Computer Science Trends and Trade-offs in California High Schools
Computer Science Trends and Trade-offs in California High Schools
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加州高中的计算机科学趋势和权衡
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Colleen M. Lewis
中科院分区：
文献类型：
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作者：
P. Bruno;Colleen M. Lewis
目的：我们的目标是更好地理解高中计算机科学(CS)为学生、学校和学校领导扩展所带来的课程、人员配备和成绩权衡。方法：我们使用描述性的、相关的和准实验的方法来分析加州的纵向课程、学校和教职员工层面的数据，在加州，CS课程的选修活动迅速扩大。研究结果：我们发现，CS课程的快速扩展并没有以CS教师的可观察到的资质(即证书、学历或经验)为代价。随着时间的推移，校内选课模式表明，CS入学人数的增长是以牺牲社会研究、英语/语言艺术(ELA)和艺术课程以及其他杂项选修课为代价的。然而，我们没有发现任何证据表明，一所学校增加CS课程的学生人数对学生的数学或ELA考试成绩有显著影响。对CS教师的灵活授权要求似乎允许学校领导为新的CS课程配备可观察到的资历很强的教师，尽管我们不观察教师的CS教学技能。增加CS的参与不太可能显著提高学校水平的学生考试成绩，但管理人员也不必过于担心考试成绩会受到影响。然而，学校领导和政策制定者应该仔细考虑，新的CS课程将取代哪些课程，以及这种取代是否值得。
Purpose: We aim to better understand the curricular, staffing, and achievement trade-offs entailed by expansions of high-school computer science (CS) for students, schools, and school leaders. Methods: We use descriptive, correlational, and quasi-experimental methods to analyze statewide longitudinal course-, school-, and staff-level data from California, where CS course taking has expanded rapidly. Findings: We find that these rapid CS course expansions have not come at the expense of CS teachers’ observable qualifications (namely certification, education, or experience). Within-school course taking patterns over time suggest that CS enrollment growth has come at the expense of social studies, English/language arts (ELA), and arts courses, as well as from other miscellaneous electives. However, we find no evidence that increased enrollment of students in CS courses at a school has a significant effect on students’ math or ELA test scores. Implications: Flexible authorization requirements for CS teachers appear to have allowed school leaders to staff new CS courses with teachers whose observable qualifications are strong, though we do not observe teachers’ CS teaching skill. Increasing CS participation is unlikely to noticeably improve school-level student test scores, but administrators also do not need to be overly concerned that test scores will suffer. However, school leaders and policymakers should think carefully about what courses new CS courses will replace and whether such replacements are worthwhile.