加州高中的计算机科学趋势与权衡

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
P. Bruno, Colleen M. Lewis
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引用次数: 3

摘要

目的:我们旨在更好地了解为学生、学校和学校领导扩展高中计算机科学(CS)所带来的课程、人员配置和成绩权衡。方法:我们使用描述性、相关性和准实验方法分析来自加利福尼亚州的全州纵向课程、学校和员工层面的数据,该州的CS课程学习迅速扩大。研究结果:我们发现,CS课程的快速扩展并没有以牺牲CS教师的可观察资格(即认证、教育或经验)为代价。随着时间的推移,校内课程录取模式表明,CS的入学人数增长是以社会研究、英语/语言艺术(ELA)、艺术课程以及其他杂项选修课为代价的。然而,我们没有发现任何证据表明,学校CS课程的学生人数增加对学生的数学或ELA考试成绩有显著影响。启示:尽管我们没有观察到教师的CS教学技能,但对CS教师的灵活授权要求似乎允许学校领导为新的CS课程配备可观察到的资质很强的教师。增加CS的参与不太可能显著提高学校级别的学生考试成绩,但管理人员也不需要过度担心考试成绩会受到影响。然而,学校领导和政策制定者应该仔细考虑新的CS课程将取代哪些课程,以及这些取代是否值得。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Computer Science Trends and Trade-offs in California High Schools
Purpose: We aim to better understand the curricular, staffing, and achievement trade-offs entailed by expansions of high-school computer science (CS) for students, schools, and school leaders. Methods: We use descriptive, correlational, and quasi-experimental methods to analyze statewide longitudinal course-, school-, and staff-level data from California, where CS course taking has expanded rapidly. Findings: We find that these rapid CS course expansions have not come at the expense of CS teachers’ observable qualifications (namely certification, education, or experience). Within-school course taking patterns over time suggest that CS enrollment growth has come at the expense of social studies, English/language arts (ELA), and arts courses, as well as from other miscellaneous electives. However, we find no evidence that increased enrollment of students in CS courses at a school has a significant effect on students’ math or ELA test scores. Implications: Flexible authorization requirements for CS teachers appear to have allowed school leaders to staff new CS courses with teachers whose observable qualifications are strong, though we do not observe teachers’ CS teaching skill. Increasing CS participation is unlikely to noticeably improve school-level student test scores, but administrators also do not need to be overly concerned that test scores will suffer. However, school leaders and policymakers should think carefully about what courses new CS courses will replace and whether such replacements are worthwhile.
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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