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In the past few decades, computer science has driven innovation across a variety of academic fields and become a robust part of democratic participation and the labor economy. Today's youth are surrounded with applications of these new technologies that impact how they access and produce information and communicate with friends, family, and educators. Yet,(More)
This session will present the research findings to date from an 18-month study commissioned by the ACM in partnership with the National Science Foundation, Google, Computer Science Teachers Association, Microsoft, and the National Center for Woman and Information Technology that started in July, 2012, and invite an open discussion about them. The study(More)
T he computer science education community has been on a wild ride recently. After decades of feeling like we were speaking to the wall, today numerous non-profits, industry, state and national politicians, policy makers, school districts, social media, and parents are beginning to pay attention and speak out of the need for more access to K-12 computer(More)
roadening participation " and " equity " are now common parlance among computer science reform educators who are challenging the underrepresentation in computer science. However, what do we all mean by these words and phrases? In this article, we discuss the key theoretical components of our strategy for broadening participation and increasing equity in(More)
In recent years, the computer science education community has shown strong commitment to broadening participation in computing in K-12 classrooms. Educational research highlights the critical role of professional development in supporting teachers to attract and effectively teach underrepresented students in computing. In this paper we present the Exploring(More)
In 1981 the APCS Development Committee recommended the use of Pascal in an AP course whose first exam was given in 1984. This decision was controversial; BASIC was in widespread use and serious consideration was given to a language-neutral exam and course. In 1985 an ad-hoc committee made recommendations on changing the exam format, essentially creating two(More)
1. SUMMARY Changing the landscape of computer science education for both K-12 and higher education is now facilitated by collaboration between industrial and publicly funded initiatives; by curricula, professional development, and outreach designed to reach every student; and by a community working together to achieve this at scale. This special session(More)
1. SUMMARY In 2006, computing education was suffering from a crisis – enrollments were dropping sharply at universities and colleges across the United States, and interest in computing from high school and middle school students was waning significantly. At the SIGCSE Symposium in 2007, the ACM Education Board organized a special session to explore the(More)
The programming language used for the Advanced Placement Computer Science (AP CS) courses and examinations will change from Pascal to C++ beginning with the 1998-1999 academic year. This decision, proposed by the AP Computer Science Development Committee and approved by the College Board, was made in 1994. The 5-year transition period was crucial in(More)
1. SUMMARY Changing the landscape of computer science education at the high school level is a key component of several initiatives of (1) the National Science Foundation (NSF), e.g., as the cornerstone of the CE21 program partnered with academic institutions and (2) the private sector with both non-profits such as Code.org, CodeVA, and MassCan; and(More)