Coding as Another Language: Impact on Math and Literacy Achievement in Early Computer Science Education

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Abstract

This study examines the impact of an early computer science curriculum, Coding as Another Language and the growth of coding skills on students' math and literacy achievement. Results from a randomized controlled trial with 680 K-2 students showed that implementing the CAL curriculum did not yield a significant impact on literacy and math achievements, but growth in coding skills positively predicted both outcomes.These results allay concerns regarding potential trade-offs between computer science instruction and core subjects, highlighting the positive influence of coding skill development on math and literacy achievement. The implications of these findings are important for educators, policymakers, and researchers as they deliberate the integration of computer science education into the curriculum for young learners.

Authors

• Dandan Yang, Boston College

• Marina U. Bers, Boston College