{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,25]],"date-time":"2026-02-25T09:04:44Z","timestamp":1772010284416,"version":"3.50.1"},"reference-count":52,"publisher":"Association for Computing Machinery (ACM)","issue":"1","license":[{"start":{"date-parts":[[2022,12,29]],"date-time":"2022-12-29T00:00:00Z","timestamp":1672272000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["ACM Trans. Comput. Educ."],"published-print":{"date-parts":[[2023,3,31]]},"abstract":"<jats:p>\n            <jats:bold>Research Problem.<\/jats:bold>\n            <jats:bold>Computer science (CS)<\/jats:bold>\n            education researchers conducting studies that target high school students have likely seen their studies impacted by COVID-19. Interpreting research findings impacted by COVID-19 presents unique challenges that will require a deeper understanding as to how the pandemic has affected underserved and underrepresented students studying or unable to study computing.\n          <\/jats:p>\n          <jats:p>\n            <jats:bold>Research Question.<\/jats:bold>\n            Our research question for this study was:\n            <jats:italic>In what ways has the high school computer science educational ecosystem for students been impacted by COVID-19, particularly when comparing schools based on relative socioeconomic status of a majority of students?<\/jats:italic>\n          <\/jats:p>\n          <jats:p>\n            <jats:bold>Methodology.<\/jats:bold>\n            We used an exploratory sequential mixed methods study to understand the types of impacts high school CS educators have seen in their practice over the past year using the\n            <jats:bold>CAPE<\/jats:bold>\n            theoretical dissaggregation framework to measure schools\u2019\n            <jats:bold>Capacity<\/jats:bold>\n            to offer CS, student\n            <jats:bold>Access<\/jats:bold>\n            to CS education, student\n            <jats:bold>Participation<\/jats:bold>\n            in CS, and\n            <jats:bold>Experiences<\/jats:bold>\n            of students taking CS.\n          <\/jats:p>\n          <jats:p>\n            <jats:bold>Data Collection Procedure.<\/jats:bold>\n            We developed an instrument to collect qualitative data from open-ended questions, then collected data from CS high school educators (\n            <jats:italic>n<\/jats:italic>\n            = 21) and coded them across CAPE. We used the codes to create a quantitative instrument. We collected data from a wider set of CS high school educators (\n            <jats:italic>n<\/jats:italic>\n            = 185), analyzed the data, and considered how these findings shape research conducted over the last year.\n          <\/jats:p>\n          <jats:p>\n            <jats:bold>Findings.<\/jats:bold>\n            Overall, practitioner perspectives revealed that capacity for CS Funding, Policy &amp; Curriculum in both types of schools grew during the pandemic, while the capacity to offer physical and human resources decreased. While access to extracurricular activities decreased, there was still a significant increase in the number of CS courses offered. Fewer girls took CS courses and attendance decreased. Student learning and engagement in CS courses were significantly impacted, while other noncognitive factors like interest in CS and relevance of technology saw increases.\n          <\/jats:p>\n          <jats:p>Practitioner perspectives also indicated that schools serving students from lower-income families had (1) a greater decrease in the number of students who received information about CS\/CTE pathways; (2) a greater decrease in the number of girls enrolled in CS classes; (3) a greater decrease in the number of students receiving college credit for dual-credit CS courses; (4) a greater decrease in student attendance; and (5) a greater decrease in the number of students interested in taking additional CS courses. On the flip-side, schools serving students from higher income families had significantly higher increases in the number of students interested in taking additional CS courses.