The Equity And Inclusion Of Underrepresented Populations In AP Computer Science Principles

Advanced placement exams in Computer Science have been identified as having one of the largest disparities in student gender, race, and ethnicity across all College Board advance placement courses. Historically, the demographic compositions of advance placement exams AP Computer Science A and AP Computer Science AB have primarily consisted of White males. For the 2016-2017 academic year, College Board administered the first AP Computer Science Principles exam with the goal to increase diversity in computer science and appeal to marginalized populations that are often underrepresented in computing. This research provides a comprehensive analysis of the equity and inclusion of the University of Rhode Island’s implementation of AP Computer Science Principles and the demographic profile of the AP Computer Science Principles exam participants at the state and national level.


LIST OF TABLES
The study and practice of computer science has increasingly become recognized as an important and empowering field of study that innovates technology and benefits human kind at unprecedented rates. As a result, working knowledge of computer science has become an industry standard because of the direct relationship between corporate productivity and technology [1]. To foster and encourage the study of computer science in Rhode Island, governor Gina Raimondo launched the Rhode Island state initiative Computer Science For Rhode Island (CS4RI) in 2016. At that time, Advanced Placement (AP) Computer Science was offered in only 9 public high schools and no Title I schools (i.e., schools where at least 40% of a school's students are from low-income families) [2]. Furthermore, 1% of Rhode Island high school students were enrolled in a computer science course. In 2014, fewer than 350 students graduated from a Rhode Island college or university with a bachelor's degree in computer science while more than 1,000 open computer science jobs existed in the state [2]. Only 72 Rhode Island public school students took the AP Computer Science A (AP CSA) exam in 2015, which consists of less than 1% of the total AP exams taken across the state [2]. Only 26 students passed with a score of 3 or higher. Of those students who earned a passing grade, 73.1% were white, and 76.9% were male compared with 68.1% white and 41.6% male ratio for all public school AP test takers [2]. In an effort to increase the number of computer scientists in the state, CS4RI was established with the goal to reduce barriers and provide quality computer science education and professional development, helping to bring CS learning opportunities to all Rhode Island schools in the future [2].
It is important to note that the objectives and goals in the CS4RI initiative mirror the motivation of the national effort to increase the number of computer science students and professionals named CS4All [3]. While these two initiatives are similar, CS4RI is a localized effort endorsed by the Rhode Island Department of Education (RIDE) to encourage computer science specifically in Rhode Island.
As part of the CS4RI initiative and with funding by the National Science Foundation (NSF), the Department of Computer Science and Statistics at the University of Rhode Island (URI) designed, implemented, and actively support several computer science courses that have been integrated into a majority of Rhode Island school districts with the intention to introduce and propagate computer science to as many students as possible while assuring ease of access to minorities and marginalized groups [5]. To monitor grant deliverables and ensure a healthy collaboration between the K-12 educators and higher education researchers, the Rhode Island Technology Enhanced Science and Computing (RITES+C) office was tasked with collecting data on the different iterations of the University of Rhode Island's AP Computer Science Principles (AP CSP) and Introduction to Computing and Data Science (ICDS) courses [6].

