Search for: All records

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. 

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 historically underrepresented populations. The Computer Science for All (CS for All) movement has brought nationwide attention to these inequities in CS education. More recently, financial support for research-practice partnerships (RPPs) has increased to address these disparities because such collaborations can yield more relevant research for immediate educational/practical application. However, for initiatives to effectively engage in equity-focused initiatives toward making computing inclusive, partnership members need to begin with a shared definition of equity to which all are accountable. This poster takes a critical look at the development of a collaboratively developed definition of equity and its application in a CS for All RPP of university researchers and administrators from local education agencies across the state of California. Details are shared about how the RPP collectively defined equity and how that definition evolved and informed the larger project’s work with school administrators/educators. 

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.