CS 10K: Leveraging Teach For America's National Infrastructure to Build a Pipeline of High-Quality Computer Science Instructors in Low-Income Communities

为美国而教(TFA)提出了一个项目，将计算机科学带到他们所服务的低收入高中。TFA的宗旨是“有朝一日，这个国家的所有儿童都将有机会获得良好的教育”。出于缓解低收入社区学生存在的教育差距的愿望，TFA将获得高质量的计算机科学教育视为关键的组织优先事项。在接下来的三年里，TFA计划建设国家计算机科学(CS)教育的能力、基础设施和知识，从我们目前在纽约的计算机科学试点扩大到至少6个新的地区性站点和总共100名新的计算机科学(CS)教育人员--渴望：增加向低收入社区提供高质量的计算机科学教师。这笔CS 10K计划补助金将继续前期工作，使TFA能够增加和扩大对CS教育的参与--吸引新的人才并接触到未得到充分服务的学生群体--并为未来的增长和加深对CS教育者发展的深入理解创造一个可扩展、可持续的基础。规划过程将(1)招募具有计算机科学背景的领导者到低收入公立学校任教，(2)培训和支持这些教师实施探索计算机科学(ECS)课程，(3)制定和实施战略，以吸引TFA校友教育工作者扩大这项工作的集体影响，以及(4)制定评估计划。评估将提炼两个问题：(1)在成为成功安置的计算机科学教师的道路上，在不同阶段(招聘、申请、接受申请、入学申请)收集的人的信息在多大程度上预测了这条道路上的进展，以及哪些策略促进了这种进步？(2)资源问题(学校计算机、学生贫困)、教师报告的在ECS课程教学中的挣扎和胜利以及学生在认知和非认知领域的结果之间有什么关系？

Teach For America (TFA) proposes a project to bring computer science to the low-income high schools they serve. TFA is guided by the mission that "one day, all children in this nation will have the opportunity to attain an excellent education." Motivated by the desire to alleviate educational disparities that exist for the students in low-income communities, TFA views access to high quality computer science education as a key organizational priority. Over the next three years, TFA has plans to build the national capacity, infrastructure, and knowledge of computer science (CS) education from the expansion of our current New York-based computer science pilot -- EAGER: Increasing the Supply of High-Quality Computer Science Instructors to Low-Income Communities -- to at least 6 new regional sites and a total of 100 new computer science (CS) educators. This CS 10K planning grant will continue the preliminary work to put TFA in a position to increase and broaden participation in CS education -- attracting new talent and reaching underserved student populations -- and create a scalable, sustainable foundation for future growth and deepened understanding of CS educator development.The planning process will (1) recruit leaders with computer science backgrounds to teach in low-income public schools, (2) train and support those teachers to implement the Exploring Computer Science (ECS) curriculum, (3) develop and implement strategies for engaging TFA alumni educators in expanding the collective impact of this work, and (4) develop an evaluation plan. The evaluation will refine two questions: (1) To what extent does information on people gathered at various stages (recruit, applicant, accepted applicant, matriculating applicant) on the road to becoming a successfully placed computer science teachers predict progress on this road, and what strategies promote such progress? (2) What are the relationships among resource issues (school computers, student poverty), teachers' reported struggles and victories in teaching the ECS curriculum, and student outcomes in both cognitive and non-cognitive domains?