Assessing the Effectiveness of Computer Science RPPs: The Case of CAFÉCS

February 2019

Authors


Erin Henrick

Partnerships for Improvement in Education

Steven McGee

The Learning Partnership

Ronald I. Greenberg

Loyola University Chicago

Lucia Dettori

Chicago Public Schools

Andrew M. Rasmussen

Chicago Public Schools

Don Yanek

Chicago Public Schools

Dale F. Reed

University of Illinois at Chicago

Research Practice Partnerships (RPPs) are a relatively recent development as a potential strategy to address the complex challenges in computer science education. Consequently, there is little guidance available for assessing the effectiveness of RPPs. This paper describes the formative evaluation approach used to assess the progress of the first year of the formalized RPP, Chicago Alliance for Equity in Computer Science (CAFÉCS). This paper contributes to the RPP literature by providing a case study of how an RPP effectiveness framework can be adapted and used to inform partnership improvement efforts in computer science education.

Suggested Citation

Erin Henrick, Steven McGee, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Don Yanek, and Dale F. Reed. Assessing the effectiveness of computer science RPPs: The case of CAFÉCS. In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), February 2019. Minneapolis, MN. https://doi.org/10.1109/RESPECT46404.2019.8985736.