<\/jats:p>","DOI":"10.1145\/3557047","type":"journal-article","created":{"date-parts":[[2022,8,16]],"date-time":"2022-08-16T12:36:35Z","timestamp":1660653395000},"page":"1-31","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":5,"title":["Practitioner Perspectives on COVID-19\u2019s Impact on Computer Science Education Among High Schools Serving Students from Lower and Higher Income Families"],"prefix":"10.1145","volume":"23","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3096-9619","authenticated-orcid":false,"given":"Monica","family":"McGill","sequence":"first","affiliation":[{"name":"CSEdResearch.org, Peoria, IL, USA"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9479-0274","authenticated-orcid":false,"given":"Eric","family":"Snow","sequence":"additional","affiliation":[{"name":"Evidence-Centered Research and Evaluation, Berkeley, CA, USA"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3872-2928","authenticated-orcid":false,"given":"Luronne","family":"Vaval","sequence":"additional","affiliation":[{"name":"CSforALL, New York, NY, USA"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9556-6888","authenticated-orcid":false,"given":"Leigh Ann","family":"DeLyser","sequence":"additional","affiliation":[{"name":"CSforALL, New York, NY, USA"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6476-0533","authenticated-orcid":false,"given":"Stephanie","family":"Wortel-London","sequence":"additional","affiliation":[{"name":"CSforALL, New York, NY, USA"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7753-6917","authenticated-orcid":false,"given":"Angelica","family":"Thompson","sequence":"additional","affiliation":[{"name":"CSEdResearch.org, Peoria, IL, USA"}]}],"member":"320","published-online":{"date-parts":[[2022,12,29]]},"reference":[{"key":"e_1_3_2_2_2","unstructured":"Judith S. K. Achoka and Julius Maiyo. 2008. Horrifying disasters in western Kenya impact on education and national development. (2008)."},{"issue":"1","key":"e_1_3_2_3_2","first-page":"45","article-title":"Online learning amid the COVID-19 pandemic: Students\u2019 perspectives.","volume":"2","author":"Adnan Muhammad","year":"2020","unstructured":"Muhammad Adnan and Kainat Anwar. 2020. Online learning amid the COVID-19 pandemic: Students\u2019 perspectives.Online Submission 2, 1 (2020), 45\u201351.","journal-title":"Online Submission"},{"key":"e_1_3_2_4_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.psychres.2020.112934"},{"key":"e_1_3_2_5_2","doi-asserted-by":"publisher","DOI":"10.1111\/apa.15536"},{"key":"e_1_3_2_6_2","doi-asserted-by":"publisher","DOI":"10.1186\/1471-2334-14-207"},{"key":"e_1_3_2_7_2","unstructured":"Code.org. 2021. 2020 State of Computer Science Education: Illuminating Disparities. https:\/\/advocacy.code.org\/2020_state_of_cs.pdf."},{"key":"e_1_3_2_8_2","unstructured":"College Board. 2021. Program Summary Report. https:\/\/secure-media.collegeboard.org\/digitalServices\/pdf\/research\/2020\/Program-Summary-Report-2020.pdf."},{"key":"e_1_3_2_9_2","article-title":"Reports on surveys of computer science faculty and academic units\/chairs: COVID-19 impact","author":"Association Computing Research","year":"2020","unstructured":"Computing Research Association. 2020. Reports on surveys of computer science faculty and academic units\/chairs: COVID-19 impact. CRA Bulletin (2020).","journal-title":"CRA Bulletin"},{"key":"e_1_3_2_10_2","volume-title":"A Concise Introduction to Mixed Methods Research","author":"Creswell John W.","year":"2014","unstructured":"John W. Creswell. 2014. A Concise Introduction to Mixed Methods Research. SAGE publications."},{"key":"e_1_3_2_11_2","doi-asserted-by":"publisher","DOI":"10.1145\/3416465.3416472"},{"key":"e_1_3_2_12_2","unstructured":"CSforALL. 2022. JROTC-CS. https:\/\/www.csforall.org\/projects_and_programs\/jrotc\/."},{"issue":"1","key":"e_1_3_2_13_2","first-page":"32","article-title":"Impact of Hurricane Katrina on the educational system in Southeast Louisiana: One-year follow-up","volume":"16","author":"DeVaney Thomas A.","year":"2009","unstructured":"Thomas A. DeVaney, Sonya C. Carr, and Diane D. Allen. 