As the CS for All movement grows, school leaders are increasingly looking for examples of successful and equitable implementation at the local level. This panel, featuring members of a research- practice partnership, lifts up case studies of three disparate local education agencies and how they scaled and sustained equitable computer science education in their local context. Each study focuses on a different aspect of equitable computer science implementation: building computer science education capacity for teachers; partnering with families and local industry; and getting a computer science-focused resolution passed through the school board of a large district. These case studies will be presented alongside the CS Equity Guide and Workshop, resources developed by school administrators for their colleagues across the state. Panelists will discuss how their specific contexts framed the specific implementation effort, and how a multi- faceted approach to computer science implementation can assist with equity at the forefront of these efforts.

This paper explores the relationship between high school students' shifting computer science (CS) identity and engagement over the course of one school year in both Advanced Placement Computer Science Principles and Exploring Computer Science classrooms in a large US west coast urban school district. Through an analysis of over 500 pre- and post-surveys administered during the 2018-19 school year-with an intersectional analysis comparing Latina and Latino perspectives in this primarily low-income, Latino/a/x school district-this paper answers the following research questions: (1) Who identifies as "CS people" and what does that mean to them? and (2) Which teaching practices seem to have the greatest relationship with CS identification and engagement?

Taking a justice-oriented approach to equity in Computer Science (CS) education, this paper questions the dominant discourse in CS education and asks what truly makes CS learning consequential from the perspective of youth. We define CS learning as consequential by focusing on its transformative impact on youth identity, agency, and perceptions of the world within and beyond CS classrooms, regardless of whether or not they pursue CS in the future. Our research-practice partnership used qualitative data, specifically longitudinal interview data with 30 students up to three years after they first experienced a high school CS class in a large public school district on the west coast serving majority Latinx, urban, low-income students. Our findings suggest that in order for CS learning to be meaningful and consequential for youth, learning must involve: 1) the freedom for youth to express their interests, passions, and concerns; 2) opportunities for youth to expand their views of CS and self in the world; and 3) teacher care for students, learning community, and subject matter. The findings have significant implications for the broader "CS for All" movement and future efforts to reform policy agendas aiming for a more justice-centered CS education.

Is quantitative data collected by CS education researchers objective? If we combine data from a set of studies that measure the same type of intervention, will that really show us the strength of that intervention? Are qualitative studies really less rigorous than quantitative because the number of participants may be as low as one?

This introduction welcomes readers to the second volume of an ACM TOCE special issue on justice-centered computing education. Here we reflect on the ways both the first volume and this current volume expand our notions of justice. More specifically, the first volume explored topics such as intersectionality, transformational justice, intercultural computing, ethnocomputing, translanguaging, socially responsible computing, and institutional theory. This volume continues the conversation with its focus on decolonization, racial literacy with white computing educators, youth agency and voice in computing and media production, learning pathways focused on justice issues for a rural Mexican American youth, and Universal Design for Learning in CS education. We end with discussing the important issues, topics, and voices that are missing from these two volumes, and potential future directions for dialogue in our community.

While the Computer Science for All (CS for All) movement has led to valuable advancements in equity-oriented curricula and teacher professional development, critical questions remain about how to build the capacity of school and district leadership to implement equitable CS education. How can administrators be supported in decision-making practices so that their school policies facilitate rather than hinder CS for All efforts? Our statewide research-practice partnership (RPP)representing fourteen different urban, rural, and suburban local education agencies (LEAs) across the state sought to tackle this question by collaboratively developing, implementing, and iteratively improving upon a guide and workshop for administrators seeking to bring CS into their schools, as well as a multi-stakeholder PD for teachers, counselors, and principals. Both researcher and administrator panelists will share how we built an RPP, lessons learned in creating administrator resources, and details about effective multi-stakeholder PD. In line with SIGCSE's 2021 call, this panel will inform audience members about how RPPs and a focus on leadership can expand computing education opportunities for more students in K-12 public schools.

The ideas we offer below for considering justice-centered computing education point to a broad array of problem-spaces, contexts, and communities that scholars, educators, technologists, and activists might engage with. In exploring and deepening the conversation around this project, the seven articles included in the first volume of this special issue employ diverse theoretical perspectives, methodologies, and frameworks, including but not limited to intersectionality, transformational justice, intercultural computing, ethnocomputing, translanguaging, socially responsible computing, and institutional theory. Across them, rather than consensus on a narrow set of issues, we see the possibilities of a pluralistic and wide-ranging conversation about how we might constitute the meanings of “justice-centered” within computing education, the tools that might be used to produce such meanings, and the actions that might address them.

The Computer Science for All movement is bringing CS to K-12 classrooms across the nation. At the same time, new technologies created by computer scientists have been reproducing existing inequities that directly impact today's youth, while being “promoted and perceived as more objective or progressive than the discriminatory systems of a previous era” [1, p. 5–6]. Current efforts are being made to expose students to the social impact and ethics of computing at both the K-12 and university-level—which we refer to as “socially responsible computing” (SRC) in this paper. Yet there is a lack of research describing what such SRC teaching and learning actively involve and look like, particularly in K-12 classrooms. This paper fills this gap with findings from a research-practice partnership, through a qualitative study in an Advanced Placement Computer Science Principles classroom enrolling low-income Latino/a/x students from a large urban community. The findings illustrate 1) details of teaching practice and student learning during discussions about SRC; 2) the impact these SRC experiences have on student engagement with CS; 3) a teacher's reflections on key considerations for effective SRC pedagogy; and 4) why students’ perspectives and agency must be centered through SRC in computing education.

