Determining metrics for broadening participation in computing: Connecting data to multi-state computer science education policy efforts

Abstract

Facilitating the development of a common framework for monitoring progress in K-12 computer science (CS) education and advocacy with an emphasis on broadening participation is the key to constructing strong CS education policy. Based on a project that brought together leadership teams from six states, a framework for measuring broadening participation in computing (BPC) and setting the foundation for national scaling was developed. Built around a collaboration of leaders representing experience in data gathering, data analysis, data reporting, and data utilization, this project applied the tenets of collective impact to address the challenge of consistently measuring progress toward BPC across state contexts. By establishing a common agenda, including mutually agreed upon definitions of computer science education and broadening participation, these leaders guided the selection of metrics. This led to the development of shared measurement systems and built a deeper understanding of state data systems across the participating states. This phase resulted in common goals and a monitoring system to measure BPC efforts that could inform state policy efforts. Mutually reinforcing activities included the development and sharing of tools, allowing stakeholders to quickly and accurately analyze and disseminate data that drives BPC measurement and policy work. Guided by backbone support to coordinate the work and continuous communication, meaningful participation of all stakeholders was central to the project. Making the case for CS education policy via common metrics and measuring progress across a region stands to impact BPC policy efforts across the United States. The common framework developed in this project serves as a call to action, especially for state and local education agencies committed to increasing diversity in computer science pathways.

Common Metrics: Lessons from Building a Collaborative Process for the Examination of State-level K–12 Computer Science Education Data

“…Data has historically played a significant role in the BPC movement, however it is not neutral and can be used to both mask and perpetuate the systemic inequities in computing education. ECEP states have moved from ad-hoc measurement efforts such as surveys of known CS teachers to including CS in their state data systems [22], [23]. ECEP has begun to test a data infrastructure project that democratizes data, the Common Metrics Project (CMP).…”

“…While the 2-day engagement at an ECEP Summit did yield an understanding of the vast differences in state data collection efforts, it didn't yield any common enough examples that would potentially scale across states. The shared data request was an Excel template in which states were asked to provide enrollment data at the state and course level for every CS course offered [23]. When making the official ask, teams uncovered assumptions they had about access to and quality of the data that may not have emerged during the data ecosystem exercise, including alignment of definitions and data suppression challenges.…”