Capacity, Access and Participation: Assessing Multiple Dimensions of Equity in a Districtwide Computer Science for All Initiative

• In Event: Understanding and Supporting District Systems Change Around Computer Science Education

Abstract

Computer science (CS) education policies are driven by economic, educational, and equity imperatives. On the economic front, they are driven by the need to fill computing-related jobs that are growing at an exponential rate (USBLS, 2019). In terms of the educational imperative, they are driven by the desire to provide all students with computational thinking skills that are applicable and relevant across disciplines and professions (Grover & Pea, 2018). Fueling the equity imperative is the desire to increase access and participation for those who have historically been left out of CS (Santo, Vogel, Ching, 2019). In the context of CSed policy, these imperatives raise important questions about how equity is defined, measured, and enacted.
This paper explores multiple dimensions of equity-related outcomes of a districtwide CS policy and initiative driven by these imperatives. We use the Capacity, Access, Participation, Experience (CAPE) model (Warner, Fletcher & Garbrecht, 2019) as the analytic lens to explore equity in a CS for All initiative in a large urban school district. We discuss challenges to access and participation that shape CS policy implementation. We also highlight ways in which we provide information to the district to foster continuous improvement.
The district’s goal with this initiative is to provide high-quality CS experiences to every student by 2025 by training nearly 5,000 teachers to provide instruction through stand-alone CS courses and by integrating CS into other courses. It focuses on increasing access and participation of girls, Black and Latinx students by providing culturally relevant curriculum, professional development (PD), and support to educators and school leaders that aims to shift perceptions and mindsets around “who CS is for”; promote students’ feelings of belonging in CS; and build awareness and implementation of equitable practices in CS classrooms and throughout schools.
Our paper assesses the implementation of the initiative across the district and examines its impact on schools, teachers and students, with a focus on equity. We draw on data from annual teacher and student surveys; results from student assessments; and student course-taking records.
By 2020, the district trained over 2,000 educators (who are disproportionately male and Black/Latinx relative to the district), most of them with little prior experience in CS. Following the training, most teachers reported confidence in their ability to implement what they learned, suggesting the PD is preparing teachers well for implementation. However, teachers’ reports of confidence, as well as implementation challenges and the level of support they perceive from administrators varied by school. Reported confidence and support was higher, and challenges were fewer, for teachers in schools that served more advantaged students (e.g., students who have higher socio-economic status and academic performance). Our analyses of student access to and participation in CS courses reveal that the proportion of schools offering and students taking CS has increased since the beginning of the initiative. However, there is significant variation across and within schools. Similar to our findings from teachers, differences fall along lines of school and student measures of advantage.

Authors

• Cheri Fancsali, Research Alliance for New York City Schools

• Zitsi Mirakhur, University of Kentucky