2009. Impact of Hurricane Katrina on the educational system in Southeast Louisiana: One-year follow-up. Research in the Schools 16, 1 (2009), 32.","journal-title":"Research in the Schools"},{"key":"e_1_3_2_14_2","volume-title":"The Likely Impact of COVID-19 on Education: Reflections Based on the Existing Literature and Recent International Datasets","author":"Pietro Giorgio Di","year":"2020","unstructured":"Giorgio Di Pietro, Federico Biagi, Patricia Costa, Zbigniew Karpi\u0144ski, and Jacopo Mazza. 2020. The Likely Impact of COVID-19 on Education: Reflections Based on the Existing Literature and Recent International Datasets, Vol. 30275. Publications Office of the European Union."},{"key":"e_1_3_2_15_2","unstructured":"Emma Dorn Bryan Hancock Jimmy Sarakatsannis and Ellen Viruleg. 2020. COVID-19 and learning loss - Disparities grow and students need help. (2020)."},{"key":"e_1_3_2_16_2","unstructured":"Emma Dorn Bryan Hancock Jimmy Sarakatsannis and Ellen Viruleg. 2020. COVID-19 and student learning in the United States: The hurt could last a lifetime. (2020)."},{"key":"e_1_3_2_17_2","doi-asserted-by":"publisher","DOI":"10.1145\/3442373"},{"key":"e_1_3_2_18_2","unstructured":"Emma Garcia and Elaine Weiss. 2020. COVID-19 and student performance equity and U.S. education policy: Lessons from pre-pandemic research to inform relief recovery and rebuilding. (2020)."},{"key":"e_1_3_2_19_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.jbi.2019.103208"},{"key":"e_1_3_2_20_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.jbi.2008.08.010"},{"key":"e_1_3_2_21_2","article-title":"The future of public education in New Orleans. After Katrina: Rebuilding opportunity and equity into the \u201cNew\u201d New Orleans.","author":"Hill Paul","year":"2006","unstructured":"Paul Hill and Jane Hannaway. 2006. The future of public education in New Orleans. After Katrina: Rebuilding opportunity and equity into the \u201cNew\u201d New Orleans.Urban Institute (NJ1) (2006).","journal-title":"Urban Institute (NJ1)"},{"key":"e_1_3_2_22_2","unstructured":"Institute of Education Sciences. 2021. IES School Survey Dashboard. https:\/\/ies.ed.gov\/schoolsurvey\/#."},{"key":"e_1_3_2_23_2","doi-asserted-by":"publisher","DOI":"10.1177\/1525822X05282260"},{"key":"e_1_3_2_24_2","doi-asserted-by":"publisher","DOI":"10.3102\/0013189X20965918"},{"key":"e_1_3_2_25_2","doi-asserted-by":"publisher","DOI":"10.1002\/aepp.13104"},{"key":"e_1_3_2_26_2","doi-asserted-by":"publisher","DOI":"10.1080\/00461520.2010.493471"},{"key":"e_1_3_2_27_2","doi-asserted-by":"publisher","DOI":"10.5555\/3153292"},{"key":"e_1_3_2_28_2","unstructured":"Alexis Martin Sonia Koshy Laura Hinton Allison Scott Bryan Twarek and Kalisha Davis. 2020. Teacher perspectives on COVID-19\u2019s impact on K-12 computer science instruction. (2020)."},{"key":"e_1_3_2_29_2","doi-asserted-by":"publisher","DOI":"10.1145\/3408877.3432559"},{"key":"e_1_3_2_30_2","doi-asserted-by":"publisher","DOI":"10.4135\/9781526496454"},{"key":"e_1_3_2_31_2","doi-asserted-by":"publisher","DOI":"10.1353\/hsj.2007.0004"},{"key":"e_1_3_2_32_2","doi-asserted-by":"publisher","DOI":"10.1145\/3408877.3432407"},{"key":"e_1_3_2_33_2","doi-asserted-by":"crossref","unstructured":"Chipo Mudavanhu. 2014. The impact of flood disasters on child education in Muzarabani District Zimbabwe. (2014).","DOI":"10.4102\/jamba.v6i1.138"},{"key":"e_1_3_2_34_2","unstructured":"National Center for Education Statistics US Department of Education. 2015. Free or Reduced Price Lunch: A Proxy for Poverty?https:\/\/nces.ed.gov\/blogs\/nces\/post\/free-or-reduced-price-lunch-a-proxy-for-poverty."},{"key":"e_1_3_2_35_2","doi-asserted-by":"publisher","DOI":"10.1521\/psyc.65.3.240.20169"},{"key":"e_1_3_2_36_2","doi-asserted-by":"publisher","DOI":"10.1521\/psyc.65.3.207.20173"},{"issue":"13","key":"e_1_3_2_37_2","first-page":"108","article-title":"Impact of Coronavirus pandemic on education","volume":"11","author":"Onyema Edeh Michael","year":"2020","unstructured":"Edeh Michael Onyema, Nwafor Chika Eucheria, Faith Ayobamidele Obafemi, Shuvro Sen, Fyneface Grace Atonye, Aabha Sharma, and Alhuseen Omar Alsayed. 2020. Impact of Coronavirus pandemic on education. Journal of Education and Practice 11, 13 (2020), 108\u2013121.","journal-title":"Journal of Education and Practice"},{"key":"e_1_3_2_38_2","doi-asserted-by":"publisher","DOI":"10.33902\/JPSP.2020263901"},{"key":"e_1_3_2_39_2","article-title":"The impact of Covid-19 on education insights from education at a glance 2020","author":"Schleicher Andreas","year":"2020","unstructured":"Andreas Schleicher. 