Assessing the Impact of a CSforALL Research-Practice Partnership Using the PROSPER Framework: A Case Study of the Chicago Alliance for Equity in Computer Science (CAFÉCS)

April 15, 2023


Erin Henrick

Partner to Improve

Steven McGee

The Learning Partnership

Ronald I. Greenberg

Loyala University Chicago

Dale Reed

University of Illinois at Chicago

Don Yanek

Chicago Public Schools

Lucia Dettori

DePaul University

Haley Williamson

Partner to Improve

The Chicago Alliance for Equity in Computer Science (CAFÉCS) Research Practice Partnership (RPP) has been working for more than a decade towards their mission to engage in research and development that enables Chicago Public Schools (CPS) to ensure that all students in Chicago participate in engaging, relevant, and rigorous computing experiences, increase opportunities for all students to pursue computing pathways and prepare all students for the future of work. The partnership engaged in an iterative design process to develop a framework for understanding the areas of RPP impact on a district. This paper applies the PROSPER framework to the CAFÉCS case study by deductively coding 26 RPP-led publications and 10 grant awards. The results of this analysis suggest that the RPP was able to make significant impact in the areas of Programs, Research, Organizational Structure, and Policy, leading to Equitable Results for students. We present the PROSPER Framework as a practical framework that other education RPPs can use to assess their own impact on their partner districts. We discuss further questions and areas of interest as means to better understand the interconnected nature of these different areas of impact.

Suggested Citation

Henrick, E., McGee, S., Schmidt, D., Greenberg, R. I., Reed, D., Rasmussen, A. M., Yanek, D., Dettori, L., & Williamson, H. (2023, April 15), Assessing the impact of a CSforALL research-practice partnership using the PROSPER framework: A case study of the Chicago Alliance for Equity in Computer Science (CAFÉCS) [Poster}. Poster session presented at the Annual Meeting of the American Educational Research Association in Chicago, IL.

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