Section 1.3 -Motivation
The motivation of this research deeply correlates with the motivations outlined by the CS4RI initiative. Specifically, by ensuring computer science is equitable and inclusive to all students in Rhode Island, students will be able to acquire the skills that contribute to their personal, academic, and professional success [2]. With an increase in computer science graduates in the state, businesses are more likely to invest in Rhode Island by providing a pipeline for students to transition from academia to becoming trained, talented, and integrated members of the technical workforce [2].
The motivation of this research is further rooted in the notion that diversity unlocks innovation and drives market growth [7]. We know that diverse groups allow for different perspectives and approaches to develop, causing an increase in innovation and "outside of the box" thinking. By making the field and study of computer science more diverse, we increase our chances of innovating both technology and software that have the potential to improve the human disposition.
By extending the reach of computer science to marginalized populations, expansion of the field in Rhode Island is expected to occur. This is an important and significant outcome that has the potential to positively impact the economy and culture of Rhode Island. Currently, there is a nationwide deficiency for computer scientists in the United States. It is projected that in the year 2020 there will be over 1.4 million computer science positions available and only 400,000 candidates with qualifications that satisfy those positions [8]. This deficiency in computer scientists presents a $500,000,000,000 opportunity for students interested in the field of computer science.     [10]. Within each group, different factors exist that contribute to their lack of participation. To further contribute to these barriers, a lack of comprehensive data on the factors that perpetuate the underrepresentation of these groups in computer science exists [10].
Underrepresented populations in computer science face structural challenges that impact their access to computer science, creating a disparity in opportunities to learn [10]. How students are introduced to computer science greatly contributes to their participation in the field. That is, most students that learn computer science are exposed to it in school [10]. If computer science classes are offered in some school districts and not others, a clear disparity in opportunity is created. Black students (47%) are less likely than White students (58%) to have classes dedicated to computer science at the school they attend [10]. Because White students are more likely to be in a school where computer science classes are offered, exposure to computer science for White students is greater. In addition to access to computer science classes, access to technology proves to be another factor that inhibits equal opportunity in computer science. Black and Hispanic students are less likely than White students to use a computer at home at least most days of the week [10]. Figure 4 and Figure 5 demonstrate the difference in usage and access to computers, tablets, and cellphones. Research suggests that students who use computers less at home are less confident in their ability to learn computer science [10]. Here, computer time and availability impacts a student's confidence level in computer science, creating a gap in computer science for groups who do not have regular access to computers or are not encouraged to use technology. Over the course of a two-year study conducted by Gallup and commissioned by Google, teachers at the seventh grade through twelfth grade levels are more likely than parents to say that a lack of exposure is a major reason why women, racial, and ethnic minorities are underrepresented in the computer science field [10]. An observation that can be reached from this conclusion is that students demonstrate interest in the field of computer science and that facilitating student access to computer science would help bridge the diversity gap that exists. Of the structural barriers that exist, exposure seems to contribute the most to a lack of participation.
While structural barriers inhibit diversity in computer science, social barriers also exist that contribute to attitudes and perceptions of computer science that prevent a more diversified field of study and practice. To support this contention, research indicates that female students are less likely than male students to be aware of computer science learning opportunities on the Internet, in their community, to say they have ever learned computer science, and to say they are very interested in learning computer science [10]. This finding leads to an important observation that contributes to the lack of diversity in computer science for students. In schools where some structural barriers have been eliminated, women are still less likely to be aware of and learn computer science in school or independently. Gallup's two-year study found that of the women that participated, 16% were interested in learning computer science compared to the 34% of males who expressed interest in learning computer science [10]. The difference in interest level is graphically represented below in Figure 6.  The disparity between female and male percentages in confidence and interest demonstrate a social difference in attitude towards computer science that impact female participation. A parent, teacher, or authoritative figure can foster this difference in confidence and attitude towards the field of study explicitly or implicitly. For example, males are much more likely to be told by a parent or teacher that they would be good at computer science [10]. This single difference in verbal affirmation can have serious implications for women participation in diversifying the field of computer science.
In 2014, Google conducted a study titled "Women Who Choose CS" to identify and understand factors that influence young women's decisions to peruse degrees in computer science. This study yielded 91 statistically relevant factors with the potential to influence a woman's decision to pursue a degree in Computer Science [11]. Once determined, the study identified the significance and rank order of the influences, rather than just ask what influences exist. In doing so, influences that contribute greatly to a woman's decision to pursue a degree in computer science could be better targeted to increase the number of women computer science degree holders [11]. "Women Who Choose CS" found social encouragement, self-perception, academic exposure, and career perception to be the top four influential factors leading to the pursuit of a computer science degree [11]. These findings can be used to help develop effective, research-based strategies to encourage women participation and retention in the CS field.
