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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. 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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3. 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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4. 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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5. Preparing School Leaders to Advance Equity in Computer Science Education

   https://doi.org/10.26716/jcsi.2021.10.8.33  

   Flapan, Julie; Ryoo, Jean J.; Hadad, Roxana; Knudson, Joel (January 2021, Journal of Computer Science Integration)

   Background and Context: Most large-scale statewide initiatives of the Computer Science for All (CS for All) movement have focused on the classroom level. Critical questions remain about building school and district leadership capacity to support teachers while implementing equitable computer science education that is scalable and sustainable. Objective: This statewide research-practice partnership, involving university researchers and school leaders from 14 local education agencies (LEA) from district and county offices, addresses the following research question: What do administrators identify as most helpful for understanding issues related to equitable computer science implementation when engaging with a guide and workshop we collaboratively developed to help leadership in such efforts? Method: Participant surveys, interviews, and workshop observations were analyzed to understand best practices for professional development supporting educational leaders. Findings: Administrators value computer science professional development resources that: (a) have a clear focus on “equity;” (b) engage with data and examples that deepen understandings of equity; (c) provide networking opportunities; (d) have explicit workshop purpose and activities; and (e) support deeper discussions of computer science implementation challenges through pairing a workshop and a guide. Implications: Utilizing Ishimaru and Galloway’s (2014) framework for equitable leadership practices, this study offers an actionable construct for equitable implementation of computer science including (a) how to build equity leadership and vision; (b) how to enact that vision; and (c) how to scale and sustain that vision. While this construct applies to equitable leadership practices more broadly across all disciplines, we found its application particularly useful when explicitly focused on equity leadership practices in computer science. 

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