The Impact of the Exploring Computer Science Instructional Model in Chicago Public Schools

Lucia Dettori; Ronald I. Greenberg; Steven McGee; Dale Reed

doi:10.1109/MCSE.2016.39

The Impact of the Exploring Computer Science Instructional Model in Chicago Public Schools

Lucia Dettori, Ronald I. Greenberg, Steven McGee, Dale Reed

Department of Computer Science

Research output: Contribution to journal › Article › peer-review

Abstract

As part of the Taste of Computing project, the Exploring Computer Science (ECS) instructional model has been expanded to many high schools in the Chicago Public Schools system. We report on initial outcomes showing that students value the ECS course experience, resulting in increased awareness of and interest in the field of computer science. We compare these results by race and gender. The data provide a good basis for exploring the impact of meaningful computer science instruction on students from groups underrepresented in computing; of several hundred students surveyed, nearly half were female, and over half were Hispanic or African-American.

Original language	American English
Journal	Computer Science: Faculty Publications and Other Works
Volume	18
Issue number	2
DOIs	https://doi.org/10.1109/MCSE.2016.39
State	Published - Mar 1 2016

Keywords

Computer science education
Computing curriculum

Disciplines

Computer Sciences
Curriculum and Instruction
Science and Mathematics Education
Secondary Education
Teacher Education and Professional Development

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title = "The Impact of the Exploring Computer Science Instructional Model in Chicago Public Schools",

abstract = " As part of the Taste of Computing project, the Exploring Computer Science (ECS) instructional model has been expanded to many high schools in the Chicago Public Schools system. We report on initial outcomes showing that students value the ECS course experience, resulting in increased awareness of and interest in the field of computer science. We compare these results by race and gender. The data provide a good basis for exploring the impact of meaningful computer science instruction on students from groups underrepresented in computing; of several hundred students surveyed, nearly half were female, and over half were Hispanic or African-American.",

keywords = "Computer science education, Computing curriculum",

author = "Lucia Dettori and Greenberg, \{Ronald I.\} and Steven McGee and Dale Reed",

note = "Lucia Dettori, Ronald I. Greenberg, Steven McGee, and Dale Reed. The impact of the Exploring Computer Science instructional model in Chicago Public Schools. Computing in Science \& Engineering (Special Issue: Best of RESPECT 2015), 18(2):10--17, March/April 2016.",

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Y1 - 2016/3/1

N2 - As part of the Taste of Computing project, the Exploring Computer Science (ECS) instructional model has been expanded to many high schools in the Chicago Public Schools system. We report on initial outcomes showing that students value the ECS course experience, resulting in increased awareness of and interest in the field of computer science. We compare these results by race and gender. The data provide a good basis for exploring the impact of meaningful computer science instruction on students from groups underrepresented in computing; of several hundred students surveyed, nearly half were female, and over half were Hispanic or African-American.

AB - As part of the Taste of Computing project, the Exploring Computer Science (ECS) instructional model has been expanded to many high schools in the Chicago Public Schools system. We report on initial outcomes showing that students value the ECS course experience, resulting in increased awareness of and interest in the field of computer science. We compare these results by race and gender. The data provide a good basis for exploring the impact of meaningful computer science instruction on students from groups underrepresented in computing; of several hundred students surveyed, nearly half were female, and over half were Hispanic or African-American.

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The Impact of the Exploring Computer Science Instructional Model in Chicago Public Schools

Abstract

Keywords

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