Social encouragement from family and peers comprises 28.1% of the explainable factors that contribute to a young woman's decision to pursue a computer science degree [11]. While encouragement from family (17%) and peers (11%) hold a majority of weight in terms of social encouragement, it's important to note that incentive programs at the college level further contribute to a young women's interest in the field. Below, we see the relationship between students that were encouraged to take computer science, and those who were not. Figure 8 and Figure 9 highlight the importance of social encouragement from family.  Figure 9 capture the importance between social encouragement and participation in computer science. It is also important to note that encouragement from a parent increased participation in computer science regardless of the parent's occupation or technical knowledge [11].
Along with social encouragement, self-perception accounts for 17.1% of explainable factors that were identified that contribute to young women's participation in computer science [11]. Specifically, self-perception in this context describes interests and personal aptitudes. A positive self-perception in mathematics and sciences boosts confidence and promotes internal encouragement. Interest in puzzles, problem solving, and tinkering seemed to correlate with a high interest in computer science. Figure 10 and Figure 11 illustrate women who indicated they like math, theoretical concepts, and understanding how things work gravitated towards computer science. Academic Exposure, a critical element to this research, accounts for 22.4% of the explainable factors influencing the decision to pursue a computer science degree [11]. If offered and advertised equitably in schools, an increase in diversity in computer science is expected. In general, those who have taken the AP CSA exam are 46% more likely to indicate interest in a computer science major [11]. This increase in interest is particularly true for women who take the AP computer science exam. It is important to note that while academic exposure to computer science increase the chance that women will pursue computer science in the future, it has been demonstrated that any expose to computer science increases the likelihood of female participation in the field. While exposure in school is important, after school clubs and workshops unaffiliated with school also contribute to women expressing interest in computer science [11]. outreach are a few of the proposed strategies Brown plans on implementing to increase diversity in CS [12].
To better understand the diversity at Brown's computer science department, first creating a snapshot of their diversity profile was needed. A department-wide survey was distributed to CS students to collect data on the current diversity and inclusivity climate at Brown [12]. With this data, a baseline was established to determine future diversity goals and benchmarks. Brown encouraged community input and participation in their conversations about diversity and inclusion. They did this by holding regular town hall meetings to discuss diversity and inclusion, opening the topic of diversity to anyone in the community with the hopes to encourage external participation and awareness [12]. To further continue community conversation, student advocate office hours are held regularly and logged for students to come with any questions or concerns pertaining to diversity. A feedback system was also implemented, allowing students to report anonymously any behaviors or experiences they encountered that made their environment more or less inclusive [12].
Education and training are important tools used to bridge the gap in diversity in CS. Brown is leveraging education to provide information and context to those who are unaware of the gender and demographic disparity in computer science by creating diversity lecture series and inviting predominant computer scientists to speak about diversity in computer science [12]. Coupled with this lecture series, workshops are being developed and offered to the Brown community focusing on important topics like social identity and how unconscious bias can create hostile environments for students in marginalized populations [12]. Existing diversity training modules for staff, faculty, and teaching assistants are also being modified to include computer science as a topic of interest and awareness, increasing the reach and depth of both education and training on important concepts and history in computer science equity.
Along with education and training, ensuring support mechanisms are in place for individuals within minority groups become an important aspect of empowerment and encouragement in the field. Making sure that people have a space to talk, express their concerns, and share about their experiences becomes a powerful tool for closing the diversity gap in computer science. This type of community support model can be done through student-led diversity groups, student networking, and community based activities and discussions [12]. Having mechanisms that allow support from peers and administration while a member of the computer science community in academia or industry allows for the security and expansion of marginalized groups.
Research suggests that the recruitment, hiring, and retention of at risk populations such as women, Blacks, and Hispanics plays a pivotal role in diversifying the field [13]. Students belonging to marginalized groups tend to feel more accepted and preform better in environments where individuals in authoritative positions are diverse [14]. Increasing the number of women, Black, and Hispanic teachers at the K-12 level could result in an increase in participation from these groups, effectively minimizing the diversity gap. While college and university enrollment from these groups are increasing, bachelor degree graduates are still predominantly White. Taking a subset from this group of college graduates, a disproportion amount of teacher-track graduates are White. Figure 12 highlights this disparity. It's important to note that while these strategies and models are being implemented at Brown University, they can be duplicated throughout higher education and different municipalities. If done throughout Rhode Island, diversity is expected to increase in the computer science community helping minimize the equity gap that currently exists.
