EAGER: Developing an Equity-Driven, Collaborative, Inquiry-Based Online Computer Science Option for Credit Recovery and Incarcerated Youth in Urban Settings

EAGER：开发一种公平驱动、协作、基于查询的在线计算机科学选项，用于城市环境中的信用恢复和被监禁青少年

• 批准号: 1842085
• 负责人: Steven McGee
• 金额: $ 30万
• 依托单位: The Learning Partnership
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-15 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1842085&HistoricalAwards=false
• 关键词: EAGER; Developing; Equity; Driven; Collaborative

The Learning Partnership in collaboration with Education Development Center (EDC), the Chicago Public School District (CPS) and the Chicago Alliance for Equity in Computer Science (CAFECS), proposes to address a significant and urgent need for CPS to provide an online version of the Exploring Computer Science (ECS) program. ECS is designed to introduce students to the breadth of the field of computer science through an exploration of engaging and accessible topics. Its success in CPS led CPS to become the first major city to enact a high school computer science (CS) graduation requirement. An implication of that policy is that students who fail their CS class will need to make it up in order to graduate. This proposed work will use a Researcher Practitioner Partnership (RPP) approach to begin the development of an online version of ECS that can be used for credit recovery.An analysis of student ECS course failure shows that the typical CPS student who will need to recover the CS credit is most likely to be a 10th, 11th or 12th grade Hispanic or African American male student with low academic performance and relatively high rates of absences. The very strong ECS focus on equitable and culturally relevant approaches to pedagogy, the strong partnership that already exists between the Learning Partnership, CPS, and CAFECS, the paucity of existing research on how to support online credit recovery, and the urgency of developing credit recovery options for current students, all combine to provide a unique opportunity to develop an online version of ECS that builds on our knowledge of how best to support for struggling, urban CS students.The lack of existing research on credit recovery represents a significant risk. However, if the project team is successful, this model has the potential for high reward: a high-quality option for students seeking credit recovery, as well as those who are incarcerated or homeless, or otherwise struggle to have an equitable experience to that of their peers.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

与教育发展中心（EDC），芝加哥公立学区（CPS）和芝加哥计算机科学股权联盟（CAFEC）合作的学习伙伴关系提议解决CPS提供探索计算机科学（ECS）计划的在线版本的重要需求。 ECS旨在通过探索引人入胜且可访问的主题来向学生介绍计算机科学领域的广度。它在CPS中的成功导致CPS成为第一个制定高中计算机科学（CS）毕业要求的主要城市。该政策的含义是，失败的CS课程的学生将需要弥补以毕业。这项拟议的工作将使用研究人员实践伙伴关系（RPP）方法开始开发可用于信用恢复的在线版本。对学生ECS课程失败的分析表明，需要恢复CS信用的典型CPS学生可能是10年代，11年或12年级或12年级或非洲男性男性或非裔美国男性学生，具有低学业绩效和低学业绩效的缺陷率和相差较高的吸收率。非常有力的EC专注于教学的公平和文化相关方法，在学习伙伴关系，CPS和CAFEC之间已经存在的强大伙伴关系，现有研究的匮乏以及如何支持在线信用恢复的紧迫性以及为当前学生提供竞争的独特机会，以促进我们的知识，以促进努力的知识，以促进现有的知识，以建立良好的努力，以促进我们的努力，以促进我们的努力，以促进我们的努力，以实现迫害的知识。信用恢复研究是一个重大风险。但是，如果项目团队取得成功，则该模型具有高度奖励的潜力：寻求信用恢复的学生以及被监禁或无家可归的学生的高质量选择，或者努力为同行的同行提供公平的经验。这一奖项反映了NSF的法定任务，并被认为是通过基金会的智力优点和广泛的评估来进行评估，这是值得通过评估的，并且是广泛的。