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Results show strong consensus across program goals, activities, and curricular components, indicating significant opportunities to design coherent, purposeful CS/IT programs. ",{"@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/towards-a-consensus-on-program-elements-of-specialized-computer-science-information-technology-csit-programs-in-high-schools-a-delphi-study/588357/",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/towards-a-consensus-on-program-elements-of-specialized-computer-science-information-technology-csit-programs-in-high-schools-a-delphi-study/588357.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is the study focused on specialized CS/IT programs in high schools?","Question",{"text":63,"@type":64},"While demand for CS/IT education is growing and some programs share common elements, there has been no systematic documentation of the overall landscape of specialized high school CS/IT programs.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the authors gather expert input?",{"text":68,"@type":64},"The authors used the Delphi Method with a panel of CS education experts across professional backgrounds, collecting input through three rounds of questions.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the study find about program elements?",{"text":72,"@type":64},"The results show strong consensus on a wide range of program goals, activities, and curricular elements, suggesting opportunities to build coherent CS/IT programs in high schools.","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},588357,1792171189,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"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":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},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":55,"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":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","International Journal of Computer Science Education in Schools, February 2026, Vol. 7, No. 3  \nISSN 2513-8359  \nTowards a consensus on program elements of specialized computer science / information technology (CS/IT) programs in high schools: A Delphi study  \nJonathan D. Becker, J. D. , Ph. D.  \nVirginia Commonwealth University  \nAmy D. Corning, Ph. D.  \nVirginia Commonwealth University  \nJon S. Graham, M.A. , M.S.  \nVirginia Commonwealth University  \nJames T. Carrigan, L.C.S.W. , M.S.W.  \nVirginia Commonwealth University  \nDOI: 10.21585/ijcses.v7i3.236  \nAbstract  \nIn our increasingly technological and advanced times, demand for K-12 education in computer science and information technology (CS/IT) is growing. Current data offer insight into student access to computer science education and coursetaking. In addition to the expansion of individual course offerings, there is also a growing number of specialized CS/IT programs in high schools. However, there has been no systematic attempt to document the landscape of those programs. This study is part of a larger landscape study of secondary CS/IT programs in Virginia and uses a consensus-based approach to identify the common elements that expert and practitioner panelists believe should be included in such a program. The results reveal strong consensus on a wide range of program goals, activities, and curricular elements, suggesting that there are many opportunities to create purposeful and coherent CS/IT programs in high schools.  \nKeywords: computer science, information technology, high school, programs  \n1. Introduction  \n1.1 Understanding the landscape of computer science/information technology (CS/IT) programs in high schools  \nEducators and other stakeholders are keenly aware of the need for high-quality computing education at the secondary level – on the one hand, to enhance the diversity and thus the vibrancy and sustainability of the computing workforce, and on the other, to prepare citizens for a world increasingly reliant on computing. The need for computing education exists at multiple levels of schooling, but high school may be a critical juncture, when contexts and experiences influence  \nInternational Journal of Computer Science Education in Schools, February 2026, Vol. 7, No. 3  \nISSN 2513-8359  \nstudents’ engagement, self-efficacy, and belonging in ways that affect their interest and post-secondary persistence, with respect to both STEM (e.g., Bottia et al., 2015, 2018; Legewie & DiPrete, 2014) and computing specifically (Eisenhart & Allen, 2020; Master et al., 2016; NASEM, 2021) .  \nOn a state level, Virginia’s status as a technology hub lends particular urgency to issues of STEM education generally and computing education in particular. Over the past two decades, the Commonwealth of Virginia has invested considerable resources into STEM education programs at the high school level – in part through the establishment of schools and programs focusing on computing, computer science, and information technology. Virginia was also one of the first states to develop Computer Science Standards of Learning (Virginia Department of Education [VDOE], 2022a), and the first state to adopt a K-12 computer science framework (Crowder et al., 2020) . A number of Virginia’s STEMfocused high schools and programs offer computing and information technology-oriented education, and many of these schools and programs appear to share common elements, including emphasis on advanced mathematics and computer science coursework, authentic and hands-on learning, projects and internships, career exposure, development of workplace skills, and opportunities to earn college credits.  \nThis article reports on one part of a more comprehensive environmental scan of specialized high school computer science/information technology (CS/IT) programs in Virginia. In partnership with the Virginia Department of Education (VDOE), we have conducted a detailed census of schools and programs designed to support","cbCaijNgDj7Kytj9","https://ap.wps.com/l/cbCaijNgDj7Kytj9","pdf",351366,18,"English","# Abstract\n# 1. Introduction\n## 1.1 Understanding the landscape of computer science/information technology (CS/IT) programs in high schools\n## 1.2 Research Question and Significance","[{\"question\":\"Why is the study focused on specialized CS/IT programs in high schools?\",\"answer\":\"While demand for CS/IT education is growing and some programs share common elements, there has been no systematic documentation of the overall landscape of specialized high school CS/IT programs.\"},{\"question\":\"How did the authors gather expert input?\",\"answer\":\"The authors used the Delphi Method with a panel of CS education experts across professional backgrounds, collecting input through three rounds of questions.\"},{\"question\":\"What did the study find about program elements?\",\"answer\":\"The results show strong consensus on a wide range of program goals, activities, and curricular elements, suggesting opportunities to build coherent CS/IT programs in high schools.\"}]","Towards a consensus on program elements of specialized computer science - information technology (CS/IT) programs in high schools: A Delphi study | PDF",1792065082,45]