| dc.description.abstract | This study was conducted in collaboration with the Chicago Alliance for Equity in Computer Science (CAFECS), a research-practice partnership whose mission is to use collaboration and research to further the mission to provide engaging and equitable computer science to all Chicago Public Schools' high school students. The problem of concern to CAFECS, its partner organizations, and the Computer Science Department of CPS, was the large number of Exploring Computer Science teachers that were discontinuing teaching this effective course that was leading to more inclusion and success by those typically underrepresented in computer science classes. We used de-identified secondary data obtained from CAFECS and resulting from a data sharing agreement between CAFECS and CPS. A series of logistic regressions led to a predictive model that resulted in these findings: 1) CPS ECS teachers do not follow the trend in the research of moving to higher performing, higher income, lower % of underrepresented student schools. 2) Twenty percent to fifty percent of CPS teachers leave after teaching ECS one year, and 71% leave after four years. 3) More experienced ECS teachers teach it longer - only 60% continued teaching ECS after their first year and 91% continued teaching ECS after the 4th year. 4) If an ECS teacher participates in 65% or more of the ECS professional development workshops they are more likely to continue teaching ECS and the likelihood increases as the percent of participation increases. 5) An ECS teacher is more likely to continue teaching ECS if the school has higher scores on the 5Essentials Ambitious Instruction scale. | en_US |
