Assessing the Impact of an RPP on a Large Urban School District: The Case of CAFÉCS
Document Type
Article
Publication Date
6-24-2024
Publication Title
Peabody Journal of Education
Volume
99
Issue
3
Pages
380--394
Publisher Name
Taylor & Francis
Abstract
This study analyzes the impact of the Chicago Alliance for Equity in Computer Science (CAFÉCS) Research Practice Partnership (RPP) on the Chicago Public School (CPS) Office of Computer Science (OCS). Using a qualitative analysis drawing on data from leadership team meetings, published articles and presentations, and evaluation reports from 11 years of the partnership, we utilized a framework developed by the CAFÉCS leadership team to document the impact on district (1) Programs, (2) Research, (3) Organizational Structures, and (4) Policies leading to (5) Equitable Results for students, condensed as PROSPER. In particular, we explore the role of the RPP in supporting a 500% increase in graduating students who completed at least one high school computer science (CS) course between 2016 and 2020 in Chicago Public Schools (CPS). This study adds to the existing literature on assessing the impact of RPPs through the development of the PROSPER Framework, which may be a useful tool to help RPPs examine impacts on partner districts.
Identifier
doi: 10.1080/0161956X.2024.2357040
Recommended Citation
Erin Henrick, Danny Schmidt, Steven McGee, Andrew M. Rasmussen, Lucia Dettori, Ronald I. Greenberg, Dale Reed, and Don Yanek. Assessing the impact of an {RPP} on a large urban school district: The case of CAFECS. Peabody Journal of Education, 99(3):380--394, 2024. https://doi.org/10.1080/0161956X.2024.2357040
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
