Does Access to Computing Education Improve Equity? Identifying Promising Practices and Existing Barriers for Broadening Participation among Underrepresented Students in California

接受计算机教育是否能提高公平性？为了解决女性和有色人种在计算机教育和职业中代表性不足的问题，国家、州和地方都加大了努力，扩大中学层次的计算机科学教育，并向所有学生提供参与技术驱动的经济所需的技能。这项研究考察了加州范围内计算机教育课程设置的扩展与计算课程序列中代表性不足的学生的注册、成功和坚持性之间的关系。这项研究调查了目前越来越多的人参与计算活动是否改善了高中水平计算中的种族和性别公平。这项工作为有效改善代表不足的有色人种和各类女性中的计算教育成果并扩大未来美国计算劳动力的人才库提供了战略。这项研究以加利福尼亚州为重点，考察了全州范围内的数据趋势和三个已经实施计算机科学课程扩展努力的学区--奥克兰、洛杉矶和旧金山--的数据。这项关于计算课程可用性、学生注册/参与、学生成功和计算课程持久度的多年纵向研究：(A)确定在扩大计算参与和缩小公平差距方面的成功干预措施和现有挑战，以及(B)确定预测学生群体短期和长期计算结果的人口统计、学术和课程因素。这项工作通过一个有目的的持续改进的过程，告知、完善和改进正在进行的地区和州一级的计算机科学扩展计划，并产生经验和理论发现，为扩大K-12计算机教育的参与提供信息。

Does Access to Computing Education Improve Equity? To address the underrepresentation of women and people of color in computing education and careers, national, state, and local efforts have ramped up to expand access to computer science education at the secondary school level and provide the skills all students need to participate in the technology-driven economy. This study examines the relationship between the expansion of access to computing education course offerings and the enrollment, success, and persistence in computing course sequences among underrepresented students across the state of California. This study examines whether current broadening participation in computing initiatives are improving racial and gender equity in computing at the high school level. The work informs strategies for effectively improving computing education outcomes among underrepresented people of color and women of all kinds and broadening the talent pool of the future U.S. computing workforce. This study focuses in California, examining statewide data trends and data across three school districts that have implemented computer science course expansion efforts-- Oakland, Los Angeles and San Francisco. This multiyear longitudinal study of computing course availability, student enrollment/participation, student success, and persistence in computing courses: (a) Identifies successful interventions and existing challenges in broadening participation and closing equity gaps in computing, and (b) Identifies the demographic, academic, and curricular factors that are predictive of short- and long-term computing outcomes across student populations. This work informs, refines, and improves ongoing district and state-level computer science expansion plans through an intentional process of continual improvement, and produces empirical and theoretical findings to inform efforts to broaden participation in K-12 computing education.