Computer Science State Education Policy: A Key Lever to Ensure Equitable Computer Science Opportunity for All (Poster 7)

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

Abstract

Since 2016, K-12 computer science (CS) education policy work has accelerated through various intermediary organizations (IOs), state legislatures, governors, and national organizations. Available data confirms that as of 2021, CS has become an integral part of the K-12 educational experience through various combinations of policies that now require teachers to possess a CS certification in 41 states, every high school to offer CS instruction in 23 states, and 22 states to adopt a state plan for CS education (Code.org, CSTA & ECEP Alliance, 2021). Despite the tremendous work around expanding K-12 CS education policy, equity issues persist in terms of access and opportunity to learn CS (Code.org, CSTA, & ECEP, 2021; Scott et al., 2018). As highlighted by the Leaky Tech Pipeline Framework (Scott et al., 2018) and CAPE framework (Fletcher & Warner, 2020), there is a need to understand structural barriers to diversity in computing with a view to the entire ecosystem, from pre-K through the workforce. State education agencies (SEAs) are instrumental in ensuring equitable access to K-12 CS learning pathways are enacted through teacher training, resource development, teacher certification pathways, community outreach, and administrator support. Accordingly, there is an urgent need to study a key lever in this pipeline - the position of the CS education state supervisor (CSEdSS) housed at state education agencies (SEA). Not meeting this need represents an important problem because SEAs have increasingly become the hub for ‘all things CS’ in their respective states with CS education supervisors now in 34 states (Code.org, CSTA & ECEP, 2021). To ensure diverse, inclusive, and accessible CS educational pathways across schools and districts within states, it is critical to explore how CSEdSS operationalize and enact their roles. This study investigates structural barriers in access and exposure to CS and how CSEdSS can dismantle these barriers to ensure equitable learning of CS within their states by focusing on the following overarching research questions:
How do CSEdSS operationalize and enact their role across and within states? What are CSEdSS’ perceptions, understandings, interpretations, and applications?
What would a CSEdSS community of practice for equitable CS implementation include (e.g. resources, guidance, ongoing meetings)?
How does equity impact and inform the work of CSEdSS around teacher training, resource allocation, and providing statewide support?
Initial survey results from the CSEdSS community will be shared and discussed considering the above research questions with discussion focusing on unintended results of education policy. Who is most vulnerable? Who is harmed vs. who benefits and why?

Author

• Janice Mak, Arizona State University