With these strategies being implemented in academia and local communities, industry also plays in important role in ensuring equity and diversity in the field.
Because the end goal of most college graduates is to enter industry, ensuring that a stable pipeline and incentive program is in place to allow the transition from student to industry professional for underrepresented populations plays a critical role in their participation [11]. Because the responsibility to encourage more individuals at risk of not participating in computer science falls on the industry employing these groups, many technology and computer science companies are at the forefront of creating progressive workplace polices encouraging the equity and inclusion of these groups [15]. Policies that promote a healthy work-life balance and competitive maternity leave and child care options are just a few examples of technology companies appealing to women and marginalized groups. Facebook, Google, Apple, and SAS all provide extended paid leave for new parents, male and female, in addition to stipends to be used as "baby cash" for unexpected expenses for new families [15].
In addition to maternity benefit programs and stipends, college tuition assistance and industry-track pipelines exist for minorities that satisfy program criteria.   Clearly, a drastic difference in participation between Non-URM and URM exists for AP Computer Science A. Figure 13 is describing the total number of students that have taken the AP CSA by year. Figure 14 illustrates the disparity in participation in AP CSA in Rhode Island between 2007 and 2017.  It is important to note that the AP Computer Science A course follows a conventional style of teaching and assessment with a specific focus on Java programming and object oriented programming concepts [22]. assessment take a less conventional approach to teaching computer science by discussing computational thinking, working with big data, and using an artifact based portfolio in addition to the AP exam as assessments for the course [22]. "To appeal to a broader audience, including those often underrepresented in computing, this course emphasizes the vital impact advances in computing have on people and society" [22].
Interestingly, College Board does not require a specific programming language to be taught in AP CSP. Because a driving motivation of the course is to broaden participation in computer science, teachers are allowed to develop their own AP Computer Science Principles material "centered around computing concepts in the curriculum framework that support the creation of exciting and relevant computational artifacts" [22]. This is drastically different from the pre-packaged Java labs and assignments that are integrated into AP CSA, allowing for a more tailored approach to CS education. As a result, teachers are enabled to target student strengths and learning styles by providing multiple ways to present concepts and assessment in their classroom.
Specifically, the AP CSP curriculum consists of "Big Ideas" that include creativity, abstraction, data and information, algorithms, programming, the Internet, and global impact [22]. Along with these computer science concepts, computational thinking practices exist requiring the student to learn and preform in the classroom.
These computational thinking practices include developing computational artifacts, abstracting, computing, analyzing problems and artifacts, communication, and collaborating [22]. can certainty be made. Below, Figure 17 and Figure 18 demonstrate the comparison between underrepresented minority and non-URM students that took the AP CSP exam and the gender distribution for the AP CSP exam, respectively.    Having a strong distribution of teachers from a diverse set of districts willing to participate in URI's AP CSP professional development 1 (PD) and continue on to implement AP CSP in their school for the following year became a specific goal of the 1 Professional Development is a formal training offered to teachers for continuing education hours or credit that might be required by their school or district. It also serves as a content specific training opportunity that allows teachers to implement and teach new courses in their school [25].
Computer Science Department and RITES+C office. It's important to note that not all teachers that took URI's AP CSP PD taught AP Computer Science principles after the training. Because of this, having a strong understanding of which teachers and schools implementing AP CSP became an important aspect of the data collection process.  Strong evidence of meeting or exceeding goal. For each broadening participation criterion, a ranking is assigned with supporting evidence to justify the given ranking.
The rubric for this curriculum analysis can be found in the appendices. It's important to note that the rankings given to each criterion was evaluated and approved by a content expert. The resulting rankings can be seen below in Table 1.   Table 2 contains the list of schools where data was collected. female. This distribution is illustrated in Figure 21.  Figure 22 shows the collective gender breakdown for the schools that participated in URI's AP Computer Science Principles.   This data is represented graphically in Figure 24 below.  Table 3 and Figure 24 illustrate, approximately 68% of students enrolled in URI's AP Computer Science Principles course self-identify as White, 10% as Black, and 4% as Hispanic. Comparing this distribution with the demographic distribution of the schools will demonstrate the equity and inclusion for race and ethnicity for the 2016-2017 academic year. Table 4 and Figure 25 provide the tabular and graphical data for the schools demographic profile, respectively.  At the schools level, approximately 57% of students self-identify as White, 8% of students self-identify as Black, and 27% of students self-identify as as Hispanic.

