Posts tagged ‘Google’

Google study on the challenges for rural communities in teaching CS

Google continues their series of reports on the challenges of teaching CS, with a new report on rural and small-town communities in the US.  This is an important part of CS for All, and is a problem internationally.  The Roehampton Report found that rural English schools were less likely to have computing education than urban schools.  How do we avoid creating a computing education divide between urban and rural schools?

This special brief from our Google-Gallup study dives into the opportunities and challenges for rural and small-town communities. Based on nationally representative surveys from 2015-16, we found:

  • Students from rural/small-town schools are just as likely as other students to see CS as important for their future careers, including 86% who believe they may have a job needing computer science.

  • Rural/small-town parents and principals also highly value CS, with 83% of parents and 64% of principals saying that offering CS is just as or more important than required courses.

  • Rural/small-town students are less likely to have access to CS classes and clubs at school compared to suburban students, and their parents are less likely to know of CS opportunities outside of school.

  • Rural/small-town principals are less likely to prioritize CS, compared to large-city or suburban principals.

Source: Google for Education: Computer Science Research

September 4, 2017 at 7:00 am 1 comment

Google report in CACM: Is the U.S. Education System Ready for CS for All?

Jennifer Wang of Google has the Education Viewpoints column in CACM this month, and she reports on data that Google is collecting on systemic issues preventing CS for All.  It’s an important report that I recommend.

Interestingly, we also found that regardless of race/ethnicity or gender, 80% of students who have learned CS said that they learned CS in a class at school, about twice the rate of any other means of learning, including on their own, through afterschool clubs, online, or in any other program outside of school. This data strongly suggests formal education remains the best way to ensure widespread and equitable access to CS learning.

Yet, we found schools faced many barriers to offering CS classes. We asked principals and superintendents why they did not offer CS in their schools and districts. The most commonly cited barriers had to do with lack of qualified teachers and competing demands of standardized test preparation. Lack of qualified teachers was cited by 63% of principals and 74% of superintendents. Not enough funding to train teachers was cited by 55% of principals and 57% of superintendents. The need to devote time to testing requirements was cited by 50% of principals and 55% of superintendents. This indicates computing professionals can play an important role in expanding access to CS by supporting organizations that train teachers and by providing mentoring and resources to teachers and students.

Source: Is the U.S. Education System Ready for CS for All? | August 2017 | Communications of the ACM

August 25, 2017 at 7:00 am Leave a comment

It’s not about Google. Our diversity efforts aren’t working

The sexist “internal memo” from Google has been filling my social media feeds for the last few days. I’m not that excited about it.  Within every organization, there will be some people who disagree with just about any policy.  The enormous screed is so scientifically incorrect that I have a hard time taking it seriously.  

For example, the memo claims that the gap between men and women in CS is due to biology. That can’t be when there are more women than men in CS, especially in the Middle East and Northern Africa.  I saw a great study at NCWIT a few years ago on why programming is seen as women’s work in those parts of the world — it’s detailed work, done inside, sometimes with one other person. It looks like sewing or knitting. When told that programmers were mostly male in the US, the participants reportedly asked, “What’s masculine about programming?”  There’s an interesting take from four scientists who claim that everything that the internal memo says is correct.

The positive outcome from this memo is Ian Bogost’s terrific essay about the lack of diversity in Tech, from industry to higher education. It’s not about Google. It’s that our diversity efforts are having little impact. Ian explains how our problem with diversity is deeply rooted and influences the historical directions of computing. I highly recommend it to you.

These figures track computing talent more broadly, even at the highest levels. According to data from the Integrated Postsecondary Education Data System, for example, less than 3 percent of the doctoral graduates from the top-10 ranked computer science programs came from African American, Hispanic, Native American, and Pacific Islander communities during the decade ending in 2015.

Given these abysmal figures, the idea that diversity at Google (or most other tech firms) is even modestly encroaching on computing’s incumbents is laughable. To object to Google’s diversity efforts is to ignore that they are already feeble to begin with.

Source: A Googler’s Anti-Diversity Screed Reveals Tech’s Rotten Core – The Atlantic

August 9, 2017 at 7:00 am 13 comments

Google seeking input on next directions in CS Education Research

Please follow the survey link below to give feedback to Google on what you think is important in CS education research.

We are collecting input to inform the direction of Google’s computer science (CS) education research in order to better support the field.  As researchers, educators, and advocates working in the field everyday, your input is extremely valued.  Please complete this survey by Sunday, April 23.  Feel free to share this survey with others who may be interested in sharing their insights.

Thank you,
Jennifer, on behalf of Google‘s CS Education Research & Evaluation team

April 19, 2017 at 7:00 am 5 comments

Google’s Brief on K-12 CS experiences of Black students in the US for Black History Month

For Black History Month, the Google K-12 Education Outreach Team has released a 1 sheet brief that focuses exclusively on the K-12 CS experiences of Black students in the U.S. and provides specific recommendations as informed by our Diversity Gaps in Computer Science report.

Computer science (CS) education is critical in preparing students for the future. CS education not only gives students the skills they need across career fields, but it also fosters critical thinking, creativity, and innovation. This summary highlights the state of CS education during 2015–16 for Black students in 7th–12th grade, a group less likely to take the AP Computer Science Exam and with a lower pass rate on it compared to other racial groups.

See report here.

