Teachers play an important role in shaping student outcomes in computing education, yet less attention has been paid to understanding how educators' underlying beliefs and values shape their instructional practices, particularly among underrepresented teachers who bring unique assets to computing education. This study situates the concept of pedagogical ethos in the context of computing education to understand the beliefs of educators and the ways they act on those beliefs through their teaching practices. In our case study of three educators in a professional development (PD) program, we analyze interview data to understand their beliefs about their pedagogical values and attitudes which we operationalize as observable practices. Findings reveal that participants' pedagogical ethos comprises three core dimensions: a) educators support increasing student access to computing education; b) the centering of students' experiences within educators' pedagogical practice; and c) how educators advocate on behalf of students and communities. We propose that these ethos can be used for designing culturally sustaining PD that recognizes the value of educators' beliefs and translating them into practices.

Embracing the idea that all students should learn the fundamentals of computer science (CS), the United States has funded the development of coalitions designed to expand CS education. This poster employs an exploratory comparative analysis using simple descriptive statistics to examine potential impacts of broadening participation in computing (BPC) coalitions, focusing specifically on measurement of the Expanding Computing Education Pathways (ECEP) Alliance in relation to state-level CS course access, state-level CS course participation, and states' adoption of the Code.org Advocacy Coalition's 10 Policies. Findings include that ECEP states consistently demonstrated higher rates of CS course access and participation than non-ECEP states. ECEP states also were either at parity or above in their adoption of CS education policies. In the live poster discussion, we will theorize these differences might be linked to the elements of the ECEP Model of State Change. Given the ongoing investment in BPC coalitions, these initial findings indicate promising results and warrant further research.

What does it mean to conduct computer science education research in a manner that ensures that the evidence produced is high quality and benefits a wide variety of students? One can pour over various guides from institutions like What Works Clearinghouse (WWC) and the American Psychology Association (APA). However, what many standards fail to include is a holistic perspective of conducting education research, including guidelines for ensuring that the aggregated data presented represents the student population that the research will ultimately serve. In this panel, we tackle both and explore approaches that have been used in other education research fields as well as those appropriate to CS education research that can be leveraged to ensure that all students' needs, experiences, cultures, identities, and voices are captured and presented in our research.

There is growing consensus that focused attention on increasing the computer science (CS) certification of Black and Brown teachers is needed. More certified CS Black and Brown teachers can propel equity-based CS principles, support diverse CS classrooms, and diffuse culturally relevant teaching practices. The Computing Educator Diversity Initiative (CEDI) is a tailored in-person and online professional development program that supports the growth and development of CS knowledge and inclusive pedagogy for educators. CEDI specifically recruits teachers who reflect the racial and ethnic identities of the student populations in their schools. Through a Research-Practice Partnership (RPP) that facilitated use of improvement science tools, culturally relevant professional development, and collaboration, CEDI assisted aspiring CS teachers to become certified. Findings from two cohorts of CS teachers revealed that engaging within a cohesive community of practice led to the cultivation of CS expertise, pedagogical proficiencies, and equitable teaching methodologies.

The Computing Educator Diversity Initiative (CEDI) is focused around an innovative and interactive online learning process that focuses on teacher professional development. CEDI focuses on virtual versions of in-person workshops that highlight the importance of supporting educators of color as they prepare and eventually become certified to teach computer science. The poster will highlight how CEDI educators work within a community of practice to deepen their CS content knowledge, pedagogical skills, and equitable strategies to obtain their CS certification and become highly effective CS teachers. We will also present approaches and associated principles for preparing and supporting teachers of color through professional development, direct resources to teachers, and strategies for taking CS certification tests.

In order to advance broadening participation in computing (BPC) efforts, research and practice projects should implement a board (advisory or strategic) that specifically focuses on equity. In light of the murder of George Floyd, the impact of COVID-19 on minoritized communities, and the historical (and continual) erasure of diverse voices within the computing and technology fields, it is important that networks, alliances, and the broader computer science community engage with stakeholders with critical expertise in areas of diversity, equity, and inclusion. In this panel, Expanding Computing in Education Pathways (ECEP) Alliance Executive Board members will discuss the need for equity-centered conversations, specifically when it comes to BPC. Panelists and audience members will engage in dialogue around the necessity for, and value of, creating spaces where diverse voices are elevated and supported.

This paper presents the design and analysis of an automated traffic signage inventory management system employing the radio-frequency identification (RFID) technology. Traffic signage inventory management faces the operational challenge of recognizing a large number of traffic signs spread in a large area without obvious identifications on them. Thanks to the remote sensing ability of RFID, the operational efficiency can be significantly improved by scanning traffic signs remotely in motion. The system consists of an in-vehicle RFID reader and a handheld RFID reader, both of which connect to mobile applications with user-friendly interfaces. Additionally, user-friendly control software and a database are developed. In this paper, the adequacy of the RFID technology for the task is assessed. On the theoretical side, this paper investigates the radio-wave propagation model and the antenna radiation range. Additionally, the influences of the vehicle speed and the sign-to-reader distance on the reading performance are studied and empirical tests of the tag positioning are conducted. Finally, a system protocol is validated by a field test.

