CSforAll: RPP: Pathways for Advancing Computing Education

马萨诸塞州理工学院（MIT）和马萨诸塞州大学波士顿分校（UMB）提出了推进计算教育的途径（PACE）、由麻省理工学院教学系统实验室（TSL）促进的作为网络改进社区（NIC）组织的研究者-实践者伙伴关系（RPP）、UMB拓宽先进技术教育联系（BATEC）、包括一个由马萨诸塞州16个不同学区组成的联盟。PACE参与者的共同目标是扩大马萨诸塞州计算机科学（CS）服务不足群体的计算参与：女性，黑人和西班牙裔/拉丁裔，低收入学生，英语学习者学生和残疾学生。该计划的长远目标是：（1）改善高中中文课程的发展路向;（2）发展一套量度方法，以追踪中文教与学的机会、成就及公平程度;（3）就中文公平教学实践，发展专业发展经验分享，以配合个别地区的不同课程选择;以及（4）在全州和全国范围内广泛分享新的模式、课程和专业发展资源。该项目将支持NIC发展的第一阶段。在整个英联邦加强CS教育将需要为不同地区创建一套多样化的途径-具有不同的课程结构，人口组成，和每个学生的花费--在帮助所有学生达到并超过马萨诸塞州数字素养和计算机科学标准方面取得进展，并缩小与计算机科学教育相关的许多机会差距存在于整个国家。PACE任命的研究员（教师和行政人员从7-8个试点地区）将使用战略CSforALL研究和实施规划工具（CSART），以确定在他们的地区的挑战和机遇。随着挑战的确定，TSL实践空间框架-让教师排练和反思教学中重要决定的游戏和模拟-将用于支持PACE研究员共同设计解决实践问题的战略和干预措施，致力于开发一个原型地区“仪表板”可用于跟踪整个地区CS教育机会和成果公平进展的措施。该项目将在第二年反复改进这些初步学习经验，并制定扩大PACE研究员地区数量的途径。该项目将为更大的征求建议书（RFP）奠定基础，邀请马萨诸塞州从事CS教育的其他慈善机构和行业利益相关者参与。该奖项反映了NSF的法定使命，并被认为值得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来支持。

The Massachusetts Institute of Technology (MIT) and the University of Massachusetts, Boston (UMB) propose Pathways for Advancing Computing Education (PACE), a researcher-practitioner partnership (RPP) organized as a networked improvement community (NIC) facilitated by the MIT Teaching Systems Lab (TSL), the UMB Broadening Advanced Technology Education Connections (BATEC), and including a consortium of 16 diverse school districts across the Commonwealth of Massachusetts. PACE participants share the common goal of broadening participation in computing for underserved groups in computer science (CS) in Massachusetts: females, Black and Hispanic/Latinx, low-income students, English learner students and students with disabilities. The long term objectives of the NIC are to (1) refine high school CS curriculum pathways; (2) develop a dashboard of measures for tracking access, achievement, and equity in CS teaching and learning; (3) develop shared professional development experiences around CS equity teaching practices that cut across the different curriculum choices that individual districts will make; and (4) share new models, curricula, and professional development resources widely across the state and across the country. This project will support the first phase of the NIC development.Strengthening CS education across the commonwealth will require creating a diverse set of pathways for different districts--with different curriculum structures, demographic compositions, and per pupil expenditures--to make progress towards helping all students meet and exceed the Massachusetts Digital Literacy and Computer Science standards and close the many opportunity gaps related to CS education that exist throughout the state. PACE-appointed fellows (teachers and administrators from 7-8 pilot districts) will use the Strategic CSforALL Research and Implementation Planning Tool (SCRIPT) to identify challenges and opportunities in their districts. As the challenges are identified, the TSL practice space framework--games and simulations that let teachers rehearse for and reflect upon important decisions in teaching--will be used to support PACE fellows in co-designing strategies and interventions to address problems of practice, working towards developing a prototype district "dashboard" of measures that can be used to track progress towards equity of opportunity and outcomes in CS education across the district. The project will iteratively improve on these initial learning experiences for a second year and map out pathways for expanding the number of districts with PACE fellows. The project will set the stage for a larger request for proposals (RFP) that engages other philanthropic and industry stakeholders engaged in CS education in Massachusetts.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.