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

亚利桑那州立大学将研究K-12计算机科学（CS）途径的一个关键杠杆——CS教育州主管（CSEdSS）在州教育机构（SEA）的职位。自2016年以来，通过各种中介组织、州立法机构、州长和国家组织，K-12计算机科学（CS）教育政策工作加快了。尽管在扩大K-12计算机科学教育政策方面做了大量工作，但在学习计算机科学的机会和机会方面，公平问题仍然存在。有必要从整个生态系统的角度来理解计算机多样性的结构性障碍，从学前班到劳动力。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、社区外展和管理员支持的结合。这个CAREER项目将研究CSEdSS，并通过告知基于研究的资源和工具的开发，以支持CSEdSS发挥其作用，确保各州学校和地区的CS教育途径多样化，包容性和可访问性。本项目使用一个关键的镜头来研究如何制定在海洋环境中建立国家CSEdSS职位的国家政策。调查、访谈、观察、焦点小组和文件将用于探讨cssedss如何运作和发挥其作用，以确保其州内多样化、包容、公平和无障碍的CS教育途径。本研究的具体目标是相互建立的：1)对K-12州的社区经济发展进行景观研究，为四个州的选择提供信息；2)对四个州的社区经济发展进行比较案例研究，以阐明社区经济发展的中介、驱动因素和产出；以及3)发展一套工具和资源，以支援社会经济及社会发展服务的业界，以达致公平。该项目有助于研究、政策和实践如何共同努力，通过(a)推进评估CS教育政策实施情况的关键和系统方法，在机会、经验和成果方面促进所有学生的公平和卓越；(b)在研究社会科学教育政策的同时，考虑国家的情况和本地的差异；(c)在包容和公平的计算机科学教育途径中发挥CSEdSS的作用；(d)在全国范围内发展支助社会经济发展支助系统。这项工作是政策、实践和研究的交叉点，旨在调查系统性不平等的根源，同时与非营利组织、州教育部门和政策制定者合作，阐明和推进解决方案，以消除使不平等永久化的结构。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.