CS10K: Prioritizing & Expanding Access to Computer Science Instruction in High-needs High Schools

为美国而教(TFA)计划招募和支持不同的教师群体，在高需求的公立高中教授计算机科学(CS)。通常，资源不足的学校的学生--通常是低收入学生和有色人种学生--得不到在大学和其他地方取得成功所需的高质量、严格的计算机科学指导。这项CS10K提案旨在增加有色人种学生、低收入学生、女学生和具有这些身份交集的学生接触CS的机会。TFA能够很好地实现这一目标，因为它的组织愿景侧重于改善所有儿童，特别是低收入儿童和有色人种儿童的教育机会。TFA安置学校根据社会经济地位(80%有资格享受免费/减价午餐)和种族/民族背景(80%认为是非裔美国人或拉丁裔/a)，为在计算机领域历史上代表性较低的学生提供服务。拟议的工作将在未来三年内在10个为美国而教(TFA)地区的城市和农村公立高中实施探索计算机科学(ECS)课程，从纽约市、南卡罗来纳州、堪萨斯城和格兰德河谷开始。具体而言，TFA建议培训83名教师，他们被指定为ECS研究员，为期至少三年。在他们成为ECS研究员的第一年，参与教师将在他们的学校倡导教授CS。在他们的第二年和第三年，他们将教授ECS课程，在他们的第三年和以后，他们将有机会成为ECS专业发展促进者。该项目的长期成果有三个方面：高需求地区的更多学生将有机会接触到幼儿保育服务；将创建CS10K教育工作者的人才管道，以服务于高需求人群，成为更多接触CS的倡导者，并为高需求社区的未来ECS教师做好准备；以及高需求高中的学校领导人将致力于扩大对CS活动的参与。这项CS10K计划直接解决现有的CS教育不平等问题，并通过以下方式扩大研究基础：--招募不同的领导人在高需求公立高中教授CS--与学校和地区领导人合作，确保高需求高中在课程提供时优先考虑ECS，并为他们提供合格的教师--与ECS团队合作，准备并支持83名ECS研究员，向近2000名高需求城市和农村高中的9-12年级学生提供ECS课程，以评估这项工作，TFA将与SRI International合作进行一项严格的评估，以回答TFA和更广泛的CS教育领域都感兴趣的以下问题：该项目对CS学习和扩大参加ECS研究员领导的ECS课程的学生的CS有何影响？这个项目对CS的教师能力和教师领导力有什么影响？什么是管理员？对开设CS有什么看法？他们如何确定客户服务的优先顺序并克服障碍？

Teach For America (TFA) proposes to recruit and support a diverse group of teachers to teach computer science (CS) in high-needs public high schools. Often students at low-resourced schools--frequently low-income students and students of color--do not receive the high-quality, rigorous computer science instruction needed for success in college and beyond. This CS10K proposal aims to increase access to CS for students of color, low-income students, female students, and students with intersections of these identities. TFA is well positioned to accomplish this as its organizational vision focuses on improving educational opportunities for all children, particularly low-income children and children of color. TFA placement schools serve students historically underrepresented in computing by socioeconomic status (80% eligible for free/reduced price lunch) and racial/ethnic backgrounds (80% identify as African American or Latino/a). The proposed work will implement the Exploring Computer Science (ECS) course in urban and rural public high schools in 10 Teach For America (TFA) regions over the next three years, beginning with New York City, South Carolina, Kansas City, and the Rio Grande Valley. Specifically, TFA proposes to prepare 83 teachers, designated as ECS Fellows for at least a three-year period. In their first year as ECS Fellows, participating teachers will advocate for CS instruction in their schools. In their second and third years, they will teach the ECS curriculum, and in their third year and beyond, they will have the opportunity to become ECS Professional Development Facilitators. The long-term outcomes of this project are three-fold: more students in high needs areas will have access to ECS; a talent pipeline of CS10K educators will be created to serve high-needs populations, become advocates for increased access to CS, and prepare future ECS teachers in high-needs communities; and school leaders in high-needs high schools will commit to broadening participation in CS activities. This CS10K proposal plans to directly address existing CS education inequities and expands the research base in the following ways: -- Recruit diverse leaders to teach CS in high-needs public high schools -- Partner with school and district leaders to ensure high-needs high schools prioritize ECS in their course offerings and provide them with teachers who are qualified to teach ECS -- Work with the ECS team to prepare and support 83 ECS Fellows to deliver the ECS curriculum to nearly 2,000 9th-12th grade students in high-needs urban and rural high schools In evaluating this work, TFA will partner with SRI International to conduct a rigorous evaluation to answer the following questions of interest to both TFA and the broader CS education field: What is the impact of this project on CS learning and broadening participation in CS among students participating in the ECS courses led by ECS Fellows? What are the impacts of this project on teacher capacity and teacher leadership in CS? What are administrators? views on offering CS? How do they prioritize CS and navigate barriers?