2020. The impact of Covid-19 on education insights from education at a glance 2020. Retrieved from oecd.org website: https:\/\/www.oecd.org\/education\/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf (2020).","journal-title":"Retrieved from oecd.org website: https:\/\/www.oecd.org\/education\/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf"},{"key":"e_1_3_2_40_2","first-page":"51","article-title":"Why COVID-19 is our equity check. Educational Leadership Special Report - A new reality: Getting remote learning right","volume":"77","author":"Simmons Dina","year":"2020","unstructured":"Dina Simmons. 2020. Why COVID-19 is our equity check. Educational Leadership Special Report - A new reality: Getting remote learning right. Educational Leadership 77 (2020), 51\u201353.","journal-title":"Educational Leadership"},{"key":"e_1_3_2_41_2","doi-asserted-by":"publisher","DOI":"10.29333\/ejmste\/7893"},{"key":"e_1_3_2_42_2","doi-asserted-by":"publisher","DOI":"10.1145\/3408877.3432482"},{"key":"e_1_3_2_43_2","doi-asserted-by":"publisher","DOI":"10.1007\/s11165-016-9602-2"},{"key":"e_1_3_2_44_2","doi-asserted-by":"publisher","DOI":"10.1145\/3328778.3366809"},{"key":"e_1_3_2_45_2","unstructured":"U.S. Bureau of Labor Statistics. 2021. Occupational Outlook Handbook: Teachers. https:\/\/www.bls.gov\/ooh\/education-training-and-library\/high-school-teachers.htm."},{"key":"e_1_3_2_46_2","unstructured":"U.S. National Center for Education Statistics. 2021. Digest of Education Statistics. https:\/\/nces.ed.gov\/programs\/digest\/d19\/tables\/dt19_105.50.asp."},{"key":"e_1_3_2_47_2","unstructured":"U.S. News and World Report. 2020. Disconnected and Disadvantaged: Schools Race to Give Students Access. https:\/\/www.usnews.com\/news\/education-news\/articles\/2020-04-01\/schools-rush-to-get-students-internet-access-during-coronavirus-pandemic."},{"key":"e_1_3_2_48_2","unstructured":"U.S. News and World Report. 2020. How COVID-19 is Upending Extracurriculars. https:\/\/www.usnews.com\/education\/best-colleges\/articles\/how-coronavirus-is-upending-high-school-extracurricular-activities."},{"key":"e_1_3_2_49_2","doi-asserted-by":"crossref","unstructured":"Herman van de Werfhorst Emma Kessenich and Sara Geven. 2020. The digital divide in online education. Inequality in digital preparedness of students and schools before the start of the COVID-19 pandemic. (2020).","DOI":"10.31235\/osf.io\/58d6p"},{"key":"e_1_3_2_50_2","unstructured":"World Bank. 2020. The COVID-19 pandemic: Shocks to education and policy responses. (2020)."},{"key":"e_1_3_2_51_2","doi-asserted-by":"publisher","DOI":"10.1145\/3287324.3293812"},{"key":"e_1_3_2_52_2","first-page":"73","article-title":"PSPP a free and open source tool for data analysis","volume":"2","author":"Yagnik Jignasu","year":"2014","unstructured":"Jignasu Yagnik et\u00a0al. 2014. PSPP a free and open source tool for data analysis. Voice Res. 2 (2014), 73\u201376.","journal-title":"Voice Res."},{"key":"e_1_3_2_53_2","doi-asserted-by":"publisher","DOI":"10.1145\/3328778.3372623"}],"container-title":["ACM Transactions on Computing Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3557047","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3557047","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,6,18]],"date-time":"2025-06-18T22:48:52Z","timestamp":1750286932000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3557047"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,12,29]]},"references-count":52,"journal-issue":{"issue":"1","published-print":{"date-parts":[[2023,3,31]]}},"alternative-id":["10.1145\/3557047"],"URL":"https:\/\/doi.org\/10.1145\/3557047","relation":{},"ISSN":["1946-6226","1946-6226"],"issn-type":[{"value":"1946-6226","type":"print"},{"value":"1946-6226","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,12,29]]},"assertion":[{"value":"2021-04-30","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2022-07-29","order":1,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2022-12-29","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}