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The Beauty and Joy of Computing School Implementation Program: Implementation and Impact Evaluation. EIR Grant Findings Report

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Τίτλος: The Beauty and Joy of Computing School Implementation Program: Implementation and Impact Evaluation. EIR Grant Findings Report
Γλώσσα: English
Συγγραφείς: Daniel Litwok, Adam Travis, Sandra Wilson, Jessica Belledonne, Abt Global
Πηγή: Abt Global. 2026.
Διαθεσιμότητα: Abt Global. 4550 Montgomery Avenue Suite 800 North, Bethesda, MD 20814. Tel: 301-347-5000; Fax: 301-634-1801; Web site: https://www.abtglobal.com/
Peer Reviewed: N
Page Count: 90
Ημερομηνία έκδοσης: 2026
Sponsoring Agency: Education Development Center, Inc. (EDC)
Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)
Contract Number: S411C200074
Τύπος εγγράφου: Reports - Research
Numerical/Quantitative Data
Education Level: High Schools
Secondary Education
Descriptors: High School Students, Secondary School Curriculum, Computer Science, Program Implementation, Program Effectiveness, Program Descriptions, Minority Group Students, Advanced Placement Programs, Academic Achievement, Access to Education, Educational Planning, Teacher Education
Γεωγραφικοί όροι: California, Connecticut, Georgia, Massachusetts, Missouri, New Hampshire, New Jersey, New York, Ohio, South Carolina, Virginia
Περίληψη: This report presents findings from an independent implementation and impact evaluation of the Beauty and Joy of Computing (BJC) School Implementation Program. The program was designed to broaden participation in computer science (CS) and improve academic outcomes for high school students, particularly those from groups underrepresented in CS, through three integrated components: a school CS planning process, a teacher professional learning program, and implementation of the BJC curriculum for Advanced Placement Computer Science Principles (AP CSP). The evaluation employed a quasi-experimental design with propensity score matching to compare outcomes for students in 32 treatment schools across 11 states to matched comparison students enrolled in AP CSP courses in non-participating schools. The analytic sample included 1,737 treatment students, 77% of whom were classified as high-need (female, Black, Hispanic, or low-income). Primary confirmatory outcomes were AP CSP course completion and AP exam scores after two years of program implementation; exploratory outcomes included AP CSP exam participation, exam passing, and subgroup impacts by student demographics. Implementation findings indicate that schools and teachers delivered all three program components with high fidelity across cohorts and years. Descriptive results show that AP CSP enrollment increased in treatment schools following program implementation, including in schools newly offering the course. Impact analyses found no statistically significant differences between treatment and comparison students on confirmatory outcomes. Course completion rates were similarly high in both groups (approximately 97-98%), and average AP CSP exam scores did not differ significantly. Exploratory analyses detected a short-term increase in AP CSP exam participation during the first year of implementation but no sustained effects on exam participation, passing rates, or performance. No significant impacts were found for any student subgroup. Overall, the implementation study revealed that study schools were able to implement the program with fidelity over the two-year implementation period, and descriptive analyses of enrollment trends demonstrate that the initiative broadened participation in AP CSP in treatment schools. However, the impact analysis did not find any evidence of impact on college readiness or academic achievement. This pattern of findings suggests that future implementations of the program could consider opportunities for refinement that maintain support for implementation and broadened enrollment but demonstrate potential to improve student outcomes.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: ED681476
Βάση Δεδομένων: ERIC
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  Data: The Beauty and Joy of Computing School Implementation Program: Implementation and Impact Evaluation. EIR Grant Findings Report
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  Data: This report presents findings from an independent implementation and impact evaluation of the Beauty and Joy of Computing (BJC) School Implementation Program. The program was designed to broaden participation in computer science (CS) and improve academic outcomes for high school students, particularly those from groups underrepresented in CS, through three integrated components: a school CS planning process, a teacher professional learning program, and implementation of the BJC curriculum for Advanced Placement Computer Science Principles (AP CSP). The evaluation employed a quasi-experimental design with propensity score matching to compare outcomes for students in 32 treatment schools across 11 states to matched comparison students enrolled in AP CSP courses in non-participating schools. The analytic sample included 1,737 treatment students, 77% of whom were classified as high-need (female, Black, Hispanic, or low-income). Primary confirmatory outcomes were AP CSP course completion and AP exam scores after two years of program implementation; exploratory outcomes included AP CSP exam participation, exam passing, and subgroup impacts by student demographics. Implementation findings indicate that schools and teachers delivered all three program components with high fidelity across cohorts and years. Descriptive results show that AP CSP enrollment increased in treatment schools following program implementation, including in schools newly offering the course. Impact analyses found no statistically significant differences between treatment and comparison students on confirmatory outcomes. Course completion rates were similarly high in both groups (approximately 97-98%), and average AP CSP exam scores did not differ significantly. Exploratory analyses detected a short-term increase in AP CSP exam participation during the first year of implementation but no sustained effects on exam participation, passing rates, or performance. No significant impacts were found for any student subgroup. Overall, the implementation study revealed that study schools were able to implement the program with fidelity over the two-year implementation period, and descriptive analyses of enrollment trends demonstrate that the initiative broadened participation in AP CSP in treatment schools. However, the impact analysis did not find any evidence of impact on college readiness or academic achievement. This pattern of findings suggests that future implementations of the program could consider opportunities for refinement that maintain support for implementation and broadened enrollment but demonstrate potential to improve student outcomes.
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      – SubjectFull: High School Students
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      – SubjectFull: Secondary School Curriculum
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      – SubjectFull: Virginia
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