Document Type
Other
Publication Date
4-15-2023
Publication Title
Annual Meeting of the American Educational Research Association
Publisher Name
American Educational Research Association
Publisher Location
Washington, D.C.
Abstract
The Chicago Alliance for Equity in Computer Science (CAFÉCS) Research Practice Partnership (RPP) has been working for more than a decade towards their mission to engage in research and development that enables Chicago Public Schools (CPS) to ensure that all students in Chicago participate in engaging, relevant, and rigorous computing experiences, increase opportunities for all students to pursue computing pathways and prepare all students for the future of work. The partnership engaged in an iterative design process to develop a framework for understanding the areas of RPP impact on a district. This paper applies the PROSPER framework to the CAFÉCS case study by deductively coding 26 RPP-led publications and 10 grant awards. The results of this analysis suggest that the RPP was able to make significant impact in the areas of Programs, Research, Organizational Structure, and Policy, leading to Equitable Results for students. We present the PROSPER Framework as a practical framework that other education RPPs can use to assess their own impact on their partner districts. We discuss further questions and areas of interest as means to better understand the interconnected nature of these different areas of impact.
Recommended Citation
Henrick, E., McGee, S., Schmidt, D., Greenberg, R. I., Reed, D., Rasmussen, A. M., Yanek, D., Dettori, L., & Williamson, H. (2023, April 15), Assessing the impact of a CSforALL research-practice partnership using the PROSPER framework: A case study of the Chicago Alliance for Equity in Computer Science (CAFÉCS) [Poster}. Poster session presented at the Annual Meeting of the American Educational Research Association in Chicago, IL. https://doi.org/10.51420/conf.2023.8
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Copyright Statement
© The Authors, 2021.
Included in
Computer Sciences Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Science and Mathematics Education Commons, Secondary Education Commons
Comments
Author Posting © The Authors, 2021. This poster is posted here by permission of the American Educational Research Association for personal use, not for redistribution. The poster was presented at the Annual Meeting of the American Educational Research Association, April 15 2023. https://doi.org/10.51420/conf.2023.8.