Assessing the Effectiveness of Computer Science RPPs: The Case of CAFECS

Authors

Erin Henrick, Partnerships for Improvement in EducationFollow
Steven McGee, The Learning PartnershipFollow
Ronald I. Greenberg, Loyola University ChicagoFollow
Lucia Dettori, Chicago Public SchoolsFollow
Andrew M. Rasmussen, Chicago Public SchoolsFollow
Don Yanek, Chicago Public SchoolsFollow
Dale F. Reed, University of Illinois at ChicagoFollow

Document Type

Article

Publication Date

2-2019

Publication Title

2019 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT)

Publisher Name

IEEE

Abstract

Research Practice Partnerships (RPPs) are a relatively

recent development as a potential strategy to address the

complex challenges in computer science education. Consequently,

there is little guidance available for assessing the effectiveness of

RPPs. This paper describes the formative evaluation approach

used to assess the progress of the first year of the formalized RPP,

Chicago Alliance for Equity in Computer Science (CAFE´CS).

This paper contributes to the RPP literature by providing a case

study of how an RPP effectiveness framework can be adapted

and used to inform partnership improvement efforts in computer

science education.

Recommended Citation

Erin Henrick, Steven McGee, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Don Yanek, and Dale F. Reed. Assessing the effectiveness of computer science {RPP}s: The case of CAFECS. In Proceedings of 2019 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), February 2019.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.