Broadening Participation and Success in AP CSA: Predictive Modeling from Three Years of Data

Abstract

The AP Computer Science A course and exam continually exhibit inequity among over-and under-represented populations. This paper explored three years of AP CS A data in the Chicago Public School district (CPS) from 2016-2019 (N = 561). We analyzed the impact of teacher and student-level variables to determine the extent AP CS A course taking and exam passing differences existed between over-and under-represented populations. Our analyses suggest four prominent findings: (1) CPS, in collaboration with their Research-Practice Partnership (Chicago Alliance for Equity in Computer Science; CAFÉCS), is broadening participation for students taking the AP CS A course; (2) Overand under-represented students took the AP CS A exam at statistically comparable rates, suggesting differential encouragement to take or not take the AP CS A exam was not prevalent among these demographics; (3) After adjusting for teacher and student-level prior experience, there were no significant differences among over-and under-represented racial categorizations in their likelihoods to pass the AP CS A exam, albeit Female students were 3.3 times less likely to pass the exam than Males overall; (4) Taking the Exploring Computer Science course before AP CS A predicted students being 3.5 times more likely to pass the AP CS A exam than students that did not take ECS before AP CS A. Implications are discussed around secondary computer science course sequencing and lines of inquiry to encourage even greater broadening of participation in the AP CS A course and passing of the AP CS A exam.

Gender Disparities in AP Computer Science Exams: Analysis of Trends in Participation and top Achievement

“…Looking into the commonalities in these programs, the availability of mentors who were near-peer role models along with increased attention to equity, diversity, and inclusion made a difference (Cummings et al, 2021; Ericson & McKlin, 2012; 2018; Ericson et al, 2016). Additionally, introduction to computing through culturally and socially relevant programs, implementing inclusive pedagogy, and incorporating socially meaningful activities into the courses might have led girls to higher achievement in AP CS programs (Boda & McGee, 2021; Christensen et al, 2021; Ericson & McKlin, 2018; Goode & Chapman, 2011; Marcher et al, 2021; Margolis et al, 2008).…”

“…Supporting our perspective, studies in CS education revealed that females could achieve as high as males when interventions were specifically designed for their needs and interests. For example, Boda and McGee (2021) also acknowledged that girls who participated in the Chicago Alliance for Equity in Computer Science (CAFÉCS) program performed as well as males in the AP CS A programs in Chicago. CAFÉCS is a Researcher-Practitioner Partnership that places the accent on equity in CS education in Chicago Public Schools.…”

“…Despite the persistent gender disparities found in the computing field, researchers have consistently indicated that gender has no bearing on CS ability (e.g., Beyer, 2014; Boda & McGee, 2021). For example, Boda and McGee (2021) investigated gender disparities in AP CS A exam achievement.…”

“…Despite the persistent gender disparities found in the computing field, researchers have consistently indicated that gender has no bearing on CS ability (e.g., Beyer, 2014; Boda & McGee, 2021). For example, Boda and McGee (2021) investigated gender disparities in AP CS A exam achievement. Using the AP exam scores of over 500 students from Chicago Public Schools, the authors examined the participation and achievement differences between girls and boys from 2016 to 2019.…”

“…According to their findings, girls were equally as likely as boys to pass the AP CS A exam. They also underscored that student participation in a course taught by a CS instructor with a prior AP CS A teaching experience further predicted success in an AP CS A program (Boda & McGee, 2021).…”