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This landscape study explored structural barriers to diversity in computing education by focusing on Computer Science Education State Supervisors (CSEdSS) in state education agencies. Positioned in 41 states, CSEdSS play a crucial role in ensuring equitable access to K-12 CS learning pathways. Despite efforts to expand CS education policy, equity issues in access persist. Based on a survey of CSEdSS (n=32) with a 78% response rate, we applied the Capacity for, Access to, Participation in, and Experience of (CAPE) Framework to analyze CSEdSS survey responses to questions about how they enact their role and the ways in which equity in CS education impacts their work. Findings revealed that CSEdSS leveraged the opportunities available to them to build capacity and advance equitable access to CS education across diverse state contexts, even as they navigated systems that present challenges to equitable implementation. The results highlighted the importance of using a critical analysis approach to interrogate policy enactment through a sociocultural and systems-based lens, addressing the complexities of implementing CS education policies at macrosystem, mesosystem, and microsystem levels to support inclusive and equitable pathways in CS education. 

Tangential to the efforts to bring computer science (CS) into K-12 education, there has been increasing recognition of the critical role of data science (DS) in preparing future citizens to be able to gather, analyze, and represent data. With only 51% of K-12 schools offering CS, however, and the critical need for students to engage in DS practices, there is the need to examine ways to integrate DS in other subjects. Our study explores the current landscape of DS in methods and content courses within preservice teacher pathways. This poster outlines a study in its preliminary stages that explores how faculty teaching math, science, and social studies methods and content courses in colleges of education: a) define DS, b) conceptualize DS as related to their course content, c) make connections between DS, CS, and/or computational thinking (CT). Taking a participatory design approach, this study will also explore research-based approaches to building the capacity of preservice faculty in DS to advance the practice of teaching CS in a scalable way to expand access in equitable ways to CS and CT. 

K-12 computer science (CS) teachers are often the only teachers of the subject at their school. Many school-based administrators and personnel lack the content knowledge to support their ongoing professional growth. How then can an ecosystem of support be developed to support K-12 CS teachers? We have created several tools aligned to the CSTA Standards for CS Teachers that support administrators, instructional specialists, and teacher leaders to provide evidence-based feedback and promote the ongoing development of CS teachers at their schools. These tools, including a CS coaching toolkit and instructional practice evidence guide, have the potential to drive impactful, job-embedded development.