Identifying and Meeting the Needs of the Expanding Computer Science Teaching Force

Session Type: Symposium

Abstract

Computer science (CS) courses have proliferated rapidly in schools across the United States. This has often happened faster than states have expanded systems for preparing and developing CS teachers, many of whom have little (if any) CS background. This raises concerns about whether CS educational expansions will have their intended benefits, especially for students historically marginalized from computing-related fields. This session brings together four papers presenting novel evidence about the needs of CS teachers and how policymakers and school leaders can meet those needs. These papers also provide direction for practitioners considering or navigating CS expansions in schools and for researchers who want to understand effective and equitable CS teaching and CS education policy.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 6: Human Capital and School Finance

Chair

• Charity E. Freeman, Loyola University Chicago

Papers

• Who Teaches High School Computer Science Courses and Does It Matter? - Paul Bruno, University of Illinois at Urbana-Champaign; Colleen M Lewis, University of Illinois at Urbana-Champaign

• Trends in Computer Science Teacher Isolation in California - Mariam Camille Saffar Perez, University of Illinois at Urbana-Champaign

• Are Computer Science (CS) Teachers Equipped to Provide Equitable CS Education? - Allison Scott, Kapor Center for Social Impact

• Professional Development for Culturally Relevant Education in K–12 Computer Science: Evidence From New York City - Zitsi Mirakhur, University of Kentucky; Christy Crawford, New York City Public Schools

Discussants

• Carol Fletcher, University of Texas at Austin

• Leigh Ann DeLyser, CSforALL