Using a Research-Practitioner Partnership approach to developing a shared evaluation and research agenda for CSforALL: RPPforCS is a National Science Foundation funded project.


The four-year project will:

  • Develop a Connected Community of Practice.

  • Develop & manage a participant-driven, multi-site research agenda.

  • Convene a Researcher-Evaluator Working Group (R-EWG) to develop a process for advancing the shared-research agenda.

  • Collect qualitative and quantitative data about RPPforCS projects’ implementation and common impact data.

  • Provide an infrastructure for dissemination of project work.

The RPPforCS project connects the teams through virtual meetings (webinars), in-person meetings, and meetings of the R-EWG. Here you will find information about the participating grant teams, project activities, and resources from the project.

Resources Created through RPPforCS:

Health Self-Assessment Tool

This tool was designed to help RPP teams assess their own functioning and provide language for identifying how you can improve your partnership over time.

Results from our Annual Community Survey

2019 Summary | 2019 Full Report
We administer and annual survey to our community of projects seeking their feedback about our community, as well as their experiences working in an RPP and the perceived efficaciousness of the methodology. We ask some direct questions about advice that PIs would give to incoming projects that may be worth your time to review.

Searchable RPP Database and Maps

This database allows you to search through our existing community of projects on a range of characteristics. You can use this resource to find people who are geographically close to you, working on a similar problem of practice, working with a similar student or teacher population, and more! The first map, "Projects by Research Team" shows the dispersion of project PIs across the country. The second map, "Projects by Implementation Location" demonstrates the distribution of projects by the proposed state of implementation.

Monthly Newsletters

Each month the RPPforCS team produces a newsletter that is chock-full of updates, announcements, deadlines and dates for conferences and other opportunities, as well as share-outs from our community of projects. Click here for a complete archive.

Monthly Webinars

We host monthly topical webinars that feature experts, community members, and other organizations. These webinars address both pressing issues for RPPs and topical problems in Computer Science Education. For most webinars we have a video recording of the presentation and discussion, public-facing slides, as well as notes documents from our breakout sessions. You can find the full archive here.

Research Practice Briefs

Periodically we’ll interview a small number of community members about a particular phenomena within the projects (for instance, culturally responsive computing, engaging women and girls, or utilizing the health self-assessment tool) and create a short Research Practice Brief (RPB). These briefs are intended to give a quick snapshot of what’s going on inside various projects.

Theme Studies

Theme studies are intended to be somewhat more rigorous than an RPB and connect you to other resources in a contextualized way. These are produced on a semi-annual basis, and involve a greater number of projects than an RPB.

WT Grant Foundation suggested a five dimension framework for assessing effectiveness and growth in RPPs. A series of five theme studies will be generated reflecting experiences during the grant period of a subset of RPPforCS projects around each of the five dimensions, including:

  1. Trust and building relationships, by Todd Lash, Stephanie Wortel-London, and Jessica Velesaca
  2. Rigorous research informing action
  3. Supporting the partner practice organization in achieving its goals
    Roles Computer Science Teachers Play in RPP, by Stephanie Wortel-London, Leigh Ann DeLyser, and Deepa Muralidhar
  4. Producing knowledge that informs educational improvement broadly
  5. Capacity building in each partner toward ability to engage in partnership work

Synergistic Activities

CSforALL Springfield AWSM CRoCS CSEd Grad SCRIPT EcoSystemsforCS Join CSforALL! It’s easy and your can customize your profiles for both your projects and your researchers as individuals!

