CSforAll: RPP: Medium: Understanding Equity and Access in a CSforAll Implementation

克利夫兰州立大学(CSU)提议建立一个知识库，重点关注所有学生的平等和入学机会，以指导全国学校和学区实施CSforAll倡议。CSU一直在协助克利夫兰市学区(CMSD)从2017-18学年开始为学区高中的所有学生实施计算机科学(CS)。CSU和CMSD有意将重点放在所有学生身上，目标是创建一种模式，不仅包括而且针对传统上在CS中代表性不足的群体的学生--来自非裔美国人、西班牙裔和社会经济地位较低人群的学生。这一努力建立在现有的研究从业者伙伴关系(RPP)基础上，其中包括CSU、CMSD、克利夫兰基金会和NeoStem生态系统。这项研究的中心目标是调查实施过程中是否以维护学生公平的方式进行。预期的成果包括：(1)为CSforAll的实施创建一个可复制的模式，以公平为主要设计考虑因素；(2)扩大对解决CS中典型代表不足群体学生成绩差距的机制的研究基础；(3)为校长和管理人员提供一套“采用指南”，清楚地概述在学校实施CSforAll时出现的各种问题，并记录最佳做法，包括课程编码、教师资格认证、时间表、建议等；以及为CS教师在俄亥俄州获得高资质教师身份提供途径。

Cleveland State University (CSU) proposes to create a knowledge base, focused on equity and access for all students, that will guide implementation of CSforAll initiatives in schools and districts across the country. CSU has been assisting the Cleveland Municipal School District (CMSD) as it begins implementation of computer science (CS) for all students in district high schools starting in the 2017-18 academic year. CSU and CMSD are intentionally focusing on all students with the goal of creating a model that, not only includes, but is targeted towards students from groups that are traditionally underrepresented in CS--students from African American, Hispanic and low socio-economic status populations. The effort is built on an existing research practitioner partnership (RPP) that includes CSU, CMSD, the Cleveland Foundation, and the NEOSTEM Ecosystem. The central aim of the research is to investigate whether the implementation proceeds in a manner that preserves equity across students. The expected outcomes include (1) the creation of a replicable model for a CSforAll implementation, in diverse and high-needs school districts, with equity as a primary design consideration, (2) an increased research base on mechanisms for addressing achievement gaps among students from groups typically underrepresented in CS, (3) a set of "adoption guides" for principals and administrators that clearly outline various issues that arise when implementing CSforAll in schools, and document best practices, including course coding, teacher credentialing, scheduling, advising, etc., and a pathway for CS teachers to receive highly qualified teacher status in Ohio.