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--州立教育机构(SEA)计算机科学教育州监督员(CSEdSS)的职位。自2016年以来，通过各种中介组织、州立法机构、州长和全国性组织，K-12计算机科学(CS)教育政策工作加快了步伐。尽管围绕扩大K-12 CS教育政策做了大量工作，但在学习CS的机会和机会方面，公平问题仍然存在。有必要了解计算机多样性的结构性障碍，以期从学前教育到劳动力的整个生态系统。国家教育机构(SEA)在确保公平获得K-12 CS学习途径方面发挥了重要作用--通常是通过教师培训、资源开发、教师认证途径、社区推广和管理员支持相结合的方式。这一职业项目将研究CSEDSS，并确保跨州学校和地区的CSEDSS教育途径多样化、包容性和可访问性，方法是开发基于研究的资源和工具，以支持CSEDSS履行其职责。该项目使用关键的视角来审视在SEA设立州CSEdSS职位的国家政策是如何制定的。调查、访谈、观察、焦点小组和文件将被用来探索CSEDSS如何运作和发挥他们的作用，以确保他们所在州的CS教育途径多样化、包容性、公平和可获得性。这项研究的具体目标是：1)对K-12 CSEDSS进行全景研究，为选择四个州提供信息；2)在四个州进行CSEDSS的比较案例研究，以阐明CSEDSS的调解人、驱动因素和产出；以及3)开发一个工具包和一套资源，以支持CSEdSS的实践社区，以期实现公平。本项目有助于研究、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)提出一种关键和系统的方法来评估计算机科学教育政策的实施情况；(B)制定计算机科学教育政策研究框架，同时考虑当地的国情和差异；(C)利用包容和公平的计算机科学教育途径，实施CSEdSS的作用；以及(D)在全国范围内建立一个支持计算机科学教育系统的系统。这项工作是政策、实践和研究的交叉点，调查系统性不平等的根本原因，同时与非营利组织、州教育部和政策制定者合作，阐明并提出解决方案，以拆除长期存在不平等的结构。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。

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.