Websites We Refer to Often

  • WT Grant RPP microsite
  • R+P Collaboratory

RPP Project Database

Grade Span
Geographic Target
RPP Approach
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Building Capacity in CS Education and Student Near Peer Classroom Mentorship
Young People's Project, Inc.
Clifford Freeman
Building Capacity in Computer Science Education and Student Near Peer Classroom Mentorship is an RPP collaboration that aims to increase the number of high school computer science teachers by designing, evaluating, and iterating on a professional development model that uses culturally relevant pedagogy and integration into mathematics classrooms.
An RPP focused on creating equitable CS opportunities for elementary students
University of Chicago; School Board of Broward County Florida
Jeanne Century
The project will create curriculum units that incorporate science, social studies, and CS content and activities for preK-8 students. The module's design will be based on culturally-responsive pedagogy and Universal Design for Learning to address the needs of learners with disabilities and African-American and Hispanic youth.
Jodi Asbell-Clarke
The Computer Science for All movement focuses on providing all students, including those with special needs, with computational thinking and computer science learning opportunities. This project is a Researcher Practitioner Partnership (RPP) between Braintree Public Schools (BPS) and EdGE at TERC.
Clemson University
Stacy Megan Che
Clemson University is broadening participation in computing in South Carolina by preparing computer science (CS) teachers to effectively use culturally responsive, inclusive pedagogies. This project will do so in part by developing an active RPP community of high school CS teachers and researchers.
University of California-Los Angeles; University ofOregon Eugene
Jane Margolis
The University of California Los Angeles, in collaboration with the University of Oregon, is working to assure that equity remains central to the growing Exploring Computer Science (ECS) program and larger CSforAll movement as school districts work to get CS teachers and curricula in place while scaling and sustaining the current ECS program.
Rutgers University News Brunswick; Rutgers University News Brunswick
Cynthia Blitz
Rutgers University proposes a research practice partnership that brings together computer science educators, educational researchers, and industry partners to provide targeted, differentiated professional development and ongoing virtual support to high school computer science teachers and schools.
University of North Carolina
Ryoko Yamaguchi
BRIGHT-CS is a two-year project that will engage teachers, school leaders, guidance counselors, and researchers to identify barriers and future work in the areas of structural, instructional, and curricular improvements in middle schools to promote more black girls to gain interest and experience in computer science.
University of Texas at Austin
Carol Fletcher
The University of Texas Austin proposes a project -- AWSM in CS (Accelerating Women's Success and Mastery in Computer Science, pronounced "Awesome in CS") -- that develops a Networked Improvement Community (NIC) to improve the recruitment, retention and success of females in high school computer science (CS) courses.
College of Saint Scholastica; College of Our Lady of the Elms
Jennifer Rosato
This research-practitioner partnership project explores whether computer science through computing education can broaden the high school to college pathway in computing disciplines for those traditionally underrepresented in these fields--female, underrepresented minority, and low-SES students.
Integrating Computing in STEM
Citadel Military College of South Carolina; North Carolina State University
Jennifer Albert
Integrating Computing in STEM is a collaborative STEM+Computing project that seeks to design, develop, and investigate outcomes of professional development (PD) designed to support in-service teachers in integrating computing and STEM curricula across diverse middle- and high-school classrooms, contexts, and cultures.
Building a Pathway for CS Principles Teachers
University of Alabama Tuscaloosa
Jeffrey Gray
The University of Alabama Tuscaloosa proposes to develop a new model for preparing preservice teachers to realize the CSforAll goal of scaling computer science education to tens of thousands of schools. The project will expand an existing research-practitioner partnership to support preservice Secondary Mathematics students.
PiLaCS: Participating in Literacies and CS
New York University
Christopher Hoadley
Using an approach called translanguaging, PILA-CS is a partnership between city educators, researchers in computer science education, and researchers in language and literacy that seeks to tailor New York computer science educators' teachings to whatever language skills children bring to the table.
Developing Inclusive K-12 Computing Pathways
Digital Promise Global
Jeremy Roschelle
Digital Promise Global will join with the League of Innovative Schools to design, investigate and improve inclusive computing pathways for K-12 students. The project will address three research questions, each with a deliberate focus on access and equity, to increase underrepresented student participation.
The Development of a Statewide Network for Teacher Preparation in CS
University of Northern Iowa
J Ben Schafer
The University of Northern Iowa proposes a Planning Grant to develop an RPP to facilitate computer science teacher professional development across Iowa. The proposed RPP for Iowa includes university personnel to supply content, curriculum design experts and researchers, and other implementation supports.
Identifying Participation Barriers to Computer Science Education
Mississippi State University; Mississippi Valley State University
Shelly Hollis
The primary goal of the small strand, K-14 project "Collaborative Research: Identifying Participation Barriers to Computer Science Education in Rural Mississippi" is to develop a researcher-practitioner partnership (RPP) to identify barriers to participation in computer science education in high poverty, rural areas of Mississippi.
