IWERC releases final reports on state of computer science education throughout Illinois
CHICAGO –A new report found that high school students in rural or town districts and districts with a high proportion of low-income students were the least likely to have computer science education opportunities. These districts were also the least likely to employ CS-endorsed teachers. The findings of this report indicate that rural, town and low-income districts need more support as CS education across the state expands.
Today, the Illinois Workforce & Education Research Collaborative, part of the University of Illinois System, released the final two reports of a five-part series on high school computer science education in Illinois. The research was funded by a $1 million grant from an anonymous donor. The series examined Illinois statewide data from school years 2017-18 through 2021-22.
The first three reports analyzed overall CS course-taking, participation trends, student outcomes and the CS teacher workforce. The final two reports address factors related to CS student outcomes and how CS education differs by district characteristics.
In doing so, the reports highlighted “cases of excellence” — districts across Illinois that have robust and equitable CS programming for their students. Thirty-six districts serving grades 9-12 were found to have the capacity for CS education, in addition to making CS education accessible and equitable for all students. Several districts offered more detailed information on their internal mechanisms for making CS education possible.
“Many of these districts have found creative ways to bring CS education to their students,” said Stephanie Werner, project director of computer science education research at IWERC and co-author of the reports. “I think these districts can serve as models to those who may be starting from scratch when it comes to CS in their district.”
Concluding this series on CS education in the state, IWERC researchers see three areas of critical need:
- More support to grow CS education in rural, town and low-income districts and communities. Report findings show that these districts were less likely to offer CS courses of many types (e.g., multiple courses, AP, CTE) and were less likely to employ a CS-endorsed teacher. Further study of the supports from which these districts would benefit is needed.
- More qualified CS-endorsed teachers. Series findings indicate a gap in the CS teacher workforce when it comes to appropriate credentials, while at the same time suggesting students may have better outcomes if they are paired with a CS-endorsed teacher. As districts across the state expand their CS programming, schools need more qualified CS teachers. The IWERC team collated the CS endorsement programs currently available in the state, but a robust effort to increase the number of teachers able to enroll in such programs may require further support.
- Targeted efforts to increase participation and equitable outcomes for historically marginalized groups in CS education. Across all reports in this series, findings indicate that girls, Black/African American, Hispanic/Latino and low-income students, as well as students with disabilities and English learners, were underrepresented in CS coursework of all types, received a disproportionate number of failing grades and were less likely to enroll in a second CS course while in high school. Simply offering courses is not enough to ensure equitable learning outcomes and experiences.
"This series of reports established the baseline for CS education in the state,” IWERC Director Meg Bates said. “Now schools and policymakers can build on this baseline to ensure that students in all corners of the state have access to robust and equitable CS coursework, so that they are prepared for the realities of our increasingly tech-based workforce.”
The full research series is available here. Follow IWERC on LinkedIn or subscribe to IWERC’s newsletter for updates on all future reports.
For additional report findings, contact Stephanie Werner at swerne3@uillinois.edu.