Examining equity in an elementary school computer science intervention using component-based research

Kaitlyn A Ferris ,Jeanne Century,Haoyi Zuo

doi:10.21585/ijcses.v5i1.121

Kaitlyn A Ferris , Jeanne Century + Show 1 more

Open Access

https://doi.org/10.21585/ijcses.v5i1.121

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Abstract

This article reports on implementation of a problem-based learning intervention developed with the intention of finding time for computer science (CS) in the elementary school day. This study investigated differences in effects on students in particular socio-demographic groups using a quasi-experimental design. We first provide an overview of the perennial problem of group differences or “gaps” in student outcomes. Then we illustrate how, using component-based research (CBR), we moved beyond the question of whether the intervention worked, to focus on which parts of the intervention worked, for whom, and under what conditions. Using hierarchical linear modeling, this study draws from a sample of 16 elementary schools with 321 teachers and 5791 students in Broward County, Florida, the sixth largest school system in the United States. This study complements a previous paper (Authors, 2020), which examined associations between intervention components and student outcomes by investigating how outcomes differ for students in different socio-demographic groups and whether the presence of particular intervention components amplify or reduce differences. Through CBR, our work illustrates that CS interventions which may appear to benefit students overall, may be less beneficial or even detrimental to particular groups.

Highlights

1.1 Differences in Academic Outcomes by Group Exist and Persist Differences in academic outcomes between groups of learners are well-documented across racial, ethnic, and gender identities, and socioeconomic, disability, English proficiency, and migrant status (Celeste et al, 2019; Chmielewski, 2019; Gilmour, et al, 2019; Hung et al, 2020; Owens, 2018)
This main effect was qualified by a significant interaction, which indicated that this score differential on the ELA Florida Standards Assessment (FSA) between Black and White students was larger in classrooms where teachers reported completing a higher percentage of grade-level assigned computer science (CS) lessons (β = -34.69, p < 0.01)
Black students scored significantly lower on the science FSA compared to White students. This main effect was qualified by a significant interaction, which indicated that this score differential on the science FSA between Black and White students was smaller in classrooms where teachers reported higher levels of resourcefulness and coping (β = 10.45, p < 0.05)

Summary

Introduction

1.1 Differences in Academic Outcomes by Group Exist and Persist Differences in academic outcomes between groups of learners are well-documented across racial, ethnic, and gender identities, and socioeconomic, disability, English proficiency, and migrant status (Celeste et al, 2019; Chmielewski, 2019; Gilmour, et al, 2019; Hung et al, 2020; Owens, 2018). Group differences in achievement outcomes exist between Hispanic and White students with 21 and 20 point differences for reading in 4th and 8th grades, respectively, and 18 and 24 point differences for 4th and 8th grade mathematics, respectively (NAEP, 2019). These racial and ethnic group differences can be explained, in part, by differential access to high quality education and inequitable learning experiences. In the US, students who are Black or Hispanic are more likely to attend high-

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