Database education is a cornerstone under many of the more popular topics in computer science such as machine learning and visualization. Although, in recent years, more fundamental research into database education has come out, there are many more ways in which it can be extended. Research on the practice of teaching databases, namely on the educational materials and explanations of teachers, can help us create new building blocks for fundamental research. This working group aims to collect and present notional machines of different types, for a wide range of database subtopics. These materials offer and updated context for database educators to design their courses from, as well as open up pathways of further research into database education.

Technology is evolving rapidly worldwide, making computational knowledge integral across virtually every field. Consequently, broadening access and promoting equity in computer science (CS) education at the high school level is crucial. Certified CS teachers are critical in creating opportunities to provide equitable CS access to high school students. In recent years, Code.org reports have highlighted a significant increase in student access to CS content across the U.S., particularly in high schools. Therefore, this paper provides a high-level overview of Wisconsin (WI) public high school CS education, examining CS teacher certification and course enrollment data from 2017 through 2023 academic years. Increasing the supply of certified CS teachers is essential for WI public high schools to sustain the current growth rate of student enrollment in CS courses or maintain the status quo. While the ongoing teacher shortage in the U.S. is well-documented, our analysis reveals that the gaps in CS education are particularly severe in WI and are poised to worsen. We discuss various pathways available for CS certification, identify four archetypes of CS teacher/CS enrollment access, and explore opportunities from a geographical standpoint. Our analysis offers data-driven insights for stakeholders and policymakers in WI, guiding policy changes and recommendations to improve CS teacher supply. Furthermore, our methodology, using data from the State Department of Education, is replicable in other states, facilitating a broader understanding to identify critical patterns in CS teacher supply nationwide.

Background: This research paper focuses on syn-thesizing state-level data sources on Computer Science (CS) education by creating algorithmic processes to aggregate the various data sources available. The expanding landscape of CS education (CSE), particularly at the high school level, has wit-nessed significant growth in participation in CS courses. However, to effectively prepare students for careers in engineering and computing fields, it is imperative to ensure the presence of highly qualified teachers to educate and guide them from the foundational level. Utilizing the C.A.P.E. theoretical framework, our research introduces a methodology to understand the CSE landscape through the lens of the teacher capacity model in WI public high schools. Research Question: This research outlines a case study of Wis-consin (WI) public high schools, primarily focusing on utilizing the C.A.P.E. framework to answer: What methodological process should be considered to measure equity-focused capacity, access, and participation of the CSE landscape for WI public high schools? Methodology: We obtained data from the WI Department of Public Instruction (DPI), encompassing course enrollment, student demographics, teacher certification, and staff reports. The data spans Academic Years (AY) 2017 through 2023. For consistent data reporting, our analysis focuses on 503 public high schools in WI, supplemented by data from the National Center for Education Statistics (NCES). This integration of data sources can offer valuable insights into the CSE landscape at the state level. Findings: Access to certified CS teachers positively coincides with higher participation in CS courses across diverse racial and ethnic groups of the WI public high school student population. However, our analysis reveals a critical shortage of CS teachers, with nearly 40 % of certified teachers in public high schools having over 25 years of teaching experience, suggesting an impending wave of retirements within the next 5–10 years. Contribution: Our objective is to provide a case study of WI public high schools by integrating noisy and unlinked data sources to understand the algorithmic process we followed to grasp the meaning of the CSE landscape. This analysis can help guide stakeholders and policymakers in allocating resources to alleviate inequities and shortfalls in the current CSE landscape, aiming to secure increased funding and expanded opportunities for CSE.

Understanding the nuances of Computer Science (CS) education at the state level in high schools requires a thorough examination of complicated datasets. Numerous researchers have gathered a variety of data sources, including surveys, professional development (PD) workshops, publicly available records, enrollment statistics, and much more to gain insight into high school CS education. While these sources provide valuable starting points, the identification of CS teacher certifications remains a complex challenge. We introduce an innovative approach for the collection and analysis of confidential and public data reported to the Wisconsin Department of Public Instruction (DPI), specifically focusing on the CS teacher certification process from the 2016 to 2021 academic years (AY). Data collection related to CS education is relatively new to Wisconsin (WI), making the task of interpreting this data both challenging and intricate. Our findings highlight a net decrease in certified CS teachers in WI over the five years of available data. In this poster, we provide detailed insights into the state's CS teacher certification process and identify the current ecosystem of certified CS teachers in WI. Ultimately, every student deserves the expertise of a highly qualified teacher to guide them through CS courses.

This study aims to investigate the influence of certified computer science (CS) teachers on Advanced Placement (AP) Computer Science Applications (CSA) and AP Computer Science Principles (CSP) exam scores in Wisconsin (WI). By analyzing data from the WI Department of Public Instruction (DPI) and the College Board, we explore the relationship between the presence of certified CS teachers and student performance on these exams. Furthermore, we examine how the effects vary across different locales in WI. This research provides valuable insights into the role of certified CS teachers in promoting student success in AP Exams.

Every student deserves to have a highly qualified teacher. Increasing certified Computer Science (CS) teacher capacity is essential for our region to provide enough CS teachers to sustain the current rate of CS growth. My dissertation focuses on synthesizing a high-level overview of reporting on secondary school teacher certification and student enrollment data from the academic years of 2016 through 2021.