We report results from a large-scale nationwide study titled “Researching Pre-College Factors that Lead to Persistence in Computer Science,” which has been supported by the National Science Foundation. This retrospective cohort study, including data from 6,044 students at 58 institutions of higher education across the U.S., investigated, among other questions, the effects on students’ computer science related career intentions of designated computer science classes in high school, and of teaching of computational thinking in high school classes other than computer science classes. We specifically looked at the effects of various types of in-school computer science classes (AP CS A, AP CS Principles, non-AP courses), of grades received, and of specific pedagogies in computer science classes as well as in other classes.
Attendees will learn what works--and what does not work--in boosting students' computer science-related career interests and identity, and be able to use these findings to help make the case for CS in their schools.
Gerhard Sonnert (Harvard College Observatory: Cambridge, MA)