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This study analyzes the transition from 8th to 9th grade across 5,505 students in eight districts in a northeastern U.S. state using logistic regression, identifying factors linked to enrolling in 9th-grade CS courses.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-middle-to-high-school-transition-key-factors-shaping-9th-grade-computer-science-enrollment/588336/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-middle-to-high-school-transition-key-factors-shaping-9th-grade-computer-science-enrollment/588336.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study focus on regarding CS education transitions?","Question",{"text":63,"@type":64},"It examines the key factors linked to students’ enrollment in 9th-grade computer science courses when transitioning from 8th grade to 9th grade.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research method and sample size are used?",{"text":68,"@type":64},"The study uses logistic regression with data from 5,505 students across eight diverse school districts in a northeastern U.S. state.",{"name":70,"@type":61,"acceptedAnswer":71},"Which groups are less likely to participate in 9th-grade CS courses?",{"text":72,"@type":64},"Participation is lower for females, English Language Learners, and students receiving special education services.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588336,1792190558,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The Middle-to-High School Transition:  \nKey Factors Shaping 9th-Grade Computer Science Enrollment  \nDavid J. Amiel & Cynthia L. Blitz  \nCenter for Effective School Practices, Rutgers University, USA  \nDOI: 10.21585/ijcses.v7i2.234  \nAbstract:  \nThe increasing demand for computer science (CS) skills underscores the importance of integrating CS education into K–12 curricula to best prepare students for a digitally-driven society. Despite significant progress in expanding access to CS courses, disparities in participation persist, especially among historically underrepresented groups. This study examines the transition from 8th to 9th grade (occurring in the U.S. around age 15) as a pivotal juncture in CS education, analyzing factors linked to 9th-grade CS course-taking among 5,505 students across eight diverse school districts in a northeastern state of the U.S. using logistic regression. Findings show that high academic achievers, male students, Asian students, and those with exposure to CS and Algebra 1 in middle school were more likely to enroll in 9th-grade CS courses. Conversely, participation is lower for females, English Language Learners, and students receiving special education services. These results point to persistent barriers to CS participation extending beyond access alone. We discuss practical implications for middle and high schools, emphasizing the need for targeted outreach and early exposure to CS to foster a sense of belonging and applicability of CS. By identifying actionable strategies to address participation gaps, this study provides data-driven recommendations for advancing equity in CS education during the critical middle-to-high school transition.  \nKeywords: computer science education, K-12 STEM education, broadening participation in computing, secondary education, STEM course-taking  \n1. Introduction  \nJobs in computing and related fields are experiencing rapid growth (US Bureau of Labor Statistics, 2024), highlighting the continued and increasing demand for computer science (CS) skills. At the same time, as technology, artificial intelligence (AI), and automation permeate nearly every sector of society, these skills are no longer relevant only for those pursuing careers in software development or technical fields but are seen as critical for all students to become responsible, informed, and productive members of society. Thus, meaningfully incorporating computer science education (CSE) into K-12 curricula continues to gain momentum as a national priority. Recent efforts in computer science education (CSE) are focused on both addressing persistent participation gaps among underrepresented groups (CSTA et al., 2024; NASEM, 2024; TeachAI & CSTA, 2024) as well as promoting more universal participation in CSE (Barr, 2022; Li et al., 2020; Michaeli et al., 2023) . Broadening participation in CSE is paramount, ensuring that all students not only have access to CSE, but participate as well.  \nOver the past decade in the United States, significant investments have been made in K-12 CSE at the local, state, and federal levels. Notable initiatives, such as Computer Science for All, the Computer Science Education Act, the Future of Work, and Broadening Participation in Computing, have contributed to progress in expanding CSE. For instance, while only 45% of public high schools offered foundational computer science in 2019, this figure rose to 60% by 2024 ([Code.org](Code.org), 2024). Although access has improved, it is not yet universal (Fletcher & Warner, 2021; NCES, 2019), and it remains skewed based on student demographics and locale. Rural, urban, and smaller high schools, as well as those with higher percentages of economically disadvantaged students, are less likely to offer foundational CS ([Code.org](Code.org), 2024). Further, U.S. K-12 students that are Black/African American, Hispanic/Latinx, or Native American/Alaskan are less likely to attend schools that offer such courses ([Code.org](Code.org), 2","cbCaittX9fUATTMH","https://ap.wps.com/l/cbCaittX9fUATTMH","pdf",291263,"English","# Introduction\n## Rationale and demand for CS skills\n## Access efforts and remaining disparities\n## Participation gaps beyond access\n## Early-grade interventions and implications","[{\"question\":\"What does the study focus on regarding CS education transitions?\",\"answer\":\"It examines the key factors linked to students’ enrollment in 9th-grade computer science courses when transitioning from 8th grade to 9th grade.\"},{\"question\":\"What research method and sample size are used?\",\"answer\":\"The study uses logistic regression with data from 5,505 students across eight diverse school districts in a northeastern U.S. state.\"},{\"question\":\"Which groups are less likely to participate in 9th-grade CS courses?\",\"answer\":\"Participation is lower for females, English Language Learners, and students receiving special education services.\"}]","The Middle-to-High School Transition - Key Factors Shaping 9th-Grade Computer Science Enrollment | PDF",1792065039,23]