Evaluating the Effectiveness of Equitable K-12 Professional Learning Access in Computer Science

Computer science professional learning, widely available to 9-12 educators, has increased the number of AP CS courses offered in the U.S. and the number of students taking those courses. However, access to all CS classes remains unequal, dependent on the state, district, counselors, and teachers providing a pathway for K-12 students into the CS classrooms. A15-month project was undertaken to provide professional learning for K-12 educators to provide broader access for more students. The goal was to increase the knowledge and preparation of teachers in a wide range of school districts, as defined by socioeconomic status (SES), to meet state CS standards. Objectives included increasing the number of educators to teach CS, expanding equitable access to high-quality CS education, and providing resources to school districts to support CS education across the K-12 curriculum. Research questions include determining the most effective professional learning strategy for K-12 educators by grade band and identifying best practices to build a community of educators to support students in CS equitably. Strategies included physical and virtual events, single and multi-day workshops, individual study and out-of-class learning. Results show that 70% of the participants (n=175) came from districts with low SES factors. Short events and peer support enticed educators new to CS. In contrast, experienced CS educators wanted to meet nationally recognized norms, such as the Praxis CS examination, or learn advanced topics. These results can be used to provide more K-12 educators with CS professional learning.