Progress and Challenges in K–12 Computer Science Education: Evidence From Four States

• In Event: Moscone Center West Roundtable Session 4

Session Type: Roundtable Session

Abstract

Stakeholders are increasingly advocating for K-12 schools to make computer science coursework available to students. Existing research provides only an incomplete picture of the extent to which this has taken place. Moreover, there is little rigorous research documenting the challenges school administrators face in these efforts and how they navigate those challenges. This panel brings together four studies from four different states illuminating not only patterns in K-12 computer science offerings, but also issues in achieving and measuring success in expanding access to computer science at the elementary and secondary levels. In addition to contributing to our theoretical understanding of educational administration across contexts, these studies highlight important issues for policymakers on a topic of growing importance for schools.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 3: Curriculum and Instruction

Chair

• Colleen M. Lewis, Claremont University - Harvey Mudd College

Papers

• Computer Science Trends and Trade-Offs in California's High Schools - Paul Bruno, University of Illinois at Urbana-Champaign; Colleen M. Lewis, Claremont University - Harvey Mudd College; Anisha Kaul, Scripps College

• Computer Science in Georgia Public High Schools - Miranda C. Parker, University of California - Irvine

• What's the Status of Computer Science in Indiana? - Anne Leftwich, Indiana University; Maureen Biggers, Indiana University - Bloomington

• Texas Computer Science: Access, Participation, and Intersectionality - Jayce R. Warner, The University of Texas at Austin; Joshua Childs, The University of Texas at Austin; Carol Fletcher, The University of Texas at Austin

Discussants

• Allison Scott, Kapor Center for Social Impact

• Joanna Goode, University of Oregon