PUBLICATIONS
Relevant research that 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.
The publications can be filtered by author, keyword and type.
| Title | Type | Date |
|---|---|---|
Impact of the CPS Computer Science Graduation Policy on Student Access and OutcomesThe Chicago Public Schools leads the nation in computer science education. This report evaluates the impact of CPS's landmark decision to make computer science a graduation requirement. |
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Dec 2022 |
Celebration of the Success of the CPS Computer Science Graduation RequirementThe 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. |
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Aug 2022 |
Assessing computational thinking: an overview of the fieldThe last decade has seen rapid growth in the presence of computational thinking (CT) in educational contexts. Those working to advance CT argue that the concepts and skills associated with CT are essential to succeed in an increasingly computational |
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May 2021 |
Computer science teachers as change agents for broadening participation: Exploring perceptions of equityIn 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. |
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Apr 2021 |
A research-practice partnership problem-solving cycle in understanding and supporting collaborative research: Frameworks and measures to support learning for research and practice [symposium]This paper describes a problem-solving cycle that CAFÉCS education researchers, university professors, and educators developed to systematically and collaboratively conduct and use research to inform practice. |
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Apr 2021 |
Policy window in a pandemic: How a computer science rpp fostered equity in credit recovery in understanding and supporting district systems change around computer science educationIn this study, we applied the Multiple Streams approach from theories of the policy process to explain how the COVID-19 pandemic helped open a policy window for the use of synchronous online instruction. |
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Apr 2021 |
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. |
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Apr 2021 |
Using rasch analysis for determining the cut score of a computer science placement examThis paper describes the development and validation of a placement exam using Rasch modeling techniques. The placement exam will be used by the Chicago Public Schools to advise students on which computer science course they may be ready to take. |
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Apr 2021 |
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