Measuring Equity Gaps in Enrollment and Graduation Trends in Computer Science Programs

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Assessing Equity, Success, and Effectiveness in Higher Education (Table 31)

Abstract

Designing and delivering quality computer science (CS) and tech post-secondary programs that meet the needs of a diverse student population is essential to promote inclusivity and equitable access to competitive jobs. This paper examines equitable enrollment and completion in four-year computer science (CS) programs in Illinois using the Proportionality Index (PI) method. The results reveal disparities in the academic success of various groups of students with historically marginalized identities among different institutions, and none of them have accomplished equitable achievement. Only a handful of Illinois institutions show equitable representation of Black/African American and Hispanic/Latino in those that earn a CS degree. Furthermore, no institution enrolls women in CS proportionally to their enrollment in the overall student body.

Authors

• Judith Carine Kom Nguiffo, Prince George's County Public Schools

• Stephanie Werner, University of Illinois System