Schools
Compared to the URI classroom demographic, the following disparity can be described in Figure 26.   Table 5 contains the list of schools where data was collected From these schools, a total of 288 students submitted surveys indicating that they were enrolled in AP Computer Science Principles. The same barriers that might have impacted the enrollment survey return count for the 2016-2017 academic year also existed for this year. That is, student attendance and computer availability could have prevented some students from submitting surveys.

Race/Ethnicity Count Participation (%)
Of the 288 students that participated in AP Computer Science for the 2017-2018 academic year, approximately 67% self-identified as male and 34% identified as female. The tabular data is given below as Table 6 and graphical data as Figure 27.

Gender Count Participation (%)
Male 192 66.67% Female 96 33.33% Table 6: 2017-2018 AP CSP URI Gender Breakdown    Table 7 provides the tabular data for the demographic makeup of URI's AP CSP course.

Race/Ethnicity Count Participation (%)
American Indian or Alaskan Native 1 0.35%    Table 8 and Figure 31 provide the tabular and graphical data, respectively.    American Indian or Alaskan Native 0.00% 0.35% 0.35% Table 9 -Percent Difference Between School and Classroom Demographics Ratio Table 9 demonstrates that the percent difference between school demographics and classroom demographics are less than 5% across all demographic populations.  This two-year comparison shows an increase in enrollment female students.

Race/Ethnicity Count Participation (%)
Because 2016-2017 was the first year that AP Computer Science Principles was implemented, awareness of the course could have been a barrier for initial enrollment.
In addition to enrollment, the participation gap between males and females seems to decrease in the 2017-2018 academic year. Based on the two years that data exists for AP CSP, URI's course is becoming more equitable in gender.
Below, Figure 34 compares the race and ethnicity enrollment and participation over time. For the two years of enrollment and demographic data that exists for URI's AP Computer Science Principles course, an increase in enrollment, diversity, and equity is observed. That is, the gender gap between male and female students is diminishing.
The race and ethnicity composition of the school and AP CSP class population gaps are also diminishing for students who self-identify as Hispanic, Black, or Asian. While there is still a lot of work to be done to diversify the field of Computer Science and increase the equity and inclusion of the AP Computer Science Principles exam, the closing disparity gap for gender, race, and ethnicity is an encouraging step for the future work and efforts to achieve true equity and inclusion in computer science.

-Future Work
For future consideration, a limitation of this study includes the lack of longitudinal analysis of AP CSP students that moved forward in computer science after taking the University of Rhode Islands AP Computer Science Principles course. The instruments that were used to collect data in this study did not have mechanisms that allowed for a longitudinal study of underrepresented minority groups. Designing and implementing instruments to allow for a longitudinal study to better understand how URI's AP Computer Science Principles would allow a better understanding of the impact AP CSP has on K-12 students.

Broadening Participation Rubric -Curriculum
Emerging: Evidence suggests no serious effort has been applied to this goal.
Approaching: Evidence suggests some effort has been applied toward this goal.
Developing: Evidence suggests appropriate or adequate meeting of goal.
Mature: Strong evidence of meeting or exceeding goal.

Specific Examples
Students see themselves represented in curricular materials. Table 12 Curriculum is relevant to students' community and culture.

X *See
X *See Table 12 Curriculum is accessible so that all students can participate.
X *See Table 12 Curriculum promotes active, inquiry-based learning.
X *See Table 12 Curriculum promotes small group learning.
X *See Table 12 Curriculum demonstrates that individuals from diverse backgrounds can achieve in CS careers X *See Table 12 There are frequent opportunities for dialogue and problem-solving. X *See Table 12 Assessments provide multiple opportunities to demonstrate understanding.
X *See Table 12 Table Approaching: Evidence suggests some effort has been applied toward this goal.
Developing: Evidence suggests appropriate or adequate meeting of goal.
Mature: Strong evidence of meeting or exceeding goal.

