IWERC releases second report on state of computer science education in the state focusing on students
CHICAGO (August 8, 2024) – The Illinois Workforce & Education Research Collaborative (IWERC), part of the University of Illinois System’s Discovery Partners Institute, released the second report of a five-part series on high school computer science (CS) education in Illinois. This research into computer science education was funded by a $1 million grant from an anonymous donor.
The State of Computer Science in Illinois High Schools Series is a five-part series to analyze the landscape, structures, and pathways of computer science education in the state. Data analyzed in this Series (school years 2017-18 through 2021-22) were provided via partnership with the Illinois State Board of Education.
The first report, released in April 2024, analyzed overall CS course-taking, participation trends in various coursework, and more. This second report focuses on the CS student body in Illinois – their characteristics, participation, and outcomes.
One finding of the second report points to issues in participation and enrollment for some student groups. Many historically marginalized student groups remain underrepresented in CS coursework throughout the state, particularly outside of Chicago Public Schools. However, representation of both female and Hispanic/Latino students in CS coursework has moderately increased from school year 2018 to 2022, particularly in rigorous coursework like honors, dual credit, and career and technical education (CTE). “These findings suggest that schools and districts have room to improve in providing multiple levels of CS course offerings that are universally accessible to ensure equity,” said Ying Chen, PhD, co-author of the report. “In particular, offering a variety of CTE course sequences is essential for preparing students with career-based skills.”
The report also highlights significant disparities in CS course grades between student groups. Many historically marginalized student groups were more likely to receive a failing grade in their CS course compared to their peers with historically privileged identities (e.g., White, male, non-low income). “It’s not enough to simply offer CS courses to all students,” said Stephanie Werner, PhD, project director of computer science education research at IWERC and co-author of the report. “The courses should allow all students to succeed.” Other factors influencing student outcomes will be further explored in Part 4 of the Series.
The full report is available here. For additional report findings, contact Stephanie Werner, Research Specialist, Illinois Workforce & Education Research Collaborative, at swerne3@uillinois.edu.