The 32 chapters of the 2019 Cambridge Handbook of Computing Education Research synthesize the existing research in computing education and propose new directions for future research. An author from each chapter will summarize their chapter with auto-advancing slides. Attendees will be introduced to the breadth of content in the new handbook and can identify chapters of interest. This fits uniquely as a special session, and will likely be informative, inspiring, and overwhelming.

This panel focuses on the voices of computer science (CS) high school students who come from communities historically underrepresented in CS. Our UCLA team worked in research-practice partnership with teachers and students from the Los Angeles Unified School District (LAUSD) to understand how youth engagement, agency, and identity are being impacted, if at all, by efforts to broaden participation in computing. Going beyond a "numbers" approach, we define equity as attending to the cultural wealth, funds of knowledge, and perspectives youth bring to their CS learning experiences, amplifying minoritized youth's visions of what CS education should be in the CS for All movement. This panel begins by sharing findings from our year-long qualitative study in four CS classrooms, followed by hearing from the students themselves about what impacts their motivation to learn CS. Student panelists will explain how and why they choose to engage in CS learning toward empowering themselves and their communities, as well as how they are developing CS identities. Together, we will explore what it takes for youth to acquire a sense of "rightful presence" [1] in a field dominated by people who do not look like them or come from their communities.

Who makes decisions about what K-12 computer science education(CSed) should look like? While equitable participation is a central focus of K-12 CSed, the field has largely thought about equity through the lens of providing access to inclusive and robust CS learning. But issues of who has a "seat at the table" in determining the shape of those experiences, and the larger field that structures them, have been largely under-explored. This panel session argues that equitable CSed must take into account questions of participation in decision-making about CSed, with such issues of power themselves a key dimension of equity in any education effort. We highlight efforts engaging stakeholders from across the education landscape-parents, educators, community members, administrators, and students-exploring how decision-making is structured, how voices that are usually marginalized might be elevated, the tensions involved in these processes, and the relationships between participation and equity.

Efforts to broaden participation in computing address how systemic school structures, educator preparation, and curriculum can provide inclusive learning spaces for all students. The emerging multiplicity of scholarship in computer science (CS) education forwards diverse voices, perspectives, and positionalities, and together, provide a rich set of evidence-based narratives that can transform K-12 policies and practices. The four projects featured in this panel bring together CS education efforts with varying methodologies focused on equity-oriented pedagogies and learning for all youth across the US. This panel will focus not only on sharing the multi-pronged efforts of the featured projects, but also on developing a shared vision among participants and panelists for what equity" can and should be in the future of both SIGCSE and CS education as we celebrate SIGCSE's 50th anniversary. By highlighting the work of projects rather than individuals in this panel, audience members will have the opportunity to learn about how collaborative efforts create and examine contexts for equity in CS education across diverse stakeholders, while also providing a richer base for constructing visions of equity that go beyond mere platitudes, toward action items for broadening participation in computing.

The Computer Science (CS) for All movement has taken hold of the United States and CS education is rapidly expanding across nations throughout the world. Yet, as curricula and professional development opportunities are developed, key questions remain about what “works” for engaging youth in CS education, especially those who are historically underrepresented in the field (including young women, students of color, low-income students). In response, this study answers the questions: What teaching practices do students—who are historically underrepresented in CS—believe are most effective for engaging their interest in CS learning? What pedagogical actions do CS teachers identify as most effective for engaging students? And what do these engaging teaching practices look like in the classroom? Through a qualitative study following three different urban high school Exploring Computer Science classrooms over an entire school year (n = 70 students, 3 teachers; >105h of observation data; >50 interviews with students and teachers), key pedagogical practices that had greatest impact on youth's interest and engagement with CS included: (1) demystifying CS by showing its connections to everyday life; (2) addressing social issues impacting both CS and students’ communities; and (3) valuing students’ voices and perspectives. This article shares testimonies from students and teachers, as well as examples of these teaching practices in the classroom.

This article describes the impact of in-classroom coaching for computer science (CS) educators. Coaching is a way to support teachers in their classroom while teachers master new curricula or educational approaches and is not evaluative in purpose. Using qualitative methods to analyze computer science classroom observations, teacher surveys, teacher interviews, coaching logs, and coach interviews, this research answers the following question: How does in-classroom coaching support inquiry and equity-based teaching practices? This study of Exploring Computer Science classrooms illustrates the importance of having in-classroom coaches who can collaborate and reflect with teachers about current practices and who can help support new inquiry and equity-based instructional skills. Teachers note that in-classroom coaching helped (1) positively impact changes in pedagogy, (2) enrich teachers’ CS content knowledge, and (3) break CS teacher isolation at schools. Three case studies from computer science classrooms served by different coaches are shared to illustrate the ways teacher instructional practice can be strengthened over time through coaching.