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  1. Current efforts to expand K-12 CS education highlight the great need of well-prepared CS teachers with a strong sense of professional identity. This study proposes the CS teacher identity scale, a quantitative instrument for measuring CS teachers' sense of professional identity. The survey was piloted through a national teacher survey and tested for its reliability, dimensionality, and validity. The analysis reveals a four-factor solution for the CS teacher identity scale. 
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  2. Efforts to broaden participation in computing address how systemic school structures, educator preparation, and curriculum can provide inclusive learning spaces for all students. The emerging multiplicity of scholarship in computer science (CS) education forwards diverse voices, perspectives, and positionalities, and together, provide a rich set of evidence-based narratives that can transform K-12 policies and practices. The four projects featured in this panel bring together CS education efforts with varying methodologies focused on equity-oriented pedagogies and learning for all youth across the US. This panel will focus not only on sharing the multi-pronged efforts of the featured projects, but also on developing a shared vision among participants and panelists for what equity" can and should be in the future of both SIGCSE and CS education as we celebrate SIGCSE's 50th anniversary. By highlighting the work of projects rather than individuals in this panel, audience members will have the opportunity to learn about how collaborative efforts create and examine contexts for equity in CS education across diverse stakeholders, while also providing a richer base for constructing visions of equity that go beyond mere platitudes, toward action items for broadening participation in computing. 
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