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1. 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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2. Walking the talk: how defining equity turns to action in a research-practice partnership

   https://doi.org/10.3389/feduc.2025.1678107  

   Hadad, Roxana; Ryoo, Jean; Flapan, Julie; Chan, Sharisa (November 2025, Frontiers in Education)

   Introduction: This study examines how a research-practice partnership (RPP) involving university researchers and local education agency leaders across California engaged in the ongoing work of collaboratively defining and operationalizing “equity” in computer science (CS) education implementation. Grounded in Freire’s concepts of praxis, words-as-praxis, and dialog, this qualitative research explores how sustained engagement with defining equity became a transformative practice rather than a preliminary planning activity. Methods: Over 4 years, the RPP iteratively developed three versions of an equity definition, responding to changing socio-political contexts. The RPP expanded from 5 to 17 leaders, ultimately scaling to influence a state-sponsored initiative encompassing 38 county offices of education. Data sources for the study include RPP meeting notes, interviews with RPP members, and analysis of evolving equity documents. Results: Findings reveal four key themes: (1) productive tensions between CS content focus and equity emphasis that forced deeper examination of assumptions; (2) the necessity of iterative equity definition as an ongoing process responsive to socio-historical contexts; (3) inclusion/exclusion dynamics within the partnership that shaped both representation and understanding; and (4) how collaborative equity definition built capacity for sustained systemic change. Significantly, resistance to equity conversations paradoxically validated the need for sustained dialog, revealing underlying assumptions about CS education’s “neutrality” that required examination. Discussion: The study demonstrates how collaborative equity definition serves dual functions: developing shared language for collective action while transforming participants’ professional identities and commitments. Participants became leaders of California’s statewide CS education equity initiatives, creating tools and approaches that continue to influence practice years later. This work contributes to research-practice partnership literature by showing how treating equity definition as ongoing praxis—rather than preliminary consensus-building— can create conditions for sustained educational transformation, with implications for STEM education partnerships seeking to center equity while navigating political resistance and changing contexts. 

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3. Continuous Improvement to Operationalize Equity in a Research-Practice- Partnership with Computer Science Education Leaders

   Hadad, R.; Ryoo, J.J.; Flapan, J.; Knudson, J.; Nazario, P. (January 2023, AERA)

   This study explores how a research-practice partnership’s (RPP) continuous improvement methods influenced equity leadership practices in computer science education for school administrators. District leaders and researchers analyzed and documented their continuous improvement process to define “equity and the iterative process of developing this shared definition. Findings reveal this process operationalized equity on two levels: 1) An external examination of equity in education and how racism and biases exacerbate access to computer science education, and 2) An internal gaze on the lack of diversity among our RPP. Key to each of these findings is the collective focus on an ever-changing definition of equity that encouraged our RPP to see our agency as school leaders in disrupting inequality and enacting change. 

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4. 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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5. Supporting Computing Access, Leadership, and Equity: 5 Elements of a Healthy Research-Practice Partnership

   Flapan, J; Ryoo, JJ; Hadad, R; Mendoza, S (November 2023, ICERI)

   This paper describes a four-year research practice partnership (RPP) dedicated to building capacity to scale and sustain equitable computer science education across the state of California, USA. The acronym of the RPP–SCALE: Supporting Computing Access and Leadership Equity in California–is also the same acronym that describes the five elements of our healthy research practice partnership: Shared Leadership, Collaboration, Application to Practice, Learning is Ongoing, and Equity-Focused. In response to the lack of supports for school leaders to implement equity-centered computer science education, this partnership brings together 17 local education agencies (including public school districts and county offices of education) and educational researchers to understand how to increase leadership capacity that supports meaningful computing learning opportunities for individuals most underrepresented in the field (e.g., Black, Brown, Indigenous, low-income, and female students). Through mixed methods research methodologies, this paper surfaces details about best practices for creating and sustaining RPPs, as well as the positive impacts of the SCALE RPP’s activities on partners (e.g., the “CS Equity Guide” and associated professional development workshop for school leaders, Summer of CS initiative, etc.) that were created in response to the partnership’s shared goals and interests. 

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