PUBLICATIONS KEYWORDS

Relevant research that both informs the work of CPS and contributes to the field of education research

Through collaborations between education researchers and practitioners, the Chicago Alliance for Equity in Computer Science (CAFÉCS) has produced relevant research that both informs the work of CPS and contributes to the field of education research related to theory of computer science education, student learning and effective partnerships. This section provides an archive of CAFÉCS publications.

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Balancing teachers’ needs in times of crisis: investigating how computer science instructional coaches and teachers navigated remote professional development during COVID-19

This study investigated how Chicago Public Schools (CPS) computer science (CS) teachers and instructional coaches navigated remote professional development (PD) during the pandemic.

    Feb 2024

    Hybrid/Online ECS: An Equity-Focused Credit Recovery Course

    This was an invited repeat presentation of the RESPECT version of this report that provides an overview of the design elements used for the hybrid/online ECS program.

      Conference

    Mar 2023

    Celebration of the Success of the CPS Computer Science Graduation Requirement

    The Chicago Public Schools leads the nation in computer science education. This event celebrates the success of the enactment of a computer science graduation requirement in rapidly broadening participation in CS and maintaining student success.

      Video

    Aug 2022

    Examining equity in remote learning plans: A content analysis of state responses to COVID-19.

    In this paper, the authors present a content analysis of state guidance on remote learning from the 2019-20 school year.

      Article

    Apr 2021

    Computer science teachers as change agents for broadening participation: Exploring perceptions of equity

    In this paper, the authors share findings from a qualitative analysis of computer science teachers' perspectives about equity within the context of an equity-focused professional development program.

      Article

    Apr 2021

    Broadening participation and success in AP CSA: Predictive modeling from three years of data

    This paper studies how students in Chicago are successful in the AP Computer Science A course while the district sought to broaden participation for under-represented youth in Computer Science more broadly.

      Conference

    Mar 2021

    The changing profile of ECS teachers

    This study compares the characteristics and professional development (PD) experiences between teachers who began teaching Exploring Computer Science before and after the enactment of a CS graduation requirement in the Chicago Public Schools.

      Chapter

    Mar 2020

    Does a Computer Science Graduation Requirement Contribute to Increased Enrollment in Advanced Computer Science Coursework?

    Prior research has shown that students pursuing Exploring Computer Science (ECS) as their first elective course were more likely to pursue another computer science course in high school.

      Article

    Mar 2020

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