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Abstract Despite the importance of developing elementary science teachers' content knowledge for teaching (CKT), there are limited assessments that have been designed to measure the full breadth of their CKT at scale. Our overall research project addressed this gap by developing an online assessment to measure elementary preservice teachers' CKT about matter and its interactions. This study, which was part of our larger project, reports on findings from one component of the item development process examining the construct validity of 118 different CKT about matter assessment items. In this study, 86 elementary teachers participated in cognitive interviews to examine: (a) the knowledge and reasoning they used when responding to these CKT about matter assessment items and (b) the nature of the content challenges and the content teaching challenges they encountered. Findings showed that over 80% of participant interview responses indicated that the CKT about matter items functioned as hypothesized, providing evidence to support future use of these items on a large‐scale assessment and in studies of science teachers' CKT. When responding to the items, participants showed evidence of four main challenges with the science content: (a) using scientific concepts to reason about science tasks, (b) using adequate evidence to reason about science phenomenon, (c) drawing upon examples of scientific phenomena, and (d) drawing upon science vocabulary. Findings also showed that participants experienced challenges regarding the following content teaching aspects when responding to these items: (a) connecting to key scientific concepts involved in the work of teaching science, (b) attending to instructional goal(s), and (c) recognizing features of grade‐level appropriateness. Implications for using CKT items as part of large‐scale science assessment systems and identifying areas to target in elementary science teachers' CKT development are addressed. 

Research Problem. Computer science (CS) education researchers conducting studies that target high school students have likely seen their studies impacted by COVID-19. Interpreting research findings impacted by COVID-19 presents unique challenges that will require a deeper understanding as to how the pandemic has affected underserved and underrepresented students studying or unable to study computing. Research Question. Our research question for this study was: In what ways has the high school computer science educational ecosystem for students been impacted by COVID-19, particularly when comparing schools based on relative socioeconomic status of a majority of students? Methodology. We used an exploratory sequential mixed methods study to understand the types of impacts high school CS educators have seen in their practice over the past year using the CAPE theoretical dissaggregation framework to measure schools’ Capacity to offer CS, student Access to CS education, student Participation in CS, and Experiences of students taking CS. Data Collection Procedure. We developed an instrument to collect qualitative data from open-ended questions, then collected data from CS high school educators (n = 21) and coded them across CAPE. We used the codes to create a quantitative instrument. We collected data from a wider set of CS high school educators ( n = 185), analyzed the data, and considered how these findings shape research conducted over the last year. Findings. Overall, practitioner perspectives revealed that capacity for CS Funding, Policy & Curriculum in both types of schools grew during the pandemic, while the capacity to offer physical and human resources decreased. While access to extracurricular activities decreased, there was still a significant increase in the number of CS courses offered. Fewer girls took CS courses and attendance decreased. Student learning and engagement in CS courses were significantly impacted, while other noncognitive factors like interest in CS and relevance of technology saw increases. Practitioner perspectives also indicated that schools serving students from lower-income families had 1) a greater decrease in the number of students who received information about CS/CTE pathways; 2) a greater decrease in the number of girls enrolled in CS classes; 3) a greater decrease in the number of students receiving college credit for dual-credit CS courses; 4) a greater decrease in student attendance; and 5) a greater decrease in the number of students interested in taking additional CS courses. On the flip-side, schools serving students from higher income families had significantly higher increases in the number of students interested in taking additional CS courses.