Expanding Computer Science for All: Effectiveness of State Practices and Implementations

• In Event: Implementation of STEM and Technical Education Policies

Abstract

In the last few years, there has been a strong push toward getting computer science (CS) into K-12 classrooms. Namely, many CS education activists are trying to get computer science into all public schools across the nation. Utilizing institutional theory (IT) to analyze educational policy and practice, this case study examines how and why certain state-level implementations have been more effective than others in expanding access to K-12 CS education. In line with Sharan Merriam’s definition of a case study, we begin with a brief literature review. Semi-structured interviews with key actors from CS education coalitions from California, Illinois, and Rhode Island provide further insight into concrete implementation differences and their effects on increasing access to K-12 CS education.

Author

• Victoria Concepción Chávez, Northwestern University School of Education and Social Policy Learning Sciences