Institutional and State Policies to Support College Student Success

• Rivas, M., Baker, R., & Evans, B. (forthcoming). Does a MOOC make you more marketable?: An experimental analysis of the value of a MOOC relative to professional experience and traditional higher education credentials. AERA Open.

• Baker, R., & Orona, G. A. (2020). Gender and racial differences in awareness and consideration of curricular programs: Exploring a multistage model of major choice. AERA Open, 6(3).

• Fagioli, L. P., Baker, R., & Orona, G. A. (2020). The role of non-cognitive variables in identifying community college students in need of targeted supports. Research in Higher Education, 61, 725-763.

• Baker, R., Evans, B., Li, Q., & Cung, B. (2019). Does inducing students to schedule lecture watching in online classes improve their academic performance? An experimental analysis of a time management intervention. Research in Higher Education, 60(4), 521-552.

• Bahr, P. R., Fagioli, L. P., Hetts, J., Hayward, C., Willett, T., Lamoree, D., Newell, M., Sorey, K., & Baker, R. (2019). Improving placement accuracy in California’s community colleges using multiple measures of high school achievement. Community College Review, 47(2), 178-211.

• Baker, R. (2018). Understanding college students’ major choices using social network analysis. Research in Higher Education, 59(2), 198-225.

• Baker, R., Bettinger, E., Jacob, B., & Marinescu, I. (2018). The effect of labor market information on community college students’ major choice. Economics of Education Review, 65, 18-30.

• Baker, R. (2016). The effects of structured transfer pathways in community colleges. Educational Evaluation and Policy Analysis, 38(4), 626-646.

• Evans, B. J., Baker, R., & Dee, T. S. (2016). Persistence patterns in massive open online courses (MOOCs). The Journal of Higher Education, 87(2), 206-242.

• Baker, R., Evans, B., & Dee, T. (2016). A randomized experiment testing the efficacy of a scheduling nudge in a Massive Open Online Course (MOOC). AERA Open, 2(4).

• Bettinger, E. P., & Baker, R. (2014). The effects of student coaching: An evaluation of a randomized experiment in student advising. Educational Evaluation and Policy Analysis, 36(1), 3-19.

Sorting and Segregation in Higher Education

• Holzman, B., Klasik, D., & Baker, R. (2019). Gaps in the college application gauntlet. Research in Higher Education, 1-28.

• Reardon, S. F., Baker, R., Kasman, M., Klasik, D., & Townsend, J. B. (2018). What levels of racial diversity can be achieved with socioeconomic‐based affirmative action? Evidence from a simulation model. Journal of Policy Analysis and Management, 37(3), 630-657.

• Baker, R., Klasik, D., & Reardon, S. F. (2018). Race and stratification in college enrollment over time. AERA Open, 4(1).

• Reardon, S., Kasman, M., Klasik, D., & Baker, R. (2016). Agent-based simulation models of the college sorting process. Journal of Artificial Societies and Social Simulation, 19(1), 8.

Novel Data in Education Research

• Baker, R., Xu, D., Park, J., Yu, R., Li, Q., Cung, B., Fischer, C., Rodriguez, F., Warschauer, M., & Smyth, P. (2020). The benefits and caveats of using clickstream data to understand student self-regulatory behaviors: opening the black box of learning processes. International Journal of Educational Technology in Higher Education, 17, 1-24.

• Li, Q., Baker, R., & Warschauer, M. (2020). Using clickstream data to measure, understand, and support self-regulated learning in online courses. The Internet and Higher Education, 45, 100727.

• Fischer, C., Pardos, Z. A., Baker, R. S., Williams, J. J., Smyth, P., Yu, R., Slater, S., Baker, R., & Warschauer, M. (2020). Mining big data in education: Affordances and challenges. Review of Research in Education, 44(1), 130-160.

• Fesler, L., Dee, T., Baker, R., & Evans, B. (2019). Text as data methods for education research. Journal of Research on Educational Effectiveness, 12(4), 707-727.

• Li, Q., & Baker, R. (2018). The different relationships between engagement and outcomes across participant subgroups in massive open online courses. Computers & Education, 127, 41-65.