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1. Learning with Leadership: Perspectives from a Statewide Research-Practice Partnership Focused on Equity-Oriented Computing Professional Development for K-12 Administrators

   Ryoo, J.J.; Flapan, J.; Hadad, R.; Margolis, J.; Amalong, J.; Aranguren, L.; Campos, E.; Knudson, J.; Lee, M.; Zuchowicz, M. (January 2021, Proceedings of the Annual SIGCSE Conference on Innovation and Technology in Computer Science Education)

   null (Ed.)

   While the Computer Science for All (CS for All) movement has led to valuable advancements in equity-oriented curricula and teacher professional development, critical questions remain about how to build the capacity of school and district leadership to implement equitable CS education. How can administrators be supported in decision-making practices so that their school policies facilitaterather than hinder CS for All efforts? Our statewide research-practice partnership (RPP)—representing fourteen different urban, rural, and suburban local education agencies (LEAs) across the state—sought to tackle this question by collaboratively developing, implementing, and iteratively improving upon a guide and workshop for administrators seeking to bring CS into their schools, as well as a multi-stakeholder PD for teachers, counselors, and principals. Both researcher and administrator panelists will share how we built an RPP, lessons learned in creating administrator resources, and details about effective multi-stakeholder PD. In line with SIGCSE’s 2021 call, this panel will inform audience members about how RPPs and a focus on leadership can expand computing education opportunities for more students in K-12 public schools. 

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2. Defining and Delivering Equity: How one RPP develops a definition and puts it into practice

   https://doi.org/10.1109/RESPECT51740.2021.9620634  

   Hadad, Roxana; Ryoo, Jean; Flapan, Julie; Kong, Steve (May 2021, Defining and Delivering Equity: How one RPP develops a definition and puts it into practice)

   CSforALL and SageFox (Ed.)

   Computer science (CS) has the potential to positively impact the economic well-being of those who pursue it, and the lives of those who benefit from its innovations. Yet, large CS learning opportunity gaps exist for students from systemically excluded populations. Because of these disparities, the Computer Science for All (CS for All) movement has brought nationwide attention to inequity in CS education. Funding agencies and institutions are supporting the development of research-practice partnerships (RPPs) to address these disparities, recognizing that collaboration between researchers and educators yields accurate and relevant research results, while informing teaching practice. However, for initiatives to effectively make computing inclusive, partnership members need to begin with a shared and collaboratively generated definition of equity to which all are accountable. This paper takes a critical look at the development of a shared definition of equity and its application in a CS for All RPP composed of university researchers and administrators from local education agencies across a large west coast state. Details are shared about how the RPP came together across research and practice to define equity, as well as how that definition continued to evolve and inform the larger project’s work with school administrators/educators. Suggestions about how to apply key lessons from this equity exercise are offered to inform similar justice-oriented projects. 

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3. Applying the CAPE framework to measure equity and inform policy in computer science education

   https://doi.org/10.1177/14782103221074467  

   Warner, Jayce R; Fletcher, Carol L; Martin, Nicole D; Baker, Stephanie N (January 2022, Policy Futures in Education)

   The push to make computer science (CS) education available to all students has been closely followed by increased efforts to collect and report better data on where CS is offered, who is teaching CS, and which students have access to, enroll in, and ultimately benefit from learning CS. These efforts can be highly influential on the evolution of CS education policy, as education leaders and policymakers often rely heavily on data to make decisions. Because of this, it is critical that CS education researchers understand how to collect, analyze, and report data in ways that reflect reality without masking disparities between subpopulations. Similarly, it is important that CS education leaders and policymakers understand how to judiciously interpret the data and translate information into action to scale CS education in ways designed to eliminate inequities. To that end, this article expands on recent research regarding the use of data to assess and inform progress in scaling and broadening participation in CS education. We describe the CAPE framework for assessing equity with respect to the capacity for, access to, participation in, and experience of CS education and explicate how it can be applied to analyze and interpret data to inform policy decisions at multiple levels of educational systems. We provide examples using large, statewide datasets containing educational and demographic information for K-12 students and schools, thereby giving leaders and policymakers a roadmap to assess and address issues of equity in their own schools, districts, or states. We compare and contrast different approaches to measuring and reporting inequities and discuss how data can influence the future of CS education through its impact on policy. 

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4. Who Has a Seat at the Table in CSed?: Rethinking Equity Through the Lens of Decision-making and Power in Computer Science Education Initiatives

   https://doi.org/10.1145/3328778.3366969  

   Santo, Rafi; Vogel, Sara; Ryoo, Jean; Denner, Jill; Belgrave, Camie; Moriss, Alicia; Tirado, Alex (February 2020, Proceedings of the 51st ACM Technical Symposium on Computer Science Education (SIGCSE))

   Who makes decisions about what K-12 computer science education(CSed) should look like? While equitable participation is a central focus of K-12 CSed, the field has largely thought about equity through the lens of providing access to inclusive and robust CS learning. But issues of who has a "seat at the table" in determining the shape of those experiences, and the larger field that structures them, have been largely under-explored. This panel session argues that equitable CSed must take into account questions of participation in decision-making about CSed, with such issues of power themselves a key dimension of equity in any education effort. We highlight efforts engaging stakeholders from across the education landscape-parents, educators, community members, administrators, and students-exploring how decision-making is structured, how voices that are usually marginalized might be elevated, the tensions involved in these processes, and the relationships between participation and equity. 

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5. The Impact of CS for All on College Placement in Computer Science

   https://doi.org/10.1145/3328778.3366968  

   Greenberg, Ronald I.; Medero, Julie; Rebelsky, Samuel A.; Trees, Frances P.; Reed, Dale (February 2020, Proceedings of the 51st SIGCSE Technical Symposium on Computer Science Education)

   With the CS for All movement increasingly gaining traction nationally, students entering colleges and universities are arriving with deeper and broader CS experiences. This in turn can change students' higher education starting point. This panel of CS faculty with expertise in this area will present perspectives and models to describe how higher education choices for placement, credit, and curriculum design affect the efforts to broaden participation in student pathways into computing and related studies. 

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