A Theory of Impacts Model for Assessing Computer Science Interventions through an Equity Lens: Identifying Systemic Impacts Using the CAPE Framework

Abstract

With more recognition being given to the diverse and changing demographics in education, there is a need to understand how well computer science education is meeting the needs of all learners as it starts to infiltrate K-12 schools. The CAPE framework is a newer model for assessing the equitable delivery of computer science education and can be used to understand a school’s capacity to offer equitable computer science (CS) education, equitable student access to CS education, equitable student participation in CS, and equitable experiences of students taking CS. Since the CAPE framework is a new way to research CS education through an equity-lens, there are few, if any, frameworks that can be leveraged to explore research questions in a complex, multi-school intervention. To address this gap, we used a design-based research approach to create and determine the feasibility of a new model, Theory of Impacts, informed by the CAPE framework (the ToI-CAPE model), for evaluating a multi-school intervention. In this article, we provide a detailed explanation of creating and using the ToI-CAPE model for a specific intervention and the feasibility of using ToI-CAPE across factors based in experiences and how to use this model in other research and evaluation projects. Overall, the use of the ToI-CAPE model can be used to shed light on the critical subcomponents and agents at work in the intervention and the actions necessary across these components and agents to support intended outcomes.

Student Experiences of an Intentionally Embedded Computer Science and Cybersecurity Pathway in U.S. High Schools

“…social and emotional behaviors) based on their experiences in CyberPatriot and CS courses. We developed the protocols based on a Theory of Impacts we developed for student experiences [11].…”