Leveraging CT to Increase CS within Elementary Classrooms
Black Hills State University
Bentley Sayler
This project will support 4th and 5th grade teachers in providing engaging CS/CT experiences for all students and does so within the context of their math and science instruction by introducing CT within elementary math and science as a strategic way of increasing student exposure to CS in elementary grades.
Researching Pre-College Factors that Lead to Persistence in CS
Harvard University
Gerhard Sonnert
This project is studying the wide range of efforts underway to offer CS and CT to K-12 students by measuring the impact of decisions about the use of computers and CT activities made by CS and STEM teachers, along with those made by the creators of online resources, educators, and other involved professionals on student attitudes and outcomes.
Teacher-Driven Development, Implementation, and Assessment of Integrated Computational Thinking in Grades 3-5
University of Massachusetts, Dartmouth
Chandra Orrill
To increase the reach of opportunities to engage grade 3-5 students in CT, this project will develop and implement a professional learning approach that introduces grades 3-5 teachers in three low-income schools to CT, supports their understanding of the math and science they teach, and supports the integration of CT into their instruction.
Integrating Computer Science into the Elementary Curriculum in Culturally Relevant Ways
American Institutes for Research in the Behavioral Sciences
Joseph Wilson
This project will write, pilot, and refine a curriculum for grades 3-5 that integrates computer science and Wyoming Indian Education for All social studies standards in culturally relevant ways. The project will then publish this curriculum for use in other districts and states nationwide that serve Native students.
Centering minoritized high school students' perspectives from introductory CS through 12th grade and beyond
University of California-Los Angeles
Jean Ryoo
This project looks closely at how and why students perceive their computer science courses during their high school years. The investigators will interview minoritized youth in Los Angeles and Mississippi high schools to learn what makes a difference for their engagement, sense of belonging, and agency with computing.
An Equity-Focused Approach to Integrating Physical Activity and CS Education for K-8 Learners
Temple University; University of Texas at Austin
Jamie Payton
This project expands upon the Project SMART RPP by exploring how to engage students in CS and whether students are more engaged in and successful at CT learning objectives if these objectives relate to data that is relevant to them: their physical activity, their interests, their environment, and, importantly, their own collected data.
Designing PD to Foster Mastery and Interest for Integrating CS into Mathematics Classes
Brown University
Kathryn Fisler
This project is studying how students learn CS in integrated contexts and how teachers gain confidence, interest, and skill to teach integrated computing content in the context of integrating CS into Oklahoma's 8th and 9th grade math framework.
Preparing High School Teachers to Broaden Participation by Teaching Programming Online
University of North Carolina at Charlotte
Manuel Perez-Quinones
This project will develop and offer an online professional development course for high school teachers to prepare them to teach computer science to diverse learners including learners from underserved and underrepresented groups through the use of automated graders as well as culturally responsive instructional materials to teach computing.
Supporting CT for middle school mathematics students through diagrammatic reasoning and representational logic
Kennesaw State University Research and Service Foundation
Alan Shaw
This RPP studies conjectures about the learning of CT through the development of a curricular and pedagogical intervention. The intervention adds a computational environment to a successful effort called the Algebra Project, and is focused on engaging all students in a predominantly African American middle school in CT.
Supporting participation of underrepresented youth in computing using tangible computational craft kits
Georgia Tech Research Corporation
HyunJoo Oh
This project will develop tangible computing kits to allow students to observe and work with otherwise invisible computing concepts and principles. The project will support inclusive participation in computing by providing learners with these new kits and activities based on culturally-relevant pedagogies.
Broadening Participation to Include African American and Hispanic Students with Disabilities in Computer Science Learning
Changing Expectations Corp
Phillip Eaglin
Changing Expectations Corp proposes a project to study and increase African Americans and Hispanics with disabilities' interest, engagement, learning, knowledge, and persistence in computer science education (CS) and careers through the use of Voice User Interface Project-Based Learning.
Design, Development, Implementation, and Testing of an Accessible CT Curriculum for Students with Autism Spectrum Disorders
Youngstown State University
Abdurrahman Arslanyilmaz
The project will determine what accessibility issues students with Autism Spectrum Disorders (ASD) would face with a CT curriculum designed for mainstream students, design and implement instructions to make this curriculum accessible to students with ASD, and compare the effectiveness of the accessible curriculum to the standard curriculum.
Integrate to Innovate
Maine Mathematics and Science Alliance
Ruth Kermish-Allen
This project will co-design an RPP in the state of Maine consisting of academic and non-profit educational researchers, three rural school districts, and business partners. The RPP will focus on developing a vision for the types of professional development that will enable the effective integration of CS education in rural, K-8 classrooms.
East Carolina University
Matthew Militello
The project builds on the trust and relationships engendered by an existing RPP to enable middle school students to benefit from the integration of specific computer science and computational skills into specific classes (art and music). The project will advance knowledge of how to introduce an educational innovation in rural school districts.
