The Impact of the Exploring Computer Science Instructional Model in Chicago Public Schools
journal contribution
posted on 2016-05-12, 00:00 authored by L Dettori, RI Greenberg, S McGee, D ReedAs 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.
Funding
This work was supported in part by National Science Foundation grants CNS-1138515 and CNS- 1138417.
History
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.2016.39Publisher
Institute of Electrical and Electronics Engineersissn
1521-9615Issue date
2016-01-01Usage metrics
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