Enacting "Equitable" Computer Science: How U.S. PK-12 District and School Leaders Interpret Educational Policy

Abstract

As technology continues to permeate all aspects of modern society, it is critical for PK-12 students to participate in computer science (CS) learning opportunities that prepare them to navigate and leverage technology in their future careers. However, research consistently shows that Black, Hispanic/Latino/a/x, and Native American students, students who qualify for the National School Lunch Program, and rural students are significantly less likely to attend a high school that offers foundational CS courses like Advanced Placement CS A (APCSA) or Advanced Placement CS Principles (APCSP). One way to challenge inequities within PK-12 public CS education is for federal, state, and local leaders to develop and enact CS education reform that specifically addresses disparities in CS education across racial, socioeconomic, and geographic lines. This dissertation unpacks how local leaders–central office leaders and public high school principals–perceive the expansion of CS education in their local contexts and how they leverage their power to bring CS to all students, not just the White and Asian elite. This study includes three articles: 1) an exploratory factor analysis and multiple regression analysis of national Google and Gallup (2020) survey data on U.S. PK-12 superintendents’ and principals’ perceptions of CS education in their local contexts, 2) a multiple case study analysis of interview data with 30 central office leaders and high school principals from six distinct school districts in two states on the East Coast, and 3) a policy brief that summarizes findings from the first two studies and proposes federal, state, and local level policies that can address disparities in U.S. public high school CS education. Findings from the first study revealed that U.S. superintendents and high school principals express positive support for CS education but do not feel that other stakeholders in their school districts, like school board members, parents/guardians, teachers, and students, are equally supportive. Perceptions of stakeholder support were lowest for leaders in the Western part of the U.S. and for leaders who oversee majority low-wealth students. Using the Capacity for, Access to, Participation in, and Experiences in CS framework (CAPE) by Fletcher and Warner (2021), as well as the educational debt theory proposed by Ladson-Billings (2006), the second study showed that support for CS education is fragmented between the state and local levels, even in a state with robust CS education policy in place. Interviews with central office leaders and high school principals confirmed that mainly White, male, and college-bound students are enrolling in APCS courses. Additionally, White-identifying central office leaders, despite recognizing these disparities, placed the blame on students rather than the lack of infrastructure for CS education in their school divisions; they claimed that without enough student interest in elective APCS courses, it is difficult to justify allocating district resources for CS. Whereas in larger school districts, leaders were aware of disparities and actively working to dismantle disparities in CS education. Any challenges that these advocates faced were most likely due to capacity issues, such as a sparse CS teacher workforce or limited funds to establish concrete CS education units at the district level. Five policies are recommended for federal, state and local leaders to enact: 1) federal leaders should develop CS education mandates that require U.S. states to create comprehensive plans for PK-12 CS education, 2) federal and state funds should be allocated towards district and school leadership professional development for CS education, 3) states should develop state-specific CS course sequences for PK-8 education that prepare all students for advanced high school CS coursework, 4) states should consider creating longitudinal data systems that track student enrollment in middle and high school CS courses, and 5) school districts should distribute funds to hire a CS advocate who oversees CS course expansion in the district. Researchers can use the data from this dissertation to develop interventions that address the unique needs of different U.S. PK-12 educational leaders and promote productive relationships between CS education policy and practice.