CS 10K: Leveraging Teach For America's National Infrastructure to Build a Pipeline of High-Quality Computer Science Instructors in Low-Income Communities

为美国而教（TFA）提出了一个项目，将计算机科学带到他们所服务的低收入高中。TFA的使命是：“总有一天，这个国家的所有儿童都将有机会获得良好的教育。“出于减轻低收入社区学生教育差距的愿望，TFA将获得高质量的计算机科学教育视为一个关键的组织优先事项。在接下来的三年里，TFA计划建立国家计算机科学（CS）教育的能力，基础设施和知识，从我们目前在纽约的计算机科学试点扩展到至少6个新的区域站点和100名新的计算机科学（CS）教育工作者。这项CS 10 K规划补助金将继续开展初步工作，使TFA能够增加和扩大CS教育的参与-吸引新的人才，接触服务不足的学生群体-并创建一个可扩展的，未来发展的可持续基础，并加深对计算机科学教育者发展的理解。规划过程将（1）招募具有计算机科学背景的领导者，（2）培训和支持这些教师实施探索计算机科学（ECS）课程，（3）制定和实施战略，让TFA校友教育工作者参与扩大这项工作的集体影响，以及（4）制定评估计划。评估将细化两个问题：（1）在成为成功安置计算机科学教师的道路上，在不同阶段（招聘，申请人，接受申请人，录取申请人）收集的人的信息在多大程度上预测这条道路上的进展，以及什么策略促进这种进展？(2)资源问题（学校计算机，学生贫困），教师的报告的斗争和胜利，在教学ECS课程，和学生在认知和非认知领域的成果之间的关系是什么？

Teach For America (TFA) proposes a project to bring computer science to the low-income high schools they serve. TFA is guided by the mission that "one day, all children in this nation will have the opportunity to attain an excellent education." Motivated by the desire to alleviate educational disparities that exist for the students in low-income communities, TFA views access to high quality computer science education as a key organizational priority. Over the next three years, TFA has plans to build the national capacity, infrastructure, and knowledge of computer science (CS) education from the expansion of our current New York-based computer science pilot -- EAGER: Increasing the Supply of High-Quality Computer Science Instructors to Low-Income Communities -- to at least 6 new regional sites and a total of 100 new computer science (CS) educators. This CS 10K planning grant will continue the preliminary work to put TFA in a position to increase and broaden participation in CS education -- attracting new talent and reaching underserved student populations -- and create a scalable, sustainable foundation for future growth and deepened understanding of CS educator development.The planning process will (1) recruit leaders with computer science backgrounds to teach in low-income public schools, (2) train and support those teachers to implement the Exploring Computer Science (ECS) curriculum, (3) develop and implement strategies for engaging TFA alumni educators in expanding the collective impact of this work, and (4) develop an evaluation plan. The evaluation will refine two questions: (1) To what extent does information on people gathered at various stages (recruit, applicant, accepted applicant, matriculating applicant) on the road to becoming a successfully placed computer science teachers predict progress on this road, and what strategies promote such progress? (2) What are the relationships among resource issues (school computers, student poverty), teachers' reported struggles and victories in teaching the ECS curriculum, and student outcomes in both cognitive and non-cognitive domains?