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 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.
This AERA paper provides a preliminary report on how local and national policy entrepreneurs created an environment that was favorable to the landmark decision by the Chicago Public Schools to enact a computer science graduation requirement.