In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of the Exploring Computer Science equity-focused professional development program.
We applied theories of the policy making process to explain how the COVID-19 pandemic opened a policy window that allowed the use of synchronous online instruction during the implementation of equity-centered, online computer science credit recovery.
This brief summarizes research indicating that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
This report documents the results of the 4-year Accelerate ECS4All NSF grant that supported the development and evaluation of an instructional coaching model for Exploring Computer Science for the Chicago Public Schools.
This paper examines the student- and teacher-level factors that affect student outcomes on the AP CS-A exam. In particular, it highlights the benefit of taking ECS as a foundation for success in AP CS-A.