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The Impact of the Exploring Computer Science Instructional Model in Chicago Public Schools

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journal contribution
posted on 12.05.2016 by L Dettori, RI Greenberg, S McGee, D Reed
As part of the Taste of Computing project, the Exploring Computer Science (ECS) instructional model has been expanded to many high schools in the Chicago Public Schools system. We report on initial outcomes showing that students value the ECS course experience, resulting in increased awareness of and interest in the field of computer science. We compare these results by race and gender. The data provide a good basis for exploring the impact of meaningful computer science instruction on students from groups underrepresented in computing; of several hundred students surveyed, nearly half were female, and over half were Hispanic or African-American.


This work was supported in part by National Science Foundation grants CNS-1138515 and CNS- 1138417.


Publisher Statement

This is the author’s version of a work that was accepted for publication in Computing in Science and Engineering. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Computing in Science and Engineering, 2016. 18(2): 10-17. DOI: 10.1109/MCSE.2016.39


Institute of Electrical and Electronics Engineers



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