EAGER: Developing an Equity-Driven, Collaborative, Inquiry-Based Online Computer Science Option for Credit Recovery and Incarcerated Youth in Urban Settings

学习伙伴关系与教育发展中心（EDC）、芝加哥公立学区（CPS）和芝加哥计算机科学公平联盟（CAFECS）合作，提出解决CPS提供在线版本探索计算机科学（ECS）计划的重大和迫切需求。ECS旨在通过探索引人入胜和可访问的主题，向学生介绍计算机科学领域的广度。CPS的成功使CPS成为第一个制定高中计算机科学（CS）毕业要求的主要城市。该政策的一个暗示是，计算机科学课程不及格的学生需要补考才能毕业。这项拟议的工作将采用研究人员执业伙伴关系（RPP）的方法，开始开发可用于信用恢复的ECS在线版本。对学生ECS课程不及格的分析表明，需要恢复CS学分的典型CPS学生最有可能是10年级、11年级或12年级的西班牙裔或非洲裔男性学生，他们的学习成绩较低，缺课率相对较高。非常强大的ECS专注于公平和文化相关的教学方法，学习伙伴关系，CPS和CAFECS之间已经存在的强大合作伙伴关系，现有研究如何支持在线信用恢复的缺乏，以及为当前学生开发信用恢复选项的紧迫性，所有这些结合起来提供了一个独特的机会，开发在线版本的ECS，建立在我们如何最好地支持挣扎的城市CS学生的知识基础上。缺乏对信贷恢复的现有研究是一个重大风险。然而，如果项目团队是成功的，这种模式有可能获得高回报：为那些寻求信用恢复的学生提供高质量的选择，也为那些被监禁或无家可归的学生提供高质量的选择，或者为获得与同龄人平等的经历而奋斗的学生提供高质量的选择。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。

The Learning Partnership in collaboration with Education Development Center (EDC), the Chicago Public School District (CPS) and the Chicago Alliance for Equity in Computer Science (CAFECS), proposes to address a significant and urgent need for CPS to provide an online version of the Exploring Computer Science (ECS) program. ECS is designed to introduce students to the breadth of the field of computer science through an exploration of engaging and accessible topics. Its success in CPS led CPS to become the first major city to enact a high school computer science (CS) graduation requirement. An implication of that policy is that students who fail their CS class will need to make it up in order to graduate. This proposed work will use a Researcher Practitioner Partnership (RPP) approach to begin the development of an online version of ECS that can be used for credit recovery.An analysis of student ECS course failure shows that the typical CPS student who will need to recover the CS credit is most likely to be a 10th, 11th or 12th grade Hispanic or African American male student with low academic performance and relatively high rates of absences. The very strong ECS focus on equitable and culturally relevant approaches to pedagogy, the strong partnership that already exists between the Learning Partnership, CPS, and CAFECS, the paucity of existing research on how to support online credit recovery, and the urgency of developing credit recovery options for current students, all combine to provide a unique opportunity to develop an online version of ECS that builds on our knowledge of how best to support for struggling, urban CS students.The lack of existing research on credit recovery represents a significant risk. However, if the project team is successful, this model has the potential for high reward: a high-quality option for students seeking credit recovery, as well as those who are incarcerated or homeless, or otherwise struggle to have an equitable experience to that of their peers.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.