Researching Equity, Access, & Learning in CS Education (REAL-CS): Scaling and Sustainability in High School Computer Science

加州大学洛杉矶分校与俄勒冈大学合作，正在努力确保公平仍然是不断增长的探索计算机科学(ECS)计划和更大的CSforAll运动的核心。在过去的五年里，越来越多的人参与到计算机教育中，引发了一场将计算机科学(CS)教育带到全美学校的运动。随着学区和整个州都在争先恐后地建立CS教师和课程，保持对公平的关注至关重要。这个项目--研究CS教育中的公平、访问和学习(REAL-CS)--有三个主要的工作线索，每个工作都以一个总体研究议程为指导，该议程关注不同环境下学生、教师、草根阶层和政策制定者的经验和观点。这三个方面是：(1)ECS计划支持、推广和全国研究，它将继续扩大ECS计划的规模，增加探究和基于公平的ECS教师的数量和能力，并深化不同环境下ECS项目之间的学习和合作。(2)通过公共参与来维持和建设计算机科学教育的能力，这将支持从基层到政策和管理机构的积极公众参与，这些机构对公平和CS教育问题拥有管辖权。(3)CS教育公平研究将进行定性研究(访谈、课堂观察、在一系列不同的教育背景(例如，城市和农村课堂)和社区服务(CSO)下，教科文组织为所有的专业发展机会提供支持，以记录最近的社区服务改革努力对扩大参与度所产生的影响。有色人种和女性学生--传统上被CS领域边缘化的群体--的参与、学习和归属感(或非)将受到特别重视。

The University of California Los Angeles, in collaboration with the University of Oregon, is working to assure that equity remains central to the growing Exploring Computer Science (ECS) program and larger CSforAll movement. Over the last five years, broadening participation in computing efforts have ignited a national movement to bring computer science (CS) education to schools across the U.S. As school districts and entire states rush to get CS teachers and curricula in place, it is critically important to retain the focus on equity.This project -- Researching Equity, Access, & Learning in CS Education (REAL-CS) -- has three principal strands of work, each guided by an overarching research agenda that focuses on the experiences and perspectives of students, teachers, and grassroots and policy makers across varied settings. The three strands are:(1) ECS Program Support, Outreach, and Research Nationwide which will continue to scale the ECS program, increasing the number and capacity of inquiry and equity-based ECS teachers, and deepening the learning and collaboration between ECS projects in varied settings.(2) Sustaining and Building Capacity for Computer Science Education Through Public Engagement which will support active public engagement from the grassroots, such as parent organizations, to policy and governing bodies that have jurisdiction over issues of issues of equity and CS education.(3) CS Educational Equity Research which will do qualitative research (interviews, classroom observations, focus groups) across a set of different educational contexts (e.g., urban vs. rural classrooms) and CSforAll professional development opportunities in order to document the impacts of recent CS reform efforts on broadening participation. The engagement, learning, and sense of belonging (or not) of students of color and females -- groups traditionally marginalized by the CS field -- will be given special emphasis.