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CE21--Maryland: the state of computer science education in Maryland high schools

Authors:

Marie desJardins,

Susan MartinAuthors Info & Claims

SIGCSE '13: Proceeding of the 44th ACM technical symposium on Computer science education

Pages 711 - 716

https://doi.org/10.1145/2445196.2445402

Published: 06 March 2013 Publication History

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Abstract

The goals of UMBC's CE21-Maryland project are to build community and to increase the accessibility, diversity, and quality of high school CS education in Maryland. The ultimate objective is for all Maryland students to have access to high-quality, college preparatory CS courses. We present findings from a survey of high school computing teachers regarding the status of CS education in Maryland. Some findings of interest are that urban and rural students have less access to computing courses than suburban students; female teachers are more likely to attract female students and to have larger AP CS classes; and neither teacher race nor gender is correlated with the number of minority students enrolled in CS classes. We describe community building successes through two Google CS4HS workshops, a Maryland CSTA chapter, and statewide summit meetings for educators and administrators. We also discuss how our methodology can be used as a model for other states who are working towards CS education reform at the high school level.

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Cited By

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Bean NWeese JFeldhausen RAllen DFriend MStone JYuen TShoop LRebelsky SPrather J(2025)Building the Cyber Pipeline: Providing CS Education For Rural K-12 SchoolsProceedings of the 56th ACM Technical Symposium on Computer Science Education V. 110.1145/3641554.3701840(102-108)Online publication date: 12-Feb-2025
https://dl.acm.org/doi/10.1145/3641554.3701840
Childs JZarch RDunton SMadkins TTrautmann KTaylor ZJacobson MOzturk SOttenbreit-Leftwich A(2024)Advancing Equity and Access: Addressing the Side Effects of Broadening Participation in Computer Science K–12 EducationReview of Research in Education10.3102/0091732X24128647548:1(121-153)Online publication date: 28-Oct-2024
https://doi.org/10.3102/0091732X241286475
Parker M(2023)Barriers and Supports to Offering Computer Science in High Schools: A Case Study of Structures and AgentsACM Transactions on Computing Education10.1145/357290023:2(1-27)Online publication date: 14-Mar-2023
https://dl.acm.org/doi/10.1145/3572900
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Index Terms

CE21--Maryland: the state of computer science education in Maryland high schools
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Published In

SIGCSE '13: Proceeding of the 44th ACM technical symposium on Computer science education

March 2013

818 pages

ISBN:9781450318686

DOI:10.1145/2445196

Conference Chairs:
Tracy Camp
Colorado School of Mines
,
Paul Tymann
Rochester Institute of Technology
,
Program Chairs:
J. D. Dougherty
Haverford College
,
Kris Nagel
Georgia Gwinnett College

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 06 March 2013

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SIGCSE '13: The 44th ACM Technical Symposium on Computer Science Education

March 6 - 9, 2013

Colorado, Denver, USA

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SIGCSE '13 Paper Acceptance Rate 111 of 293 submissions, 38%;

Overall Acceptance Rate 1,787 of 5,146 submissions, 35%

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Bean NWeese JFeldhausen RAllen DFriend MStone JYuen TShoop LRebelsky SPrather J(2025)Building the Cyber Pipeline: Providing CS Education For Rural K-12 SchoolsProceedings of the 56th ACM Technical Symposium on Computer Science Education V. 110.1145/3641554.3701840(102-108)Online publication date: 12-Feb-2025
https://dl.acm.org/doi/10.1145/3641554.3701840
Childs JZarch RDunton SMadkins TTrautmann KTaylor ZJacobson MOzturk SOttenbreit-Leftwich A(2024)Advancing Equity and Access: Addressing the Side Effects of Broadening Participation in Computer Science K–12 EducationReview of Research in Education10.3102/0091732X24128647548:1(121-153)Online publication date: 28-Oct-2024
https://doi.org/10.3102/0091732X241286475
Parker M(2023)Barriers and Supports to Offering Computer Science in High Schools: A Case Study of Structures and AgentsACM Transactions on Computing Education10.1145/357290023:2(1-27)Online publication date: 14-Mar-2023
https://dl.acm.org/doi/10.1145/3572900
Parker MHendrickson K(2022)Capacity-related factors associated with computer science access and participation in Georgia public high schoolsPolicy Futures in Education10.1177/14782103221081920Online publication date: 14-Apr-2022
https://doi.org/10.1177/14782103221081920
Dunton SZarch RXavier JWarner JPeterfreund A(2022)Determining metrics for broadening participation in computing: Connecting data to multi-state computer science education policy effortsPolicy Futures in Education10.1177/14782103211064443Online publication date: 28-Jan-2022
https://doi.org/10.1177/14782103211064443
Garvin MNeary MDesjardins M(2019)State Case Study of Computing Education GovernanceACM Transactions on Computing Education10.1145/332049119:4(1-21)Online publication date: 16-Jul-2019
https://dl.acm.org/doi/10.1145/3320491
Killen HWeintrop DGarvin MHawthorne EPérez-Quiñones MHeckman SZhang J(2019)AP Computer Science Principles' Impact on the Landscape of High School Computer Science using Maryland as a ModelProceedings of the 50th ACM Technical Symposium on Computer Science Education10.1145/3287324.3287356(1060-1066)Online publication date: 22-Feb-2019
https://dl.acm.org/doi/10.1145/3287324.3287356
Joshi AJain ACovelli EYeh JAndersen T(2019)A Sustainable Model for High-School Teacher Preparation in Computer Science2019 IEEE Frontiers in Education Conference (FIE)10.1109/FIE43999.2019.9028638(1-9)Online publication date: Oct-2019
https://doi.org/10.1109/FIE43999.2019.9028638
Cabrera KMorreale PLi J(2018)Computer science + educationJournal of Computing Sciences in Colleges10.5555/3144687.314471933:3(141-147)Online publication date: 1-Jan-2018
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Plane JZarch RdesJardins MO'Grady-Cunniff DNichols SYongpradit PBarnes TGarcia DHawthorne EPérez-Quiñones M(2018)Maryland Computing Education ExpansionProceedings of the 49th ACM Technical Symposium on Computer Science Education10.1145/3159450.3159621(914-915)Online publication date: 21-Feb-2018
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Recommendations

Computer Science Teaching Knowledge: A Framework and Assessment (Abstract Only)

Equity-focused Peer Mentoring for High School CS Teachers

Who AM I?: understanding high school computer science teachers' professional identity

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