How to change a state

Broadening participation in K-12 computer science education

Bibliographic Data

ID21728335
AuthorsAnne Ottenbreit-Leftwich (0000-0002-4055-314X, Indiana University Bloomington, corresponding author), Rebecca Zarch (0000-0002-6126-3221, Massachusetts Green High Performance Computing Center), Carol Fletcher (0000-0002-7272-3406, The University of Texas at Austin), Joshua Childs (0000-0003-4181-0360, The University of Texas at Austin), Minji Jeon (0000-0002-0301-2221, Indiana University Bloomington), Maureen Biggers (Indiana University Bloomington), Leigh Ann DeLyser (0000-0002-9556-6888, CSforAll, New York, USA), John Goodhue (0009-0003-8344-9945, Massachusetts Green High Performance Computing Center), Debra J Richardson (0000-0002-8202-9274, University of California, Irvine), Debra Richardson (University of California, Irvine), Alan Peterfreund (0000-0003-0828-491X, SageFox, Amherst, MA, USA), Mark Guzdial (0000-0003-4427-9763, University of Michigan), Rick Adrion (University of Massachusetts Amherst), Barbara Ericson (0000-0001-6881-8341, University of Michigan), Renee Fall (College of St. Scholastica), Victoria Abramenka (Indiana University Bloomington)
Year2022
Publication date2022-09-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePolicy Futures in Education (JOURNAL)
Journal identifiersISSN: 1478-2103 • E-ISSN: 1478-2103
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/14782103221123363
OpenAlexW4294237920
LanguageEN
Citations received4
References cited6

Computer science education has been making dramatic increases in recent years. Across the US, different states are advancing computer science education through different policies. However, as a state makes choices to advance computer science education, it is critical to consider how these policies will broaden participation in computing (BPC). Many have indicated that only white and Asian males (who make up 30% of our population) currently have the opportunity/privilege to engage in computer science education. Therefore, as we implement state-level computer science education reform, it is critical that BPC remains as our guiding principle. Expanding Computing Education Pathways (ECEP) was created as an NSF national alliance to support state-level educational reform with regards to computer science. Over the past 6 years, this alliance of 22 states and Puerto Rico have worked together to share policies to advance BPC in each state. Through these experiences, ECEP has proposed that state change related to CS educational reform follows five stages: (1) Find your leader(s) and change agents; (2) understand the CS education landscape and identify the key issues/policies; (3) gather and organize your allies to establish goals and develop strategic plans and; (4) get initial funding to support change and; (5) building and utilizing data infrastructure that informs strategic BPC efforts. This study examined the ECEP alliance and the five-stage model through the 25,000+ documents and data sources over the past decade, specifically investigating how these five stages impacted states’ overall BPC efforts. Results indicated that these 5 stages seemed to support states’ BPC efforts

Alliance · Education reform · Higher education · Pedagogy · Political science · Population · Public relations · Science education · Science, technology, society and environment education · Sociology · White paper · Computer Science · Educational Assessment and Improvement · Gender and Technology in Education · Law · Public Administration · Teaching and Learning Programming

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