Collaborative Research: CAFECS: AP CSP Access for All

协作研究：CAFECS：所有人的 AP CSP 访问

• 批准号: 2219491
• 负责人: Steven McGee
• 金额: $ 106.15万
• 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: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2219491&HistoricalAwards=false
• 关键词: Collaborative; Research; CAFECS; AP; CSP

The Learning Partnership, DePaul University, and Chicago Public Schools (CPS) will collaborate to increase access to and success in AP Computer Science Principles (AP CSP), for African American and Hispanic students, who are traditionally underrepresented in computer science and specifically in AP computer science courses. Each year, about 14,000 students in CPS graduate with one year of high school computer science credit in fulfillment of the district’s computer science graduation requirement. This accomplishment was the culmination of over a decade of work by the Chicago Alliance For Equity in Computer Science research-practice partnership, which includes CPS teachers, CPS administrators, university computer science faculty, and educational researchers. However, access to advanced computer science courses, specifically AP CSP, remains limited, resulting in significant racial and ethnic disparities in access and outcomes. With a specific focus on African American and Hispanic students, the goal of this project is to ensure that every CPS high school offers AP CSP, that enrollment in the course reflects the demographics of each school, and success on the AP exam is equivalent by race, ethnicity, and gender. In addition to addressing inequity in computer science education and supporting teacher professional development, the project will ultimately lead to the development of a stronger and more diverse computing workforce that will enhance U.S. economic competitiveness.The project will provide systems of support to address the challenges inherent in preparing all students and teachers for success in AP CSP and ensure the course is taught using culturally responsive pedagogy. An increasing proportion of new AP CSP teachers do not have a deep background in computer science, and this project will provide content-specific professional development and ongoing coaching. Teachers will be scaffolded in implementing culturally responsive teaching practices through the Exploring Connections to Computer Science activities and professional development program. These practices are especially important for addressing gaps in course outcomes experienced by students of color who are the focus of this project. The project will reach approximately 75 teachers, which would be sufficient to have at least one CSP teacher in every school that does not currently offer AP CSP. As a result, the number of students taking AP CPS should double from roughly 2000 to 4000 students within three years with the increase coming primarily from students at neighborhood schools who identify as Black or Hispanic. The project will engage in hypothesis-driven research to identify factors that predict, facilitate or hinder implementation of AP CSP in neighborhood schools and create a framework of strategies to support the district-wide effort to expand AP CSP.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.

学习伙伴关系、德保罗大学和芝加哥公立学校 (CPS) 将合作，为非裔美国人和西班牙裔学生提供更多机会并成功学习 AP 计算机科学原理 (AP CSP)，这些学生传统上在计算机科学领域，特别是 AP 领域代表性不足每年，大约 14,000 名 CPS 学生获得一年的高中计算机科学学分，以满足该学区的计算机科学毕业要求，这一成就是芝加哥联盟十多年来的努力成果。计算机科学研究与实践伙伴关系的公平性，包括 CPS 教师、CPS 管理人员、大学计算机科学教师和教育研究人员。然而，获得高级计算机科学课程（特别是 AP CSP）的机会仍然有限，导致了显着的种族和民族差异。该项目特别关注非裔美国人和西班牙裔学生，其目标是确保每所 CPS 高中都提供 AP CSP，该课程的入学人数反映了每所学校的人口统计数据以及 AP 考试的成功情况。在种族、民族和性别上是同等的。除了解决计算机科学教育中的不平等问题和支持教师专业发展之外，该项目最终还将带来更强大、更多样化的计算机劳动力的发展，从而增强美国的经济竞争力。该项目将提供支持系统来应对固有的挑战为所有学生和教师在 AP CSP 中取得成功做好准备，并确保使用文化响应式教学法教授课程 越来越多的新 AP CSP 教师没有深厚的计算机科学背景，该项目将提供针对特定内容的专业发展。以及持续的辅导。将通过探索与计算机科学的联系活动和专业发展计划来实施文化响应式教学实践，这些实践对于解决作为该项目重点的有色人种学生所经历的课程成果差距特别重要。大约 75 名教师，这足以在目前不提供 AP CSP 的每所学校配备至少一名 CSP 教师。因此，三年内参加 AP CPS 的学生人数将增加一倍，从大约 2000 名学生增加到 4000 名学生。增加主要来自社区学校的黑人或西班牙裔学生。该项目将进行假设驱动的研究，以确定预测、促进或阻碍社区学校实施 AP CSP 的因素，并创建一个支持该学区的战略框架。 - 扩大 AP CSP 的广泛努力。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。