Building the Capacity Necessary to Implement Equity-Focused K–12 Computer Science Education Policy

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Promoting STEM Education Through Policy and Practice (Table 33)

Abstract

The rapid growth of computer science education (CSEd) in US schools has caused educational leaders to focus on the implementation of equitable CSEd policies. This study explores how state educational leaders build the capacity necessary to support such implementation. This study is guided by a critical lens applied to the CAPE framework, a highly referenced framework within CSEd. For our comparative case study, we collected both electronic survey and interview data from over 20 state/territory members of the Expanding Computing Education Pathways (ECEP) Alliance. Preliminary findings indicate that a state’s capacity to support effective implementation of equity-focused CSEd policy is largely dependent on sufficient human and fiscal resources, open and frequent communication, and collaborative efforts across varied stakeholders.

Authors

• Ain A. Grooms, University of Wisconsin - Madison

• Stefanie L. Marshall, Michigan State University

• SJ Hemmerich, University of Wisconsin - Madison

• Grace L. Tukurah, Michigan State University

• Joshua Childs, University of Texas at Austin