CSforAll: RPP: Programming the Acceleration of Computing and Equity in Massachusetts 2 (PACE2)

马萨诸塞州理工学院（MIT）提出了推进计算教育的途径（PACE 2），这是一个由麻省理工学院教学系统实验室（TSL）、CSforMA和马萨诸塞州12个不同学区组成的联盟推动的研究者-实践者伙伴关系（RPP）。PACE 2的参与者有一个共同的目标，那就是扩大马萨诸塞州计算机科学（CS）服务不足群体的参与：女性、黑人和西班牙裔/拉丁裔、低收入学生、英语学习者学生和残疾学生。PACE 2地区的长期目标是解决CAPE公平CS教育框架的四个方面：提高CS教育的能力，扩大CS课程的获取，扩大代表性不足的群体的参与，并确保CS课程的公平经验。正在进行的实践社区汇集了每个地区的多个利益相关者团队，包括CS教师，部门负责人，指导顾问以及学校和地区领导人，以确保连贯的，全地区的方法来扩大参与和改善计算机科学的经验。 加强整个马萨诸塞州的英联邦CS教育将需要创建一个不同的途径，为不同的地区，不同的课程结构，人口组成，和每个学生的支出，以取得进展，帮助所有学生达到并超过马萨诸塞州数字扫盲和计算机科学标准，并关闭与CS教育的许多机会差距存在于整个国家。PACE成员将参加一系列为期一年的研讨会，包括由NSF资助的先前工作开发的一流项目，如战略CSforALL研究和实施规划工具（CSIT）和计算顾问（C4 C），沿着新的编程。这些新开发的专业学习经验侧重于通过数字临床模拟改善公平教学实践，并开发监测工具和程序，以跟踪整个地区CS教育机会和成果公平的进展。该项目将在第二年反复改进这些初步学习经验，并制定扩大PACE研究员地区数量的途径。该项目将为一个更大的RPP奠定基础，该RPP将吸引马萨诸塞州从事计算机科学教育的其他利益相关者。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识价值和更广泛的影响审查标准进行评估来支持。

Massachusetts Institute of Technology (MIT) proposes Pathways for Advancing Computing Education (PACE2), a researcher-practitioner partnership (RPP) facilitated by the MIT Teaching Systems Lab (TSL), CSforMA, and consortium of 12 diverse school districts across the Commonwealth of Massachusetts. PACE2 participants share the common goal of broadening participation in computing for underserved groups in computer science (CS) in Massachusetts: females, Black and Hispanic/Latinx, low-income students, English learner students and students with disabilities. The long-term objectives of PACE2 districts are to address the four dimensions of the CAPE framework for equitable CS education: improving Capacity for CS education, expanding Access to CS courses, broadening Participation of underrepresented groups, and ensuring equitable experiences in CS courses. The ongoing community of practice brings together multi-stakeholder teams within each district including CS teachers, department heads, guidance counselors, and school and district leaders to ensure coherent, district-wide approaches to broadening participation and improving experiences in computer science. Strengthening CS education across the Commonwealth of Massachusetts will require creating a diverse set of pathways for different districts—with different curriculum structures, demographic compositions, and per pupil expenditures—to make progress towards helping all students meet and exceed the Massachusetts Digital Literacy and Computer Science standards and close the many opportunity gaps related to CS education that exist throughout the state. PACE members will participate in a yearlong sequence of workshops, including best-in-class programs developed by prior NSF-funded work like the Strategic CSforALL Research and Implementation Planning Tool (SCRIPT) and Counselors for Computing (C4C), along with new programming. These newly developed professional learning experiences focus on improving equity teaching practices through digital clinical simulations and developing monitoring tools and programs for tracking progress towards equity of opportunity and outcomes in CS education across the district. The project will iteratively improve on these initial learning experiences for a second year and map out pathways for expanding the number of districts with PACE fellows. The project will set the stage for a larger RPP that engages other stakeholders engaged in CS education in Massachusetts.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.