Equity in Early Computer Science Education: Insights From a Randomized Trial

• In Event: Equity and Policy in Education

Abstract

Early childhood education is increasingly integrating coding and computational thinking (CT) as foundational skills, responding to the digital age’s demands. Despite growing momentum, empirical evidence on the efficacy of CS curricula in K-2 classrooms remains sparse and mixed, particularly concerning underrepresented learner groups. This study investigates the impact of introducing a coding curriculum on students’ coding and CT skills, with a focus on its effects on equity. A cluster-randomized trial involving 1,705 students revealed positive effects on coding and CT skills, with varying impacts across demographic groups and states. Findings underscore the importance of tailored curricula and equitable access to CS education, highlighting the need for optimal instructional dosing and professional development for educators to support diverse learners effectively.

Authors

• Ghaida S. Alrawashdeh, Oakland University

• Marina U. Bers, Boston College