Achieving a shared goal with AP Computer Science A and AP Computer Science Principles

Broadening Participation and Success in AP CSA: Predictive Modeling from Three Years of Data

“…In the end, the results we present here encourage future analyses that explore student trajectories across K-12 CS courses available in Chicago and beyond to describe more causal links that support under-represented students to take the AP CS A course and pass the AP CS A exam. Finally, such inquiries should also include if and how AP CS P could live up to its intention in order to spark interest and build capacity for all students to succeed in CS [8,10,40]. This leaves future inquiries with more questions than answers but allows for hopeful predictions for the future of K-12 CS and AP CS A.…”

“…There is a paucity of prior research exploring AP CS A course taking and exam passing, and with the onset of the new AP Computer Science Principles course leading the field as the lynchpin for equity in CS [8,10,40], such studies are still needed given the differences in the demographic makeup of students taking each course and the differences in these courses' curricular content [11,21,22] In terms of AP CS A course supplements and their impact on exam passing, one program in Georgia has showcased state-and district-focused attempts to broaden participation of underrepresented populations in CS and increase rates of achieving credit-bearing status that is transferrable to post-secondary contexts from the AP CS A exam (>3 score), with promising results that such scaling of AP CS A is both possible and productive [12,13]. This systemic support intervention model is laudable, especially as there still remains persistent inequity among under-represented populations across the United Stated that function at district, school, and teacher levels [11,19,26,43].…”