While offering CS in more schools is an important first step in expanding access, it is also important to understand which students are taking CS in schools where it is available. Figures 8 and 9 show differences in course enrollment within schools that offer CS. The most important finding is this: In schools offering CS, a higher proportion of white students took CS than virtually any other group. The proportion of multi-race, non-Hispanic students taking CS in elementary/middle and high school was about the same, and a higher proportion of Asian students took CS in high school. Because the data only include schools where CS courses exist, these findings are not attributable to a lack of CS teachers or poor technology infrastructure or lack of resources overall. Compounding the problem of overall participation are differences in participation between elementary/middle and high schools. As shown in Table 2, substantially smaller percentage of females took CS in high school as compared to elementary/middle school (-12.9% difference). High school participation also lagged for economically disadvantaged students (-6.3% difference), Hispanic students (-4.3%), English learners (-4.2%) students with disabilities (-3.3%) and multi-race students (-0.7%). 2: Differences in CS Course Enrollment by School Type, 2016-2017 Elementary and Middle High Schools Difference Schools Female 48.3% 35.4% -12.9% 27.8% 21.5% -6.3% Economically disadvantaged Hispanic 17.6% 13.3% -4.3% English learners 7.9% 3.6% -4.2% Students with disabilities 16.1% 12.7% -3.3% Multi-race 3.4% 2.7% -0.7% African American 6.5% 7.4% 1.0% Asian 5.7% 7.0% 1.3% White 66.0% 69.3% 2.8% Male 51.7% 64.6% 12.9% Student Participation by Coverage of the DLCS Standards As discussed earlier in this report, the vast majority of CS courses offered in the Commonwealth in appeared to with less than one-third of the DLCS standards. Not surprisingly, most students
While offering CS in more schools is an important first step in expanding access, it is also important to understand which students are taking CS in schools where it is available. Figures 8 and 9 show differences in course enrollment within schools that offer CS. The most important finding is this: In schools offering CS, a higher proportion of white students took CS than virtually any other group. The proportion of multi-race, non-Hispanic students taking CS in elementary/middle and high school was about the same, and a higher proportion of Asian students took CS in high school. Because the data only include schools where CS courses exist, these findings are not attributable to a lack of CS teachers or poor technology infrastructure or lack of resources overall. Compounding the problem of overall participation are differences in participation between elementary/middle and high schools. As shown in Table 2, substantially smaller percentage of females took CS in high school as compared to elementary/middle school (-12.9% difference). High school participation also lagged for economically disadvantaged students (-6.3% difference), Hispanic students (-4.3%), English learners (-4.2%) students with disabilities (-3.3%) and multi-race students (-0.7%). 2: Differences in CS Course Enrollment by School Type, 2016-2017 Elementary and Middle Schools High Schools Difference Female 48.3% 35.4% -12.9% Economically disadvantaged 27.8% 21.5% -6.3% Hispanic 17.6% 13.3% -4.3% English learners 7.9% 3.6% -4.2% Students with disabilities 16.1% 12.7% -3.3% Multi-race 3.4% 2.7% -0.7% African American 6.5% 7.4% 1.0% Asian 5.7% 7.0% 1.3% White 66.0% 69.3% 2.8% Male 51.7% 64.6% 12.9% Student Participation by Coverage of the DLCS Standards As discussed earlier in this report, the vast majority of CS courses offered in the Commonwealth in appeared to with less than one-third of the DLCS standards. Not surprisingly, most students
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