The Impact of a Computational Thinking Course on Louisiana Students’ High School STEM Outcomes

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Leveraging Technology and Digital Learning: Diverse Evaluation Perspectives (Table 11)

Abstract

Computational thinking encompasses proficiencies in computer science and general problem-solving and can support students’ entry into Science, Technology, Engineering, and Mathematics (STEM) education and career pathways. To support students’ STEM outcomes, school districts have been increasingly offering computing and programming courses. Louisiana State University is training teachers to teach an Introduction to Computational Thinking (ICT) course and implementing the course across East Baton Rouge Parish School System and high-need urban and rural high schools in Louisiana. Using a quasi-experimental design, this study evaluates the impact of the ICT course on students’ high school STEM outcomes. This study presents an opportunity to understand the contributions of a computer science innovation on promoting equitable outcomes for historically underserved students.

Authors

• Ming Yin, Education Northwest

• Michelle Hodara, Education Northwest

• Juana Moreno, Louisiana State University