EAGER: Developing an Equity-Driven, Collaborative, Inquiry-Based Online Computer Science Option for Credit Recovery and Incarcerated Youth in Urban Settings

EAGER：开发一种公平驱动、协作、基于查询的在线计算机科学选项，用于城市环境中的信用恢复和被监禁青少年

• 批准号: 1842085
• 负责人: Steven McGee
• 金额: $ 30万
• 依托单位: The Learning Partnership
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-15 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1842085&HistoricalAwards=false
• 关键词: EAGER; Developing; Equity; Driven; Collaborative

The Learning Partnership in collaboration with Education Development Center (EDC), the Chicago Public School District (CPS) and the Chicago Alliance for Equity in Computer Science (CAFECS), proposes to address a significant and urgent need for CPS to provide an online version of the Exploring Computer Science (ECS) program. ECS is designed to introduce students to the breadth of the field of computer science through an exploration of engaging and accessible topics. Its success in CPS led CPS to become the first major city to enact a high school computer science (CS) graduation requirement. An implication of that policy is that students who fail their CS class will need to make it up in order to graduate. This proposed work will use a Researcher Practitioner Partnership (RPP) approach to begin the development of an online version of ECS that can be used for credit recovery.An analysis of student ECS course failure shows that the typical CPS student who will need to recover the CS credit is most likely to be a 10th, 11th or 12th grade Hispanic or African American male student with low academic performance and relatively high rates of absences. The very strong ECS focus on equitable and culturally relevant approaches to pedagogy, the strong partnership that already exists between the Learning Partnership, CPS, and CAFECS, the paucity of existing research on how to support online credit recovery, and the urgency of developing credit recovery options for current students, all combine to provide a unique opportunity to develop an online version of ECS that builds on our knowledge of how best to support for struggling, urban CS students.The lack of existing research on credit recovery represents a significant risk. However, if the project team is successful, this model has the potential for high reward: a high-quality option for students seeking credit recovery, as well as those who are incarcerated or homeless, or otherwise struggle to have an equitable experience to that of their peers.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

与教育发展中心（EDC），芝加哥公立学区（CPS）和芝加哥计算机科学公平联盟（CAFECS）合作的学习伙伴关系，建议解决CPS提供探索计算机科学（ECS）计划的在线版本的重大和迫切需求。ECS旨在通过探索引人入胜和可访问的主题向学生介绍计算机科学领域的广度。它在CPS的成功导致CPS成为第一个制定高中计算机科学（CS）毕业要求的主要城市。这一政策的一个含义是，CS课程不及格的学生需要弥补才能毕业。这项拟议的工作将使用研究人员实践者伙伴关系（RPP）的方法，开始开发一个在线版本的ECS，可用于信用恢复。学生ECS课程失败的分析表明，典型的CPS学生谁需要恢复CS信用最有可能是第10，11或12年级的西班牙裔或非洲裔美国男性学生，学习成绩较低，缺席率相对较高。非常强大的ECS专注于公平和文化相关的教学方法，学习伙伴关系，CPS和CAFECS之间已经存在的强大伙伴关系，关于如何支持在线信用恢复的现有研究缺乏，以及为当前学生开发信用恢复选项的紧迫性，所有这些联合收割机提供了一个独特的机会，开发一个在线版本的ECS，建立在我们的知识，如何最好地支持挣扎，城市CS学生。缺乏现有的研究信用恢复代表了一个重大的风险。然而，如果项目团队成功，这种模式有可能获得高额回报：对于寻求信用恢复的学生，以及那些被监禁或无家可归的学生来说，该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查进行评估，被认为值得支持的搜索.