BPC-AE: Equity in Computing Education Policies, Pathways, and Practices (ECEP 3)

BPC-AE：计算教育政策、途径和实践的公平性 (ECEP 3)

• 批准号: 2137834
• 负责人: Carol Fletcher
• 金额: $ 359.9万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2137834&HistoricalAwards=false
• 关键词: BPC; AE; Equity; Computing; Education

We live in an increasingly technology-dependent world where computational literacy and an understanding of computing’s implications on individuals and society are vital to personal success, healthy and engaged communities, and to our nation’s economic competitiveness and security. The lack of diversity in K-12 computer science education, limits our nation’s ability to leverage the full range of expertise and creativity present in our classrooms and communities. The Equity in Computing Education Policies, Pathways, and Practices (ECEP 3) Alliance will address the persistent problem of the lack of diversity in K-12 computer science education and computing pathways. As a result of ECEP support, state leaders will untangle the complex web of factors that produce inequitable outcomes for marginalized students, interrogate their own state data to identify specific student populations that have been excluded from computing pathways, investigate their state’s educational ecosystems and policies to determine the root causes of disparities in access and participation in computer science education, and promote equity-explicit policy changes to address systemic barriers to broadening participation in computing. ECEP will help our nation to transform the exclusionary systems that lead to disparities in CS education for K-12 students, thus leading to a more diverse computing workforce and computationally literate citizenry. The ECEP team is led by the University of Texas at Austin, the Massachusetts Green high Performance Computing Center, Indiana University Bloomington, and University of California Irvine. ECEP builds state-level capacity for systemic change, thus laying the foundation for improvements in equitable Capacity for, Access to, Participation in and Experiences (CAPE) of computer science education for students who have been excluded from computer science education (CSEd) pathways. ECEP’s mission, grounded in the collective impact model, is to change the deeply ingrained policies, pathways, and practices that perpetuate inequitable outcomes throughout the K-12 CSEd ecosystem. ECEP has four primary goals: 1) ECEP will serve as a national hub for state leaders dedicated to collaboratively increasing the number and diversity of K-12 students in the pipeline to computing and computing-intensive degrees; 2) State leaders will leverage ECEP to develop, advocate for, implement, and share equity-explicit, state-initiated policies, pathways, and practices that promote broadening participation in computing (BPC); 3) Utilizing the CAPE framework, state teams will develop goals, common metrics, and data systems to track progress toward equitable K-12 CSEd; 4) State teams will implement strategies to increase capacity for and diverse student access to, participation in, and experiences of K-12 CSEd. In order to accomplish these goals ECEP will facilitate and nurture a robust learning community among state leaders through monthly virtual meetings, co-sponsorships to states that seed fund BPC interventions and research projects, coaching of state teams, and technical assistance for the creation of CS landscape reports, state CSEd summits, and other equity-explicit interventions that help states to advance their BPC goals. ECEP also supports the national dissemination of equity-explicit professional development for K-12 teachers through its Scaling Inclusive Pedagogy project and its partnership with the Computer Science Teachers Association. A defining feature of ECEP is the Common Metrics Project, which will result in tools and protocols for consistent measurement CAPE outcomes. ECEP’s research and coaching will support state leadership teams as they establish goals for BPC, evaluate the efficacy of their BPC initiatives, and track their progress longitudinally.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.

我们生活在一个日益依赖技术的世界，计算素养和理解计算对个人和社会的影响对于个人成功、健康和参与的社区以及我们国家的经济竞争力和安全至关重要。 K-12 计算机科学教育缺乏多样性，限制了我们国家充分利用课堂和社区中的专业知识和创造力的能力。计算教育政策、途径和实践公平 (ECEP 3) 联盟将解决 K-12 计算机科学教育和计算途径缺乏多样性这一长期存在的问题。由于 ECEP 的支持，州领导人将理清导致边缘化学生产生不公平结果的复杂因素网，查询州数据以确定被排除在计算途径之外的特定学生群体，调查州的教育生态系统和政策，以确定计算机科学教育机会和参与差异的根本原因，并促进公平明确的政策变革，以解决扩大参与计算机科学教育的系统性障碍。 计算。 ECEP 将帮助我们的国家改变导致 K-12 学生计算机科学教育差异的排斥制度，从而培养更加多元化的计算劳动力和具有计算素养的公民。 ECEP 团队由德克萨斯大学奥斯汀分校、马萨诸塞州绿色高性能计算中心、印第安纳大学伯明顿分校和加州大学欧文分校领导。 ECEP 建设州级系统变革能力，从而为那些被排除在计算机科学教育 (CSEd) 途径之外的学生改善计算机科学教育的公平能力、获取、参与和体验 (CAPE) 奠定基础。 ECEP 的使命以集体影响模型为基础，是改变在整个 K-12 CSEd 生态系统中长期存在不公平结果的根深蒂固的政策、途径和做法。 ECEP 有四个主要目标： 1) ECEP 将成为国家领导人的国家中心，致力于合作增加获得计算机和计算密集型学位的 K-12 学生的数量和多样性； 2) 国家领导人将利用 ECEP 制定、倡导、实施和分享股权明确、国家发起的政策、途径和实践，以促进扩大计算参与 (BPC)； 3) 利用 CAPE 框架，各州团队将制定目标、通用指标和数据系统，以跟踪公平的 K-12 CSEd 的进展情况； 4) 州团队将实施战略，以提高学生接触、参与和体验 K-12 CSEd 的能力和多样性。为了实现这些目标，ECEP 将通过每月虚拟会议、共同赞助为 BPC 干预和研究项目提供种子资金的州、为州团队提供指导、为创建 CS 景观报告、州 CSEd 峰会和其他有助于各州推进其 BPC 目标的公平明确干预措施提供技术援助，促进和培养州领导人之间强大的学习社区。 ECEP 还通过其“扩展包容性教育学”项目以及与计算机科学教师协会的合作，支持在全国范围内传播 K-12 教师的公平明确的专业发展。 ECEP 的一个决定性特征是通用指标项目，该项目将产生用于一致测量 CAPE 结果的工具和协议。 ECEP 的研究和辅导将支持州领导团队制定 BPC 目标、评估 BPC 计划的有效性并纵向跟踪其进展。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Common Metrics: Lessons from Building a Collaborative Process for the Examination of State-level K–12 Computer Science Education Data

通用指标：建立国家级 K-12 计算机科学教育数据检查协作流程的经验教训

• 发表时间: 2023
• 期刊: ASEE Annual Conference and Exposition
• 作者: Zarch, Rebecca;Dunton, Sarah;Warner, Jayce;Xavier, Jeffrey;Childs, Joshua;Peterfreund, Alan
• 通讯作者: Peterfreund, Alan