Collective impact is an approach for solving complex social problems at scale. The challenge of broadening participation in computing (BPC) is one such problem. The complexity of BPC is compounded by the decentralized nature of public education, where decisions are made primarily at the state level and subject to interpretation at the district level. As such, diversifying computer science (CS) pathways across the nation requires a systemic approach such as collective impact to engage all of the stakeholders who influence CS education and whose decisions can either facilitate or hinder BPC efforts. This experience report discusses how the collective impact framework has been used to advance the work of the Expanding Computing Education Pathways (ECEP) Alliance, an NSF funded BPC Alliance focused on states and state policy as the unit of change. We discuss how the five essential features of collective impact (common agenda, shared measurement, mutually reinforcing activities, continuous communication, and backbone support) coalesce to facilitate ECEP's theory of change. The report highlights specific policy changes that ECEP states have addressed to promote BPC, the flipped accountability that results from a non-hierarchical leadership model, and the challenges of measuring systemic changes as an intermediary to BPC.

In recent years, state members of the Expanding Computing Education Pathways (ECEP) Alliance have made efforts to increase access to and broaden participation in computing at the K-12 levels. Each ECEP state's K-12 computer science (CS) education journey has been documented during their ECEP membership resulting in over 25,000 digital documents. Over the course of the project it was necessary to track key events, identify trends across states, and maintain consumable records of state progress. A systematic way to collect and track the data is critical to conduct historical and cross-state analyses. In an effort to quantify and categorize, the researchers engaged in a review process of all ECEP reports, artifacts, and other relevant data to develop a system. Relevant and important components were identified in each type of document and assigned codes using ECEP's Five Stage Model ("a five-step process toward state-level CS education reform"), the Capacity, Access, Participation, and Experience (CAPE) framework (to measure equity in CS education implementation), and specific policies initiatives (alignment with various policy initiatives - Code.org's "Nine Policy Ideas to Make CS Fundamental to K?12 Education"). Indiana was identified as a state to conduct an initial, in-depth case study using this process. Indiana's case will be used as a model to further develop the stories of other ECEP Alliance member states. Through the development of a data dashboard, we hope to organize all of this information to make it more easily accessible for review and further analysis. The ECEP data dashboard development is currently in progress.

Despite the growing demand for computer science (CS) education for K-12 students, one of the most significant barriers to schools offering CS courses is the lack of certified teachers [1]. According to a report by Code.org [2], only a few states have initial CS certification teacher pathways resulting in differences among the types of qualification pathways. The lack of consistent and clear information is confusing for teachers, school districts, and advocacy groups. One of the challenges of creating a clear understanding of computer science teacher certification in the United States is that certificates can have many meanings, and definitions differ from state to state [3]. This study gathers nationwide data of all the pathways to teach computer science to create definitions for the multitude of CS credential pathways and demonstrates the spectrum of credential pathways.

Quantitative research in CS education has suffered from inattention to complexities inherent in measuring educational equity. This study aims to tease apart the complexities of educational equity and advance the field by developing a disparity index for quantifying inequities and using it to investigate the importance of accounting for intersectionality and distinguishing between access to and participation in CS education. This descriptive study analyzed student demographic and course-taking data for N=1,537,073 high school students in Texas. Results showed the disparity index can be a useful tool for quantifying and assessing equity in CS education. Disparities in terms of access to and participation in CS education were compounded for students who were members of multiple underrepresented subpopulations (e.g., rural Black females). Disparities differed between measures of access and participation. Implications of this study are that accounting for the intersectionality of students' multiple social identities and distinguishing between access and participation in quantitative measures are key to understanding (and thus addressing) the complexities of educational equity.

Developing your computer science education research evaluation instruments from scratch may be no longer necessary thanks to the growing catalog of instruments curated by CSEdResearch.org. This workshop will teach participants how to find, remix, and use existing instruments by delving into the process of taking openly shared resources and repurposing them for your projects. In addition to discussing the importance of using instruments that have been shown to have evidence of reliability and validity, the team from The University of Texas at Austin will discuss how they amended existing surveys and interview protocols to develop tools customized to their needs for their NSF-funded CSforAll Research Practitioner Partnership. Workshop participants will break into groups and be given extensive time to review and revise research instruments. Key takeaways from this workshop will be the steps you need to take to choose an instrument based on your research question and study design, the role that validity and reliability play in instrument design, how to make modifications to an instrument (if needed) to better address your research question, and how to add your instruments to the CSEdResearch.org site.