Specific Examples
Educators learn how to recruit URG students into computer science courses.
X *See Table 13 Educators learn how to create an inclusive physical environment.
X *See Table 13 Educators learn how to create an inclusive social classroom atmosphere.
X *See Table 13 Educators learn about implicit (unconscious) bias and how that can negatively impact URG learners.
X *See Table 13 Educators learn about how to promote a growth mindset among students and to emphasize how abilities are expandable.
X *See Table 13 Educators learn how to teach without necessarily being an expert. X *See Table 13 Educators learn instructional methods that inspire interest and engagement for in computer science for all students.
X *See Table 13 Educators learn to create inclusive assignments and assessments.
X *See Table 13   Table 11 -Broadening Participation Rubric -Professional Development

Approaching Developing Mature Emerging
Broadening Participation Rubric -Curriculum Rational Students see themselves represented in curricular materials. Peer programming, dialogue, and problem solving are critical elements of computer science and are all communicated in the AP CSP curriculum through readings, assignments, and group projects. Breaking down problems into smaller and more manageable tasks is a technique that is enforced and encouraged throughout the AP CSP course. Group projects that encourage peer dialogue and problem solving prove to be a reoccurring motif of URIs AP CSP course. All of the assessments include problem solving. Opportunity of dialogue. Unit 1: Computing Innovations-Week 1: Computing Innovations Unit 6: AP Explore Performance Task-Week 16-17: Impact of Innovation Explore Performance Task Unit 9: AP Create Performance Task -Week 28-30: Create (Programming) Performance Task Curriculum is relevant to students' community and culture.
Here, we see a direct relationship between the students' community and culture. This lesson will produce different results based on the student's community and culture. This theme of making personal connections to the student's life and culture continue across different units and lessons, encouraging the student to consider how they interact with technology. Unit 3: Computational Artifacts -Week 7: Video and Audio Curriculum is accessible so that all students can participate. AP Computer Science Principles is designed in an inclusive and accessible way so all students can participate in AP CSP curriculum. This is reflected in not mandating a specific programming language to be used and the concept of the "Big Ideas" that students should walk away with after talking AP CSP. This type of accessibility is further reflected in URI's implementation through the creation of digital artifacts that often reflect student interest. Many of URI's AP CSP unit and lesson descriptions conform to the Universal Design for Learning model, allowing for increased accessibility to curriculum concepts and material. Student deliverables and assessment vary, allowing for the different academic aptitudes and learning styles students possess to be reflected in URIs AP CSP. Unit 4: Computing Systems -Week 11: Cyber Security Unit 7: JavaScript Programming-Week 18: Introduction Curriculum promotes active, inquiry-based learning.
The specific examples below include instances where students are encouraged to interact with AP CSP material in an active, inquiry-based way. That is, these units and lessons have students doing hands-on work, allowing for inquiry and discovery when things don't go as expected or the student needs to develop a strategy to solve a problem. Unit 3: Computational Artifacts -Week 7: Video and Audio Unit 4: Computing Systems -Week 11: Cyber Security Unit 4: Computing Systems -Week 12: Cryptography Unit 9: AP Create Performance Task -Week 28-30: Create (Programming) Performance Task Curriculum promotes small group learning.
Here, students are encouraged to work with each other and collaborate on how best to present the required content. Several lessons in URIs AP CSP curriculum allow for outside and group participation. Here in the lesson summary, it is specified that collaboration is strongly encouraged. This lesson is a quintessential instance of small group learning being promoted in AP CSP units and lessons. Unit 1: Computing Innovations-Week 1: Computing Innovations Unit 3: Computational Artifacts -Week 7: Video and Audio Unit 9: AP Create Performance Task -Week 28-30: Create (Programming) Performance Task Curriculum demonstrates that individuals from diverse backgrounds can achieve in CS careers Unit 1 provides resources that specifically demonstrate that individuals from diverse backgrounds can achieve in the field of computer science. Specifically, Code.org has published the short film What Most Schools Don't Teach, which includes a diverse range of individuals discussing their involvement and experience in computer science. Unit 1: Computing Innovations-Week 1: Computing Innovations There are frequent opportunities for dialogue and problem solving. Peer programming, dialogue, and problem solving are critical elements of computer science and are all communicated in the AP CSP curriculum through readings, assignments, and group projects. Breaking down problems into smaller and more manageable tasks is a technique that is enforced and encouraged throughout the AP CSP course. Group projects that encourage peer dialogue and problem solving prove to be a reoccurring motif if URIs AP CSP course. All of the assessments include problem solving. Opportunity of dialogue. Unit 4: Computing Systems -Week 8: Hardware and Abstraction Assessments provide multiple opportunities to demonstrate understanding. The assessment opportunities for AP CSP are consistent throughout its curriculum. That is, at the end of each week there is a conceptual quiz and practical assignment in the form of a Google document that the student is expected to read, follow directions, and complete. This assessment strategy might not allow students with different academic aptitudes to clearly demonstrate their content knowledge. For this reason, AP CSP's ability to provide multiple opportunities to demonstrate understanding through its assessment is developing. While it's true that the deliverables for each assignment differ as in the image and video assignments, effectively catering to individual learning and assessment styles, the directions for each assessment purley text based, inhibiting access for ELL students or individuals with low reading comprehension. Also, only using timed paper/pencil quizzes for a conceptual assessment is not equitable to students who have test anxiety or do not prefer the pater/pencil medium. Having take home, online, or alternate options for the student to demonstrate content knowledge provides more opportunities for students to demonstrate understanding. Unit 3: Computational Artifacts -Week 6: Images Unit 3: Computational Artifacts -Week 7: Video and Audio

