Author
Douglas D. Havard
Bio: Douglas D. Havard is an academic researcher from Chapman University. The author has contributed to research in topics: AP Computer Science & Advanced Placement. The author has an hindex of 2, co-authored 2 publications receiving 9 citations.
Papers
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15 Feb 2019
TL;DR: Although students who enrolled in Computer Science A were five times as likely to declare a STEM major, a comparison of the curricula and assessments for the two courses suggests that the Computer Science Principles exam places far less emphasis on programming.
Abstract: The purpose of this research is to examine the relationship between students’ participation in the two high school AP computer science exam options and their selected fields of study once they enter post-secondary education. Two studies using national public-use datasets of participation and performance were conducted. Study 1 compared score distributions for the traditional Computer Science A exam to those of the newer Computer Science Principles exam during its first two years of implementation. In Study 1, Chi-square analyses revealed large differences in performance between the two exams, with the Computer Science Principles scores clustering more around marginal pass rates. Descriptive data indicate that African American, Latino, and female students participated in larger proportions on the new exam, whereas traditionally overrepresented groups are continuing to opt more for the traditional Computer Science A course. In Study 2, logistic regression analyses were conducted on the 2016 second follow-up data collection of the High School Longitudinal Study 2009 (HSLS:09). Those analyses revealed that 11th Grade enrollment in computer science courses that concentrate on computer programming significantly predicted selection of a STEM major as the first declared major after high school. Although students who enrolled in Computer Science A were five times as likely to declare a STEM major, a comparison of the curricula and assessments for the two courses suggests that the Computer Science Principles exam places far less emphasis on programming. The potential implications of the differential foci and emphases of the two courses are discussed.
6 citations
28 Feb 2019
TL;DR: Structural differences in both course content and end-of-course exam components likely result in less depth and rigor in the new Computer Science Principles course as compared to the Computer Science A course, making it a less viable option for students looking to acquire skills transferable to future computer science study or employment.
Abstract: This article compares the two most prominent courses of Advanced Placement (AP) computer science study offered throughout 9-12 grades in the U.S. The structure, guidelines, components, and exam formats of the traditional AP Computer Science A course and the relatively newer AP Computer Science Principles course were compared to examine differences in content and emphases. A depth-of-learning analysis was conducted employing Bloom’s Revised Taxonomy to examine potential differences in rigor and challenge represented by the two options, particularly as it relates to acquiring computer programming proficiency. Analyses suggest structural differences in both course content and end-of-course exam components likely result in less depth and rigor in the new Computer Science Principles course as compared to the Computer Science A course. A lower minimum standard for learning programming skills in the Computer Science Principles course was observed, making it a less viable option for students looking to acquire skills transferable to future computer science study or employment. The potential implications for students choosing the new course over the traditional offering, as well as for schools opting for the new course as its sole or primary offering are discussed.
5 citations
TL;DR: The authors examined the relationship between high school CTE participation and indicators of career and college readiness using 2009 High School Longitudinal Study restricted-use data and found that CTE participants were mostly employed in service or manual labor occupations with below average wages and were significantly less likely to attend a 4-year college.
Abstract: We examined the relationships between high school CTE participation and indicators of career and college readiness using 2009 High School Longitudinal Study restricted-use data. Regression analyses of 2009–2018 data revealed significantly lower dropout rates for CTE participants, but only White CTE participants experienced better employment likelihood. CTE participants were mostly employed in service or manual labor occupations with below average wages and were significantly less likely to attend a 4-year college. CTE benefits were disproportionate by race and gender, and participation may have a “cooling out” effect on the aspirations of some students. Advising and urban education implications are discussed.
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15 May 2015
TL;DR: In this article, a universally applicable attitude and skill set for computer science is presented, which is a set of skills and attitudes that everyone would be eager to learn and use, not just computer scientists.
Abstract: It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.
430 citations
25 Nov 2020
TL;DR: In this article, the authors advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms and provide an overview of the theoretical underpinnings of various equity pedagogies such as culturally relevant pedagogy and share how they have been utilized in CS classrooms.
