The Impact of Computational Thinking on Louisiana Students’ STEM Outcomes - report recommendations and evaluation findings

Oct 15, 2026

Uploaded by Callum

Computational thinking links computer science proficiencies with structured problem-solving and strengthens student learning across STEM and career pathways. Louisiana State University used a federal Education Innovation and Research grant to develop and implement an Introduction to Computational Thinking (ICT) course. From fall 2020 through spring 2024, Education Northwest evaluated ICT implementation and impact using a quasi-experimental design. Results show positive effects on high school math achievement, including Algebra I assessment scores and Algebra II-or-higher credit, with recommendations to scale for historically underserved students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages37

Reading Time1 h 33 min

AccessFree to download

Acknowledgements

Abstract

Background

Impact Study Description

Research Questions

Intervention Description

Study Setting

Study Participants

Design and Measures

Impact Evaluation Independence

Pre-Registration of the Study Design

Design

Measures

Sample Sizes

Data Analysis and Findings

Baseline Equivalence

Program Effects

Discussion

References

The Impact of Computational Thinking on Louisiana Students’ STEM Outcomes Michelle Hodara and Ming Yin June 2025 About Education Northwest Education Northwest is a nonprofit, nonpartisan organization dedicated to helping all children and youth reach their full potential. We partner with public, private, and community-based organizations across the country to improve student success. While most of our work centers on the Pacific Northwest, our evaluations, technical assistance, and research studies have national impact and provide timely and actionable results. This report presents findings from Education Northwest’s evaluation of Louisiana State University’s federal Education Innovation and Research (EIR) early-phase grant (U411C190287) called “A modern approach to the integration of programming and mathematics.” CONTACT Education Northwest 811 SW 6th Ave., Suite 1000 Portland, OR 97204 [educationnorthwest.org](educationnorthwest.org)[ ](educationnorthwest.org)[503.275.9500](503.275.9500) SUGGESTED CITATION Hodara, M. & Yin, M. (2025). The impact of computational thinking on Louisiana students’ STEM outcomes. Education Nortwest. Education Northwest | The Impact of Computational Thinking on Louisiana Students’ STEM Outcomes Acknowledgements We are grateful for our long-term partnership with Juana Moreno and Fernando Alegre, with whom we collaborated on the Education Innovation and Research (EIR) grant (U411C190287) that funded the development, implementation, and evaluation of the Introduction to Computational Thinking (ICT) intervention. We thank Angela Roccograndi for leading the ICT implementation evaluation, and Amber Jackson at BRBytes for supporting the evaluation design. The impact evaluation would not have been possible without many individuals who supported efforts to prepare and transfer administrative data over the years. For that, we thank Trey M. Earle at East Baton Rouge Parish School System; Leslie Ezell at Washington Parish; Tomica Henderson and KarlaJack at Pointe Coupee Parish Schools; Abby Cochran and Jennifer Bel at West Feliciana Parish Schools; Robert Pete at Calcasieu Parish School District; Kristel Webb at East Carroll Parish School District; Jesse Winston at Morehouse Parish School District; Therese D. Ellender at Saint Landry Parish School District; Christine Foster at Saint Martin Parish School District; Lisa Lohman at Vernon Parish School District; Clinton Baldwin and Jovahn Wright at Einstein Charter High School at Sarah Towles Reed; Jennifer Naum and Stephen Hunyadi at New Orleans Military & Maritime Academy; Jessie Joubert, Mark Miles, Darrell Fuller, Lisha Gunnels, Isaiah Hensly, and Anita Jones at EDgear of America Inc.; and staff members at all the participating parishes and charter schools who supported the evaluation. Education Northwest | The Impact of Computational Thinking on Louisiana Students’ STEM Outcomes Abstract Computational thinking encompasses proficiencies in computer science and general problem-solving and can support students’ learning across subject areas and success in science, technology, engineering, and mathematics (STEM) education and career pathways. To support students’ STEM outcomes, many school districts are offering computer science education. Louisiana State University (LSU) received a federal Education Innovation and Research (EIR) grant (U411C190287) to develop and implement an Introduction to Computational Thinking (ICT) course. From fall 2020 through spring 2024, Education Northwest evaluated the implementation and impact of the ICT course. The impact study included high schools across East Baton Rouge Parish School System and urban and rural communities in Louisiana that serve large populations of students from economically disadvantaged backgrounds and students of color. Using aquasi-experimental design, this study found a positive impact of the ICT course on students’ high school math achievement, including Algebra I state asse

FAQs

What is the main purpose of the ICT course evaluated in this report?

The report evaluates the Introduction to Computational Thinking (ICT) course developed through a federal Education Innovation and Research grant, focusing on how it supports students’ STEM outcomes.

How was the program impact evaluated?

Education Northwest evaluated ICT implementation and impact from fall 2020 through spring 2024 using a quasi-experimental design.

What outcomes improved for students after participating in ICT?

The study found positive effects on high school math achievement, including higher Algebra I state assessment scores and earning credit in an Algebra II or higher math course.

Oct 15, 2026

Uploaded by Callum