CAREER: Computer Science Education State Supervisors: Toward Support for All

亚利桑那州立大学将调查K-12计算机科学（CS）途径的一个关键杠杆- -位于州教育机构（SEA）的CS教育州监督员（CSEdSS）的职位。自2016年以来，K-12计算机科学（CS）教育政策工作通过各种中介组织，州立法机构，州长和国家组织加速。尽管围绕扩大K-12 CS教育政策开展了大量工作，但在学习CS的机会和机会方面仍然存在公平问题。有必要了解计算多样性的结构性障碍，着眼于整个生态系统，从学前教育到劳动力。州教育机构（SEAs）在确保公平获得K-12 CS学习途径方面发挥着重要作用-通常通过教师培训，资源开发，教师认证途径，社区宣传和管理员支持的组合。这个职业生涯项目将研究CSEdSS，并确保不同的，包容性的，和访问CS教育途径跨学校和地区内的国家通过通知基于研究的资源和工具的发展，以支持CSEdSS，因为他们制定自己的角色。这个项目使用一个关键的透镜，以检查如何在SEAs创建一个国家CSEdSS位置的国家政策制定。调查，访谈，观察，焦点小组和文件将被用来探讨如何CSEdSS操作和制定自己的角色，以确保不同的，包容的，公平的，和访问CS教育途径在他们的国家。这项研究的具体目标是相互建立的：1）进行K-12 CSEdSS的景观研究，将为四个州的选择提供信息2）在四个州进行CSEdSS的比较案例研究，以阐明CSEdSS的调解人，驱动程序和输出;以及3）开发工具包和一套资源，以支持CSEdSS实践社区，以实现公平。该项目有助于研究、政策和实践如何共同努力，通过以下方式促进所有学生在入学、经验和成果方面的公平和卓越：（a）推进一种批判性和系统性的方法来评估CS教育政策的实施情况;（B）在考虑国家景观和地方背景差异的同时，制定CS教育政策研究框架;（c）通过包容性和公平的社会教育途径发挥CSEdSS的作用;以及（d）在全国范围内建立CSEdSS支持系统。这项工作是在政策，实践和研究的交叉点，调查系统性不平等的根源，同时与非营利组织合作，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智力价值和更广泛的影响审查标准。

Arizona State University will investigate a key lever in K-12 computer science (CS) pathways - - the position of the CS education state supervisor (CSEdSS) housed at state education agencies (SEA). Since 2016, K-12 computer science (CS) education policy work has accelerated through various intermediary organizations, state legislatures, governors, and national organizations. Despite the tremendous work around expanding K-12 CS education policy, equity issues persist in terms of access and opportunity to learn CS. There is a need to understand structural barriers to diversity in computing with a view to the entire ecosystem, from pre-K through the workforce. State education agencies (SEAs) are instrumental in ensuring that equitable access to K-12 CS learning pathways is enacted – often through a combination of teacher training, resource development, teacher certification pathways, community outreach, and administrator support. This CAREER project will study CSEdSS and ensure diverse, inclusive, and accessible CS educational pathways across schools and districts within states by informing the development of research-based resources and tools to support CSEdSS as they enact their roles.This project uses a critical lens to examine how the national policy of creating a state CSEdSS position at SEAs is enacted. Surveys, interviews, observations, focus groups, and documents will be used to explore how CSEdSS operationalize and enact their roles to ensure diverse, inclusive, equitable, and accessible CS educational pathways within their states. The specific aims of this study build on one another: 1) conduct a landscape study of K-12 CSEdSS that will inform selection of four states 2) conduct a comparative case study of CSEdSS in four states to illuminate the mediators, drivers, and outputs of CSEdSS; and 3) develop a toolkit and set of resources to support the CSEdSS community of practice with a view to equity. This project contributes to how research, policy, and practice can work together to advance equity and excellence for all students in terms of access, experience, and outcomes by (a) advancing a critical and systemic approach to assessing the implementation of CS education policies; (b) framing CS education policy research while considering the national landscape and variance in local context; (c) operationalizing CSEdSS’ role with inclusive and equitable CS education pathways; and (d) developing a system of support for CSEdSS nationally. This work lies at the intersection of policy, practice, and research, to investigate the root causes of systemic inequities while working in partnership with non-profit organizations, state departments of education and policymakers to illuminate and advance solutions to dismantle structures that perpetuate inequity.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.