Collaborative Research: Chicago Alliance For Equity in Computer Science (CAFECS)

德保罗大学，在与学习伙伴关系，芝加哥，芝加哥公立学校（CPS）的洛约拉大学和伊利诺伊大学芝加哥，提出了一个研究人员实践伙伴关系-芝加哥联盟在计算机科学（CAFECS）的公平-与确保所有CPS学生有机会在高中获得包容性，高质量，入门计算机科学教育的目的。CPS是美国第三大学区，要求所有在2017年秋季或以后开始高中学习的学生完成计算机科学（CS）课程。CAFECS将确保CPS为教师提供足够的支持，并要求所有学校负责在整个地区提供高质量的CS。CAFECS将授权至少25,000名芝加哥青少年与计算机科学的基础实践。CAFECS源于大学CS和教育研究教师之间建立良好的伙伴关系，沿着CPS教师和管理人员。十年前，这种伙伴关系在芝加哥开始形成，其共同目标是为所有CPS高中学生提供有意义和引人入胜的计算机科学教学。CAFECS目前通过经过广泛测试的探索计算机科学（ECS）课程和专业发展计划，以其引导式探究方法，并专注于通过多种学习模式和文化敏感内容吸引学生，从而达到庞大而多样化的人口。超过200名教师完成了由CAFECS提供的ECS专业发展。在2016-2017学年，大约7,000名学生在63所高中（106所地区高中）完成了ECS。这些ECS课程的学生人数跨越了计算中长期代表性不足的最大人口类别，包括44%的女性，38%的非洲裔美国人和47%的西班牙裔，这与全区的人口统计数据一致。在这一初步成功的基础上，CPS必须继续发展机制，为教师和校长提供大规模的专业发展，以确保所有学校为所有CPS学生提供高质量的CS课程。 该项目旨在建立在大学合作伙伴和CPS之间建立的关系，使他们将继续服务于社区超出项目的范围。

DePaul University, in collaboration with The Learning Partnership, Loyola University of Chicago, Chicago Public Schools (CPS), and the University of Illinois at Chicago, proposes a researcher practitioner partnership - the Chicago Alliance For Equity in Computer Science (CAFECS)- with the aim of ensuring that all CPS students have access to inclusive, high-quality, introductory computer science education in high school. CPS, the third largest school district in the nation, requires all students starting high school in Fall 2017 or later to complete a computer science (CS) course. CAFECS will ensure that CPS provides sufficient support to teachers and holds all schools accountable for offering high-quality CS across the entire district. CAFECS will empower at least 25,000 Chicago teens with the foundational practices of computer science.CAFECS stems from a well-established partnership between university CS and educational research faculty, along with CPS teachers and administrators. The partnership began forming in Chicago a decade ago around the common goal of providing all CPS high school students access to meaningful and engaging computer science instruction. CAFECS is currently reaching a large and diverse population through the extensively-tested Exploring Computer Science (ECS) curriculum and professional development program, with its guided-inquiry approach and a focus on engaging students through multiple modes of learning and culturally sensitive content. Over 200 teachers have completed ECS professional development delivered by CAFECS. In the 2016-2017 school year, approximately 7,000 students have completed ECS in 63 high schools (of the 106 district-run high schools). The student population in these ECS courses spans the largest population categories long underrepresented in computing includes 44% females, 38% African-American, and 47% Hispanic, which is consistent with the district-wide demographics. Building on this initial success, CPS must continue to develop mechanisms for providing professional development for teachers and principals at scale in order to ensure that all schools offer a high quality CS course to all CPS students. The project seeks to build upon established relationships between the university partners and CPS so that they will continue to serve the community beyond the scope of the project.