West Virginia University Research Corporation
Afrin Naz
This project will build on an established partnership to create an ecosystem to increase access to CS and participation of underrepresented middle school students in CS by addressing teacher CS content knowledge, principal and counselor understanding of how to support teachers, and the awareness of CS careers for students.
Tough as Nails, Nimble Fingers
Digital Promise Global
Quinn Burke
The goal of the "Tough as Nails, Nimble Fingers Research Practitioner Partnership (RPP)" is to develop a pipeline for computer science (CS) and computational thinking (CT) education within Pikeville Independent Schools and Floyd County K-8 schools by integrating CS and CT skills and concepts into existing coursework.
University of Hawaii
Debasis Bhattacharya
The University of Hawaii, in collaboration with the Hawaii Department of Education, will conduct a 3-year study aimed at improving state-level initiatives to address diversity in computer science education. The project, structured as an RPP, will replicate and study curriculum and professional development for a CSP course.
Next Door to Silicon Valley
ETR Associates
Jill Denner
There is great disparity for students from low socioeconomic households, Latino/a students, and female students to have quality opportunities to learn CS or practice CT. This project seeks to advance knowledge of how to build research-practice partnerships that can broaden participation in computing in K-8.
The Learning Partnership ; University of Chicago
Steven McGee
DePaul University, in collaboration with The Learning Partnership, Loyola University of Chicago, Chicago Public Schools, and the University of Illinois at Chicago, proposes an RPP with the aim of ensuring that all CPS students have access to inclusive, high-quality, introductory computer science education in high school.
Scratch Encore
University of Chicago
Diana Franklin
The University of Chicago, in collaboration with the Chicago Public Schools (CPS), is providing an actionable and empirically-grounded answer to the question: Can we create create advanced 4th to 6th grade Computer Science (CS) instructional materials that give equal value to improving equity and student learning outcomes?
Computer Science for Oregon
Portland State University
James Hook
Portland State University, in partnership with the University of Oregon and Tigard Tualatin School District, proposes a project--Computer Science (CS) for Oregon--that aims to reboot high school CS education in Oregon with a statewide initiative to provide more equitable access and participation in high school SC courses.
University of Washington; University of Nevada Las Vegas
Richard Ladner
The University of Washington, in collaboration with the University of Nevada Las Vegas, proposes AccessCSforAll, a project to develop strategies, tools, and curricula needed to bring an accessible version of Advanced Placement (AP) Computer Science Principles (CSP) to students, including those with disabilities.
DePaul University
Nichole Pinkard
Hyperlocal will expand an existing research practice partnership focused on increasing computational making (i.e. the integration of design, coding, and making to create interactive artifacts) learning opportunities for middle grade youth living in the Chicago Bronzeville community using a focus on creating community connections.
SchoolWide Labs
University of Colorado at Boulder; Utah State University
Tamara Sumner
SchoolWide Labs is a collaborative effort between the University of Colorado at Boulder and Utah State University aimed at investigating the impact of the SparkFun platform combined with a targeted teacher professional development on teachers' ability to support CT integration and promote student interest and learning.
University of California-Irvine
Debra Richardson
The University of California Irvine (UCI) is partnering with the Orange County Department of Education (OCDE) and Santa Ana Unified School District (SAUSD) to form a collaborative network of university and K-12 researchers and practitioners with the aim of promoting computational thinking for students in grades three through five.
Expanding Pathways
Black Hill State University
Bentley Sayler
Black Hills State University proposes a project--Expanding Pathways into Computer Science across South Dakota--that builds on a current pilot project, extending its reach to profoundly rural regions and under-served students throughout the state to test and refine the pilot project's professional development program.
CS for CLE
Cleveland State University
Nigamanth Sridhar
Cleveland State University (CSU) proposes to create a knowledge base, focused on equity and access, that will guide implementation of CSforAll initiatives in schools and districts across the country. CSU has been assisting the Cleveland Municipal School District as it begins implementation of CS for all students in district high schools.
CSforALL Springfield
University of Massachusetts Amherst
Rick Adrion
The CS for All Springfield Researcher-Practitioner Partnership (RPP) proposes a four-year plan to integrate standards-based computer science and computation thinking (CS/CT) concepts, learning progressions, and practices in core curricula across all Springfield Massachusetts K-5 public schools.
University of Nebraska-Lincoln
Leen-Kiat Soh
This project extends a successful RPP between the University of Nebraska-Lincoln and the Lincoln Public Schools to other school districts in Nebraska. The primary goal is to study how a CS curriculum for K-8 students is adopted by school districts with different strengths and challenges to broaden participation in computing.
Uteach and NYC
University of Texas Austin
Kimberly Hughes
UT Austin proposes an RPP between and across six New York City public school districts to examine the degree to which co-design of curriculum, instructional practices, and teacher supports can build organizational capacity to support equitable CS teaching and learning as called for by the CSforAll national movement.
University of California