Broadening Participation Rubric -PD Rational
Educators learn how to recruit URG students into computer science courses. Time for the AP Computer Science Principles Professional Development is spent towards discussing recruitment strategies for underrepresented students in computer science. Specifically, educators are encouraged by staff to reach out to school and district leads to increase the advertisement and accessibility of AP Computer Science Principles to URG students. Additionally, time is spent during the PD discussing the significant impact guidance counselors and other educations can have to encourage URG students. Contact information for school and district leads is also collected to encourage communication, advertising, and accessibility to for AP Computer Science and URG students. Explicitly tell teachers, from NCWHIT, one of the most effective ways of recruiting underrepresented groups is for teachers to personally approach them. Offering full course to teach strategies for recruiting URM Educators learn how to create an inclusive physical environment. The professional development offered by the University of Rhode Island or AP Computer Science Principles does offer some recommendations to create a physically inclusive environment such as classroom layout and student grouping based on performance and aptitudes. However, while these qualities are present in URI's PD, they are not the focus of the professional development. It is worth noting that inclusion is embedded in the curriculum itself and covered when that material is viewed. However, this does not mean that a significant amount of time is used to discussed the physical environment of the classroom. For this reason, this category is marked 'approaching'. Educators learn how to create an inclusive social classroom atmosphere. The AP CSP material and resources encourage an inclusive and social classroom atmosphere in the nature of curriculum assignments and activities. This inclusive classroom atmosphere is further discussed and encouraged during PD. This translates into an inclusive and social classroom atmosphere during the PD process with the hope that teachers will emulate a similar environment when implementing AP CSP curriculum in their schools. Group activities and discussions are a pivotal part of the University of Rhode Island's AP CSP professional development. A teach, learn, share model is used for many parts of the AP CSP. This inclusive and social atmosphere is further observed through the on-going Community of Practice established by URI. URI Supports an ongoing Community of Practice with URI staff and all teachers teaching this course. The CoP provides an online forum, a phone/online teacher help line, and site visits/in-person help. Educators learn about implicit (unconscious) bias and how that can negatively impact URG learners. While equity and inclusion is discussed during AP CSP professional development, the specific topic of implicit bias and its negative effects is not directly addressed. With the research collected for this project, data can be presented at future PDs that highlight the negative impacts of implicit bias and strategies that can be used to counter unconscious bias. Educators learn about how to promote a growth mindset among students and to emphasize how abilities are expandable. PD we show teachers how to use Kahn docs so they can show the students that not all of JS will be taught, but they can go out and find stuff through the documentation and example. Educators learn how to teach without necessarily being an expert. The notion that educators can learn how to teach without AP CSP material without being an expert is strongly convey before, during and after AP CSP professional developments. This is clearly outlined on the AP CSP registration page, "The PD makes no assumptions about the background of the teacher, except that they are willing to learn".The focus of this assignment that any teacher that is willing to learn AP CSP should be able to implement AP CSP in their schools.

Educators learn instructional methods that inspire interest and engagement for in computer science for all students.
The community of practice helps encourage educators to learn instructional methods that inspire interest and engagement in computer science for all students. Educators learn to create inclusive assignments and assessments. URI Supports an on-going Community of Practice with URI staff and all teachers teaching this course. The CoP provides an online forum, a phone/online teacher help line, and site visits/in-person help. Tell them to use our assessments. Learning to use ours.