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Massachusetts defined K-12 Digital Literacy/Computer Science (DLCS) standards in 2016 and developed a 5-12 teacher licensure process, expecting K-4 teachers to be capable of teaching to the standards under their elementary license. An NSF CSforAll planning grant led to the establishment of an NSF 4-year ResearchPractice Partnership (RPP) of district and school administrators, teachers, university researchers, and external evaluators in 2018. The RPP focused on the 33 K-5 serving schools to engage all students in integrated CS/CT teaching and learning and to create a cadre of skilled and confident elementary classroom teachers ready to support their students in learning CS/CT concepts and practices. The pandemic exacerbated barriers and inequities across the district, which serves over 25,000 diverse students (9.7% white/nonHispanic, 83.7% high needs). Having observed a lack of awareness and expertise among many K-5 teachers for implementing CS/CT content and practices and seeing barriers to equitable CS/CT teaching and learning, the RPP designed an iterative, teacher-led, co-design of curriculum supported by equity-focused and embedded professional learning. This experience report describes how we refined our strategies for curriculum development and diffusion, professional learning, and importantly, our commitment to addressing diversity, equity, and inclusion beyond just reaching all students. The RPP broadened its focus on understanding race and equity to empower students to understand how technology affects their identities and to equip them to critically participate in the creation and use of technology 

Until recently, computer science (CS) has been predominantly taught at upper-secondary or tertiary levels. Lately, however, CS curricula have been introduced into school systems from the very first year of school. In this paper, we undertake a participatory research approach, using focus group discussions between a group of experts in the field of evaluation and assessment at the primary level (K-5). The group considered the evaluation and assessment measures they have used, what their current needs are and how the CS education community can move towards meeting those needs. We present the discussion results as a position paper, situated in the context of broader education research. The experts identified three key priorities for the education research community: creating a universal taxonomy of assessment in the primary grades (K-5), creating measurements of student progression and growth over time, and creating culturally relevant evaluations and assessments. Through identifying key priorities, this work provides direction for urgently needed resource development and research directions for K-5 evaluation and assessment.