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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. 

Focusing on computational thinking (CT) as the process to integrate computer science across subjects, and making as the activity to engage in this process, is a promising way to introduce students to computing. However, there is little guidance on what practices instructors should employ in maker activities to support CT skill/disposition development. This case study takes place in a makerspace program, using the cognitive apprenticeship conceptual framework as analytical framing to answer the question: Within makerspace activities what evidence exists regarding promising practices that support youth development of CT skills and dispositions? Findings inform our understanding of practices instructors can utilize in making activities to assist students in advancing their CT skills/dispositions: tinkering, embodiment, walkthroughs, drawing, and debugging. 

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 systemically excluded populations. Because of these disparities, the Computer Science for All (CS for All) movement has brought nationwide attention to inequity in CS education. Funding agencies and institutions are supporting the development of research-practice partnerships (RPPs) to address these disparities, recognizing that collaboration between researchers and educators yields accurate and relevant research results, while informing teaching practice. However, for initiatives to effectively make computing inclusive, partnership members need to begin with a shared and collaboratively generated definition of equity to which all are accountable. This paper takes a critical look at the development of a shared definition of equity and its application in a CS for All RPP composed of university researchers and administrators from local education agencies across a large west coast state. Details are shared about how the RPP came together across research and practice to define equity, as well as how that definition continued to evolve and inform the larger project’s work with school administrators/educators. Suggestions about how to apply key lessons from this equity exercise are offered to inform similar justice-oriented projects. 

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. 

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. 

As efforts to broaden participation in computing and provide equitable computer science education to all students increase across the country, within states, and within cities and districts, this research aims to investigate whether existing efforts have increased equity. This research analyzes three years of computer science access, enrollment, and success data across the state of California to: (a) examine whether racial, gender, and socioeconomic equity in CS access, enrollment and success has improved; (b) identify persistent barriers to racial, gender and socioeconomic equity, and (c) inform statewide strategies to ensure equity in computer science across California. Findings indicate despite several promising trends, including an increase in CS access and participation across California, racial, gender and SES gaps remain in access to CS courses, participation, and success. Additional statewide policies and practices are needed to ensure equity in CS across California. 

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.