In an effort to increase high school students’ engagement with computer science, the College Board launched a new Advanced Placement (AP) course, Computer Science Principles, in 2016. Unlike the original AP course, which concentrates on programming skills, this course covers a broad range of topics related to technology and computation.
A study conducted by Stanford researchers has linked the introduction of this course to a marked rise in participation, particularly among traditionally underrepresented students. The research found that after the introduction of Computer Science Principles, the number of students taking AP computer science exams more than tripled, with participation among female, Black, and Hispanic students more than quadrupling.
“Computer science education is valuable at so many levels, giving students a set of skills that apply across countless domains,” stated Daniela Ganelin, a doctoral student in education data science at Stanford Graduate School of Education (GSE), who coauthored the study with Thomas S. Dee, the Barnett Family Professor of Education at the GSE.
The study, published on April 10 in the Proceedings of the National Academy of Sciences, indicates that roughly two-thirds of the increase in AP computer science exam participation nationally over the past decade can be attributed to access to CS Principles. According to Dee, “We’re finding a dramatic take-up of academically rich content at the high school level, without crowding out kids from taking the pre-existing course.”
Massachusetts, which was the focus of the study due to detailed data on AP participation, reflects nationwide trends. Schools in Massachusetts that offered CS Principles saw their AP computer science exam participation more than triple.
The data revealed a growth from an average of 1.3 to 6 exams for female students and from 0.7 to 3 exams for Black or Hispanic students. New exams are mainly concentrated in CS Principles, with no significant decrease in the original AP computer science exam participation.
Ganelin mentioned that the course’s introduction might lead to students wanting to take more AP courses in various subjects after experiencing success. “I can imagine a situation where students taking one AP course might say, ‘I felt successful here,’ and want to take more in other subjects,” she noted.
The AP program’s standardized structure is seen as beneficial in preparing students for college while aiding schools facing challenges in recruiting computer science teachers. Ganelin said, “There are curriculum materials out there, there are training resources for teachers, so any principal can bring it to their school. And what we’re seeing is that there’s a good chance that if you offer it, kids will come.”
The findings suggest that the success of offering CS Principles could serve as a model for educational reforms nationwide. This research was originally published by Stanford Graduate School of Education.
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