Abstract: In this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various equity pedagogies (Banks & Banks, 1995), such as culturally relevant pedagogy (Ladson-Billings, 1995, 2006) and share how they have been utilized in CS classrooms. First, we provide a brief history of CS education and issues of equity within public schools in the United States. In sharing our definition of equity, along with our rationale for how and why these strategies can be taken up in computer science (CS) learning environments, we demonstrate how researchers and educators can shift the focus from access and achievement to social justice. After explaining the differences between the relevant theoretical frameworks, we provide practical examples from research of how both practitioners and researchers might use and/or examine equity-focused teaching practices. Resources for further learning are also included.
16 citations
26 Feb 2020
TL;DR: It is suggested that while CSP may be recruiting more females and racially diverse students into the course, this course alone may not serve as a direct pipeline into computing majors and careers.
Abstract: A major attempt to broaden participation in computer science has centered on the design and development of a new high school Advanced Placement (AP) course, AP Computer Science Principles (CSP). This course was created to intentionally engage a wider and more diverse group of students in learning about computing than those who had historically enrolled in programming-focused AP Computer Science "A" (CSA). After several years in the pilot phase, the course was officially offered by the College Board in 2016-17. This paper uses nationwide Freshman Survey data to examine the demographics and characteristics of students who took either CSA, the new CSP course, or both courses by the time they entered college in Fall 2017. Using crosstabs, z-tests, and one-way ANOVA, this study uncovered the similarities and differences between students who had participated in one or both of these courses. Our findings suggest that while students who took only CSP were more diverse than those who took only CSA, they exhibited less computing confidence and less interest in computing majors and tech careers. This study suggests that while CSP may be recruiting more females and racially diverse students into the course, this course alone may not serve as a direct pipeline into computing majors and careers.
10 citations
TL;DR: Two predictors of higher grades in college CS are found: greater frequency of coding-related activities in HS and lower frequency of “non-coding” computer use (e.g., data analysis, computer security).
Abstract: The number of computer science (CS) courses has been dramatically expanding in U.S. high schools (HS). In comparison with well-established courses in mathematics and science, little is known about how the decisions made by HS CS teachers regarding how and what to teach impact student performance later in introductory college CS courses. Drawing on a large sample of 2,871 introductory college CS students at 115 U.S. institutions who had taken a CS course in HS, we examined the topic coverage and prevailing instructional methods in the HS course and investigated how these experiences influenced student performance in college CS. Controlling for differences in student background, we find two predictors of higher grades in college CS: greater frequency of coding-related activities in HS (programming, debugging, studying algorithms) and lower frequency of “non-coding” computer use (e.g., data analysis, computer security). Interaction models revealed a more complex story. Coding-related activity more heavily benefited students who did not have coding help available at home. In the 28% of college CS courses in which instructors employed innovative pedagogies, students with higher ACT or SAT mathematics scores had a greater advantage than in traditionally taught courses. Finally, in the innovative college courses, students whose HS CS exams had typically included testing on vocabulary did worse than students whose exams had not included such tests.
7 citations
15 Feb 2019
TL;DR: Although students who enrolled in Computer Science A were five times as likely to declare a STEM major, a comparison of the curricula and assessments for the two courses suggests that the Computer Science Principles exam places far less emphasis on programming.
Abstract: The purpose of this research is to examine the relationship between students’ participation in the two high school AP computer science exam options and their selected fields of study once they enter post-secondary education. Two studies using national public-use datasets of participation and performance were conducted. Study 1 compared score distributions for the traditional Computer Science A exam to those of the newer Computer Science Principles exam during its first two years of implementation. In Study 1, Chi-square analyses revealed large differences in performance between the two exams, with the Computer Science Principles scores clustering more around marginal pass rates. Descriptive data indicate that African American, Latino, and female students participated in larger proportions on the new exam, whereas traditionally overrepresented groups are continuing to opt more for the traditional Computer Science A course. In Study 2, logistic regression analyses were conducted on the 2016 second follow-up data collection of the High School Longitudinal Study 2009 (HSLS:09). Those analyses revealed that 11th Grade enrollment in computer science courses that concentrate on computer programming significantly predicted selection of a STEM major as the first declared major after high school. Although students who enrolled in Computer Science A were five times as likely to declare a STEM major, a comparison of the curricula and assessments for the two courses suggests that the Computer Science Principles exam places far less emphasis on programming. The potential implications of the differential foci and emphases of the two courses are discussed.
6 citations