Report
VisionCoders: EIR Grant Findings Report
| Τίτλος: | VisionCoders: EIR Grant Findings Report |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | John Westall, Ed Prestera, Liz M. B. Yadav, Abt Global, Intercultural Development Research Association (IDRA) |
| 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: | 56 |
| Ημερομηνία έκδοσης: | 2026 |
| Sponsoring Agency: | Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR) |
| Contract Number: | S411C200142 |
| Τύπος εγγράφου: | Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Computer Science Education, Grade 8, Educational Games, Hands on Science, Middle School Students, Program Effectiveness, Program Implementation, Fidelity, Mathematics Achievement, Thinking Skills, Student Attitudes, Self Efficacy, Gender Differences |
| Γεωγραφικοί όροι: | Texas (San Antonio) |
| Περίληψη: | The Intercultural Development Research Association (IDRA) was awarded an Education Innovation and Research (EIR) Early Phase grant from the U.S. Department of Education in 2020 to develop, implement, and test a promising computer science program: VisionCoders. VisionCoders is a year-long computer science course for 8th grade students that engages them as software designers creating educational games for early elementary (Pre-K through 1st grade) students. This report provides findings from the EIR-funded Abt Global implementation and impact evaluation of the VisionCoders program. The evaluation examined VisionCoders during the 2023-24 and 2024-25 school years in 10 middle schools across five districts in the San Antonio, Texas area serving predominantly Hispanic/Latino and high proportions of economically disadvantaged students. The implementation study assessed whether core program components were delivered as intended. The student-level impact study examined the effect of Vision Coders on student math achievement, computational thinking, and attitudes and self-efficacy related to STEM learning and careers compared to a matched sample of students who received business-as-usual instruction in the same schools The VisionCoders program was largely implemented as intended, meeting adequate fidelity overall and within each school year. Student participation in the end-of-year exhibition was the only program component to fall below the program's high bar for fidelity threshold, largely due to individual student attendance as well as transportation and scheduling barriers. Impact analyses found no statistically significant effects on math achievement or computational thinking skills, though VisionCoders students generally scored slightly higher than comparison students. The VisionCoders program also had no statistically significant impact on students' overall attitudes and self-efficacy related to STEM learning and careers. Although VisionCoders students reported significantly lower mathematics-related attitudes and self-efficacy than comparison students, these differences appeared to be driven by a small number of survey items reflecting factors beyond the program's direct influence like individual math teachers and family experience. Due to a limited analytic sample size, the evaluation's ability to detect small statistically significant effects is limited. Additionally, direct baseline measures were not available for computational thinking or STEM attitudes, limiting the ability to determine whether groups differed on these outcomes before the program began. Overall, results suggest that VisionCoders can be implemented successfully in real-world school settings serving historically underrepresented student populations. As IDRA continues to support schools around San Antonio, the findings from the VisionCoders study and the lessons learned can inform future implementation and longer-term evaluation efforts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | ED682001 |
| Βάση Δεδομένων: | ERIC |
| Η περιγραφή δεν είναι διαθέσιμη |