courses in any subject—and specifically in math—immediately after transferring to a four-year institution. Findings suggest that institutions could help reduce credit transfer inefficiency by encouraging students to explore and choose a bachelor’s degree major early on so they can take the required lower division (100- and 200-level) courses at the community college and take mostly upper division 300- and 400-level courses in their desired major field once they transfer to a four-year institution. Keyword: Bachelor of arts degree; College credits; Community college students; Community college students--Transfer URL: https://doi.org/10.7916/D8NC7CNF BASE Hide details 5 Multiple Measures Placement Using Data Analytics: An Implementation and Early Impacts Report Barnett, Elisabeth; Bergman, Peter; Kopko, Elizabeth Mary. - : Community College Research Center, Teachers College, Columbia University, 2018 BASE Show details 6 Essays on the Economics of Education: Community College Pathways and Student Success Kopko, Elizabeth Mary. - 2017 BASE Show details 7 Timing of Concentration, Completion, and Exit in Community Colleges Kopko, Elizabeth Mary; Cho, Sung-Woo. - : Community College Research Center, Teachers College, Columbia University, 2013 BASE Show details 8 New Evidence of Success for Community College Remedial English Students: Tracking the Outcomes of Students in the Accelerated Learning Program (ALP) Cho, Sung-Woo; Kopko, Elizabeth Mary; Jenkins, Paul Davis. - : Community College Research Center, Teachers College, Columbia University, 2012 BASE Show details

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