February 27, 2017 at 7:03 am 3 comments

AP CS A Exam Data for 2016: Barb Ericson’s analysis, Hai Hong’s guest blog post #CSedWeek

As usual, Barbara Ericson went heads-down, focused on the AP CS A data when the 2016 results were released.  But now, I’m only one of many writing about it.  Education Week is covering her analysis (see article here), and Hai Hong of Google did a much nicer summary than the one I usually put together. Barb’s work with Project Rise Up 4 CS and Sisters Rise Up have received funding from the Google Rise program, which Hai is part of. I’m including it here with his permission — thanks, Hai!

Every year, I’m super thankful that Barb Ericson at Georgia Tech grabs the AP CS A data from the College Board and puts it all into a couple of spreadsheets to share with the world.  🙂
Here’s the 2016 data, downloadable as spreadsheets: Overall and By Race & Gender.  For reference, you can find 2015 data here and here.
Below is a round-up of the most salient findings, along with some comparison to last year’s.  More detailed info is in the links above.  Spoiler: Check out the 46% increase in Hispanic AP exam takers!
  • Overall: Continued increases in test-taking, but a dip in pass rates.
    • 54,379 test-takers in 2016.  This reflects a 17.3% increase from 2015 — which, while impressive, is a slower increase than 24.2% in 2015 and 26.3% in 2014.
    • Overall pass rate was 64% (same as last year; 61% in 2014)
  • Girls
    • Female exam takers: 23% (upward trend from 22% in 2015, 20% in 2014)
    • Female pass rate: 61% (same as last year; 57% in 2014)
    • In 8 states fewer than 10 females took the exam: Alaska (9/60), Nebraska (8/88), North Dakota (6/35 ), Kansas (4/57), Wyoming (2/6 ), South Dakota (1/26 ), Mississippi (0/16), Montana(0/9). Two states had no females take the exam: Mississippi and Montana.
  • Black
    • Black exam takers: 2,027 (Increase of 13% from 1,784 in 2015; last year’s increase was 21% from 1,469 in 2014)
    • Black pass rate: 33% (down from 38% in 2015, but close to 2014 pass rate of 33.4%).
    • Twenty-four states had fewer than 10 African American students take the AP CS A exam. Nine states had no African American students take the AP CS A exam: Maine (0/165), Rhode Island (0/94), New Mexico (0/79), Vermont (0/70), Kansas (0/57), North Dakota (0/35), Mississippi (0/16), Montana (0/9), Wyoming (0/6)
  • Hispanic
    • Hispanic exam takers: 6,256 (46% increase from 4,272 in 2015!)
    • Hispanic pass rate: 41.5% (up from 40.5% in 2015)
    • Fifteen states had fewer than 10 Hispanics take the exam: Delaware, Nebraska, Rhode Island, New Hampshire, Maine, Kansas, Idaho, West Virginia, Wyoming, Vermont, Mississippi, Alaska, North Dakota, Montana, and South Dakota. Three states had no Hispanics take the exam: North Dakota(0/35), Montana (0/9), South Dakota (0/26).
And as a hat-tip to Barb Ericson (whose programs we’ve partnered with and helped grow through the RISE Awards these last 3 years) and the state of Georgia:
  • 2,033 exam takers in 2016 (this represents something like a 410% increase in 12 years!)
  • New record number of African Americans and females pass the exam in Georgia again this year!
  • 47% increase (464 in 2016 vs. 315 in 2015) in girls taking the exam.
  • Nationally, the African American pass rate dropped from 37% to 33%.  In Georgia it increased from 32% to 34%.
  • The pass rate for female students also increased in Georgia from 48% to 51%.
  • Only one African American female scored a 5 on the AP CS A exam in Georgia in 2016 and she was in Sisters Rise Up 4 CS (RISE supported project).

December 5, 2016 at 7:13 am 2 comments

Community college pathways to a four-year computer science degree: New Google Reports

My ECEP colleagues at the University of Massachusetts Amherst, Rick Adrion and Renee Fall, led a successful NSF alliance called CAITE.  One of CAITE’s most successful strategies to improve diversity at university-level CS was to make it easier for students to transfer from community colleges.  Community colleges are much more diverse.

The latest reports from Google tell us more about the obstacles that CS students still face in moving from community colleges to bachelor’s degrees, and how to make it easier.

Our latest research shows that students who attend community colleges on the way to computer science (CS) bachelor’s degrees encounter many challenges and obstacles along the way. But there are many ways for community colleges and four-year colleges to work together and with industry to remove these obstacles and support students seeking to transfer into CS majors. Today, we are releasing two complementary research reports that explore the pathways that community college students follow to a bachelor’s degree in CS. The reports also examine the experiences of these students and the opportunities that exist or that might be created to ensure their successful career advancement. Longitudinal Analysis of Community College Pathways to Computer Science Bachelor’s Degrees investigates the national landscape of CS students at community colleges in order to better understand student behaviors and institutional characteristics that support or hinder community college students’ efforts to attain a CS bachelor’s degree. The companion report, Student Perspectives of Community College Pathways to Computer Science Bachelor’s Degrees, takes a complimentary in-depth and qualitative look at the experiences of students from underrepresented groups at community colleges in California, a state that enrolls one quarter of all community college students in the U.S.

Source: Community college pathways to a four-year computer science degree

November 28, 2016 at 7:15 am Leave a comment

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