Piping In(Out) of High Computer Science Curricula: Magnet School Lenses and Influencing Factors

高中计算机科学课程的输入(输出)：磁铁学校的镜头和影响因素解决了高中计算机科学课程的可获得性和公平获得这些课程之间的关系。紧随CSforAll计划之后，美国各地的K-12学区正在开发基础设施，为美国公立学校近5000万名学生设计和提供严格的CS教育。在已经有CS课程的地方，有色人种的学生往往不被录取，这增加了可获得性和可获得性之间的区别。《计算机科学》的输入(输出)在北卡罗来纳州维克县的两所磁铁学校考察了可获得性和可获得性之间的关系。这些学校有很大的有色人种学生的代表性，但他们参加CS课程的人数并不能代表他们在学校的人口。因为高中很有吸引力，所有的学生都是高成就学生，许多关于高级技术课程不招收有色人种学生的课外争论都是站不住脚的。这项研究考察了在没有可获得性挑战的学校中，影响学生公平参与计算机科学的学校结构。随着全国各地的学区为CSforAll的实施做准备，CS的管道输入(输出)提供了对公平部署的见解。

Piping In(Out) of High School Computer Science Curricula: Magnet School Lenses and Influencing Factors addresses the relationship between the availability of computer science courses in high school and equitable access to those courses. On the heels of the CSforAll initiative, K-12 school districts across the country are developing an infrastructure to design and deliver rigorous CS education for the nearly 50,000,000 students in U.S. public schools. In places where CS courses already exist, students of color are often not enrolled, raising the distinction between availability and access.Piping In(Out) of Computer Science examines the relationship between availability and access in two magnet schools in Wake County North Carolina. The schools have significant representation of students of color, but their enrollment in the CS courses is not representative of their population in the schools. Because the high schools are magnet, all students are high achievers and many of the extracurricular arguments for lack of enrollment for students of color in advanced technical courses do not hold. This study examines the school structures that affect equitable student engagement in computer science in schools that do not have the challenge of availability. As school districts around the country prepare for the implementation of CSforAll, Piping In(Out) of CS offers insights into equitable deployment.