Designed for Equity: Computer Science Course-Taking and Student Engagement at an Interdistrict Magnet School

• In Event: Evaluations of Equity and Social Justice–Oriented Programs

Abstract

CodeRVA Regional High School seeks to provide equitable access to computer science education for a diverse group of students from fourteen urban and suburban school divisions in central Virginia. The only requirement for admission is an interest in computer science, and a lottery admissions system ensures that the student body reflects the demographics of the region’s population. We use a quasi-experimental design to examine rates of computer science coursetaking and behavioral engagement among CodeRVA students and within a propensity-matched group of students who attended traditional schools in their home school divisions. Findings provide evidence of the school’s positive impact on students’ computer science coursetaking as well as engagement, and underscore the importance of careful analytic approaches to evaluation.

Authors

• Michael Broda, Virginia Commonwealth University

• Amy Corning, Virginia Commonwealth University

• Brandon-Lee Lucas, Virginia Commonwealth University