K–12 Computer Science Education in Pennsylvania: Examining Student, Teacher, and Coursework Demographics Across the Commonwealth (Poster 4)

• In Event: Moving Toward Just and Equitable Access to Computing Education

Abstract

Objectives
The study aims to examine how K-12 Computer Science (CS) education in Pennsylvania has changed since 2020 and understand across Pennsylvania (1) how K-12 CS coursework, students, and teachers are geographically distributed; (2) the extent to which different student and teacher demographic groups participate in and instruct CS coursework; and (3) the extent to which teachers obtain state CS teaching certification.

Theoretical Framework
This study is grounded in the CAPE framework. The framework is organized into four interdependent levels including Capacity, Access, Participation, and Experience. These levels affect one another and allow one to examine equity in CS education across multiple dimensions at a systemic level. Each level of the CAPE framework includes components to help evaluate the extent to which CS education is integrated equitably.

Methods
This study spatially mapped CS data using Tableau and employed descriptive statistics to examine the change in CS courses across the 2020-21 and 2021-22 school years and determine the differences in the relative frequency of CS teachers and students across racial and gender groups.

Data Sources
This study used administrative data from two statewide data systems—TIMS and PIMS—from 2020-2022. The TIMS contains data on all Pennsylvania teachers’ certifications in addition to teachers’ race and gender information. The PIMS contains data on CS courses offered in Pennsylvania, student course enrollment, and student racial and gender demographic information.

Results
Analysis is still ongoing, but preliminary results indicate that from school years 2020-21 to 2021-22, the total number of K-12 CS students increased 2.5%, the total number of K-12 CS courses increased 18%, and the percentage of secondary schools with at least 1 CS course increased 2%. In academic year 2021-22, K-12 CS students were disproportionately white (68%) compared to the overall K-12 student population (63%), and K-12 CS students were disproportionally male (55%) compared to the overall K-12 student population (52%). In academic year 2021-22, there was a total of 2,424 CS teachers with 52% identifying as female and 95% identifying as white. The percent of K-12 school districts with at least 1 certified CS teacher increased from 4% in the 2020-21 academic year to 13% in the 2021-22 academic year.

Significance
Teaching students CS skills is vital to meeting labor market demand and preparing students to obtain the fundamental literacies needed to thrive in society. This study provides insights into the growth of K-12 CS courses in Pennsylvania and demonstrates the need to increase participation of female students and students from traditionally underrepresented racial groups in CS courses across the Commonwealth. Moreover, this study highlights the underrepresentation of teachers from traditionally underrepresented racial groups in the Pennsylvania K-12 CS teacher workforce.

Authors

• Robert Schwarzhaupt, American Institutes for Research

• Sara Frey, Lancaster Lebanon IU13