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The narrative addresses national rationales and absolute priorities by increasing teacher preparation and student computational literacy, tackling low rural participation tied to limited preparatory privilege, resources, role models, and counseling support. It describes course pathway design, embedded supports for educators and counselors, and a multi-level, multi-outcome evaluation plan with dissemination and implementation fidelity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-the-statewide-impact-of-k-12-computer-science-pathways-increasing-teacher-preparation-and-expanding-student-computational-literacy/315087/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-the-statewide-impact-of-k-12-computer-science-pathways-increasing-teacher-preparation-and-expanding-student-computational-literacy/315087.png","ImageObject",300,407,{"name":92,"@type":93},"Fahsai","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the project address for rural K-12 computer science participation?","Question",{"text":112,"@type":113},"The project addresses low participation and interest in CS careers, especially in rural areas, linked to limited “preparatory privilege” such as unavailability of resources, experiences, and access to role models, alongside counselors and teachers lacking career details and support for emerging STEM interests.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the project expand student computational literacy?",{"text":117,"@type":113},"It proposes a high school pathway of CS courses, starting with a CS-infused Algebra course and followed by a sequence of evidence-based CS courses, while adding preparatory experiences and academic-year activities beyond the classroom for rural students.",{"name":119,"@type":110,"acceptedAnswer":120},"How will the project evaluate effectiveness and implementation?",{"text":121,"@type":113},"The evaluation uses a multi-level, multi-outcome experimental design and a deep longitudinal study, including methods focused on project effectiveness and implementation fidelity, alongside feedback and continuous improvement and a dissemination plan.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},315087,1790085345,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","Assessing the Statewide Impact of K-12 Computer Science Pathways: Increasing Teacher Preparation and Expanding Student Computational Literacy Education Innovation and Research Program-Early Phase Grant  \nTable of Contents  \nSection A – Introduction and Response to Project Significance p. 1-11  \n1. National Significance of the Proposed Project p. 1  \n2. Demonstration of Promising Strategies p. 3  \n3. Project Approaches to Early Phase Established Priorities p. 8  \nAbsolute Priority 1 – Demonstrates a Rationale p. 8  \nAbsolute Priority 3 – Field-Initiated Innovations-STEM p. 10  \nCompetitive Preference Priority p. 11  \nSection B – Project Design & Management Plan p. 11-18  \n1. Project Goals, Objectives, Outcomes, and Activities p. 11  \n2. Management Plan, Responsibilities, Timeliness, Milestones p. 14  \n3. Feedback and Continuous Improvement p. 16  \n4. Project Dissemination Plan p. 18  \nSection C – Project Evaluation p. 18-25  \n1. Evaluation Methods: Project Effectiveness p. 18  \n2. Evaluation Methods: Implementation Fidelity p. 23  \nReferences p. 26-31  \nAppendices: B) Resumes of Key Personnel, C) Letters of Support (Match Documentation, Dr. Mackey), F) List of Rural Locales, G) Demonstrates a Rationale (Logic Model), H) Demonstration of Match Contribution, I) Other  \nA. Introduction and Response to Absolute Priorities  \nA.1. National Significance of the Proposed Project  \nMany of the most in-demand career pathways require Computer Science (CS)-related skills (Clifford, 2017), including 3 of the top 6 occupations in Alabama (Alabama Jobs, 2017) . Low participation and interest in CS careers, particularly among students from rural areas, is often attributed to the lack of “preparatory privilege” (Margolis et al., 2008), encompassing unavailability of resources and experiences that build content knowledge and related skills (e.g., college preparatory courses, such as Advanced Placement classes), and access to role models (e.g., mentors and industry professionals) . The impact of the lack of preparatory privilege extends beyond academic proficiency; a school community composed of teachers and counselors who are unaware of details about in-demand careers are often not able to support emerging social identities that promote interest and persistence in CS and other STEM areas (Kozoll and Osborne, 2004) . The problem is particularly acute for rural communities that have a high number of students from underrepresented minorities, such as residents of the “Alabama Black Belt.” With African Americans comprising less than 5% of the jobs at the most popular software companies, and African American females occupying less than 1% of those positions (Dillon et al., 2015), it is imperative that a more diverse CS and STEM workforce emerges from among students in rural communities with high underrepresentation. The Alabama State Department of Education (ALSDE) proposes an Early Phase project, Pathways for Alabama Computer Science (PACS), to address EIR Absolute Priorities 1 and 3, along with the Competitive Preference Priority. PACS initiates a high school pathway of CS courses, primarily for high-need schools (defined as Title 1) in rural areas (defined by locale code) .  \n1  \nThe interest in CS has seen a dramatic spike in K-12 schools, as evidenced by a recent Gallup/Google poll documenting the desire for CS classes by students and parents (Gallup, 2016) . Although CS figures prominently as a career option, recent reports (Century et al., 2015) reveal that the sector is poorly diversified. Extending these two observations, there are several factors that underscore the motivation and rationale of PACS: 1) an existing virtual online CS course available to all Alabama high schools has 82% of enrollment comprised of white males; to reach rural students with diverse backgrounds, a CS course must be brought locally to rural schoolsonline virtual CS courses are not reaching rural underrepresented students; 2) a pathway of courses is needed to initiat","cbCaitNGV0MYtg8W","https://ap.wps.com/l/cbCaitNGV0MYtg8W","pdf",374952,32,"English","# Section A – Introduction and Response to Project Significance\n## National Significance of the Proposed Project\n## Demonstration of Promising Strategies\n## Project Approaches to Early Phase Established Priorities\n# Section B – Project Design & Management Plan\n## Project Goals, Objectives, Outcomes, and Activities\n## Management Plan, Responsibilities, Timeliness, Milestones\n## Feedback and Continuous Improvement\n## Project Dissemination Plan\n# Section C – Project Evaluation\n## Evaluation Methods: Project Effectiveness\n## Evaluation Methods: Implementation Fidelity\n# References\n# Appendices","[{\"question\":\"What problem does the project address for rural K-12 computer science participation?\",\"answer\":\"The project addresses low participation and interest in CS careers, especially in rural areas, linked to limited “preparatory privilege” such as unavailability of resources, experiences, and access to role models, alongside counselors and teachers lacking career details and support for emerging STEM interests.\"},{\"question\":\"How does the project expand student computational literacy?\",\"answer\":\"It proposes a high school pathway of CS courses, starting with a CS-infused Algebra course and followed by a sequence of evidence-based CS courses, while adding preparatory experiences and academic-year activities beyond the classroom for rural students.\"},{\"question\":\"How will the project evaluate effectiveness and implementation?\",\"answer\":\"The evaluation uses a multi-level, multi-outcome experimental design and a deep longitudinal study, including methods focused on project effectiveness and implementation fidelity, alongside feedback and continuous improvement and a dissemination plan.\"}]","Assessing the Statewide Impact of K-12 Computer Science Pathways - Increasing Teacher Preparation and Expanding Student Computational Literacy | PDF",1789903090,81]