CompuPower Investing in Innovation Evaluation: Final Report

Autor/inn/en	Clements, Peggy; Auchstetter, Amelia; Lin, Shuqiong; Savage, Corey
Institution	American Institutes for Research (AIR)
Titel	CompuPower Investing in Innovation Evaluation: Final Report
Quelle	(2022), (82 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Clements, Peggy) ORCID (Savage, Corey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Science Education; High School Students; Culturally Relevant Education; Secondary School Curriculum; Self Management; Critical Thinking; Grade Point Average; Program Implementation; Fidelity; Thinking Skills; Program Effectiveness; Rural Schools; Faculty Development; Parent Workshops; Experiential Learning; Residential Programs; Arizona + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstmanagement; Kritisches Denken; Denkfähigkeit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elternkurs; Experiental learning; Erfahrungsorientiertes Lernen; Sozialer Wohnungsbau
Abstract	This is the final report of an independent evaluation of the CompuPower program that was developed by Arizona State University's Center for Gender Equity in Science and Technology (ASU CGEST). CompuPower is a multifaceted program for high school students that is centered on a culturally responsive computing course that includes four key components: the CompuPower course curriculum, mentor teacher professional development, a multi-day CompuPower Residency Experience, and a series of parent workshops. The evaluation of the CompuPower program was funded with a development grant from the U.S. Department of Education's Investing in Innovation (i3) program and carried out by the American Institutes for Research (AIR) over the 2019-20 and 2020-21 school years in nine mostly rural high schools. The evaluation employed a quasi-experimental matched comparison design to estimate the impact of CompuPower on one confirmatory student social emotional outcome--self-regulation--and two exploratory outcomes--critical thinking skills in everyday life and grade point average. The evaluation also assessed the implementation fidelity of the four key CompuPower program components. Across the four program components, only the mentor teacher professional development was implemented with fidelity. Most implementation challenges for the other three program components resulted from the COVID-19 pandemic, but there were other challenges as well. CompuPower students showed slightly higher scores on self-regulation, critical thinking skills in everyday life, and GPA measures than comparison group students, but the differences were not statistically significant. (As Provided).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01