Are Teachers and Schools Ready to Accept Computer Science as a Graduation Requirement?

Eugene Judson, Kristi Glassmeyer

Research output: Contribution to journalArticle

Abstract

Recent policies across the United States support rigorous high school computer science courses acting as flex credit courses. This allows the courses to count as graduation requirements in lieu of traditional mathematics or science courses. In this study, 457 teachers in high schools that had not yet adopted flex credit policies indicated school readiness and personal beliefs regarding counting computer science as a mathematics or science requirement. Tangible first-order barriers (e.g., appropriate curriculum) were greater hurdles than intrinsic second-order barriers (e.g., beliefs). Other notable findings included viewing computer science counting as a mathematics requirement more favorably than as a science requirement; science teachers being least positive about computer science as a core requirement; and school socioeconomic status and enrollment size not being correlated to perceptions.

Original languageEnglish (US)
JournalJournal of Research on Technology in Education
DOIs
StatePublished - Jan 1 2019

Fingerprint

computer science
Computer science
mathematics
teacher
science
school
credit policy
school readiness
Curricula
social status
credit
curriculum

Keywords

  • computer science
  • graduation requirement
  • school readiness
  • secondary education
  • teacher beliefs

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

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