ECEP’s research focuses on examining the policies, pathways, and practices implemented by states to increase equitable CSEd at a systems level. These short, easy to navigate publications document promising practices in states that have advanced Broadening Participation in Computing (BPC) and explore unintended consequences of state policies that have created barriers to equitable CSEd. State leaders can use these briefs to facilitate conversations about vital actions that will drive sustainable state change efforts.
State pathways to become a computer science teacher can influence who gets access to CS.
Improve preservice preparation by understanding challenges of scaling preservice programs.