Jane Margolis
The University of California, Los Angeles proposes a project that will create a NIC to scale teacher professional development, build the capacity of education leaders for local implementation, and contribute to the research base on expanding equity-minded CS teaching and learning opportunities across the state.
George Tech Research Corporation
Kamau Bobb
This project is an effort to address computing equity in Atlanta Public Schools by expanding the number of course offerings to include quality high school CS courses using a hybrid instructional model where the specialized subject content is delivered on-line and teacher expertise as facilitator and student guide is maximized.
San Francisco Unified School District; San Francisco State University
Irene Nolan
San Francisco State University and the San Francisco Unified School District propose an RPP to address the lack of qualified high school CS teachers and the lack of diversity among high school students in CS courses through the use of professional development courses, undergraduate teaching assistants, and a learning community.
Encoding Geography
Association of American Geographers
Coline Dony
This project will create an RPP to articulate preK-14 pathways that will expand opportunities for all students to develop geo-computational thinking skills. This pilot RPP is composed of geographers, computer science educators, and geospatial technology specialists experienced in serving URM students and communities.
Education Development Center
June Mark
The Education Development Center (EDC) and the New York City (NYC) Department of Education (NYCDOE) propose a research-practice partnership (RPP) to enhance and study the implementation of Advanced Placement(R) Computer Science Principles (AP CSP) courses in low-performing NYC high schools.
Girl Power By Design
University Enterprises, Incorporated
Aaminah Norris
This project aims to ultimately increase the number of girls who enroll in an I-CT Pathway in one California school district by 75% by using teacher professional development in Culturally Responsive Computing pedagogies and rigorous CS content across multiple courses in the district to align content with girls' interests and concerns.
CS Pathways RPP
SUNY at Albany; University of Massachusetts Lowell
Fred Martin
The University of Massachusetts Lowell and the University at Albany propose a project to build an RPP to create inclusive, culturally-responsive, and sustainable CS programs at the middle school level using best practices from research-practice partnerships, including the SCRIPT framework from the CSforALL Consortium.
University of Texas at San Antonio
Timothy Yuen
This project will design and implement a rigorous teacher professional development program to develop a qualified high school CS teacher workforce in Texas by targeting non-CS high school teachers and preparing them to become highly qualified CS teachers of linguistically and culturally diverse learner populations.
GigCity CS4All
University of Tennessee Chattanooga
Jennifer Ellis
This RPP will develop a PreK-14 CS pathway that integrates ongoing initiatives and best practices already in place in districts across the nation. The project team will implement a small pilot of the program, refine the program, and create a scalable implementation plan that broadens the participation of underrepresented rural CS students.
Cleveland State University
Debbie Jackson
This RPP will build upon several NSF-supported efforts in Cleveland to develop pathways for students in CS and IT from high school to career, community college and/or four-year colleges and universities through a range of activities, including high school mathematics and CS courses, internships, and summer programs for students.
Universal Design for CS
University of Florida
Maya Israel
This RPP will develop and make available a range of professional development resources that will allow teachers to challenge their beliefs about students with disabilities and develop skills and knowledge about effective instructional approaches for accessible and engaging instruction for all their learners, including those with disabilities.
Increasing Urban Youth Participation in Computing
New Jersey Institute of Technology
Michael Lee
The primary goal of this project is to create a sustainable ecosystem of young programmers, mentors, and teachers in the city of Newark, NJ by engaging underrepresented and underserved middle school students and their parents, developing mentor-mentee relationships, and through teacher professional development.
The Beauty and Joy of Computing
Morehouse College
Kinnis Gosha
Morehouse College proposes to explore outcomes of a novel teacher professional development program that prepares in-service high school teachers to teach the Advance Placement Computer Science Principles course, the Beauty and Joy of Computing, with support from undergraduate computer science majors.
Jumpstarting Philadelphia CSforAll through an RPP
Drexel University
Jeffrey Popyack
The Jumpstarting Philly RPP aims to build upon the progress and efforts of CS4Philly and the Philadelphia STEM Ecosystem CS Workgroup. The project will bring equitable, high-quality, and standards-aligned CS instruction to all Philadelphia students, and address the lack of equitable access to certified CS educators in Philadelphia high schools.
Innovation Pathways to Data Careers
Education Development Center
Joyce Malyn-Smith
This project will accelerate the expansion of student access to, participation in, and completion of pathways that culminate in meaningful postsecondary and workforce credentials. This team will design, develop, and test curriculum to be integrated into high school civics courses and pilot a Visualization+Data Course and a Python+Data course.
Developing Board Games and Learning Materials to Support 5th Grade Learning
Utah State University
Victor Lee
This project presents an alternative model to computer-assisted CS education that allows for schools and districts to implement CS/CT education for all students, particularly girls, by focusing on "unplugged" gameplay in school libraries using boardgames as a foundation for CS/CT lessons with computers in classrooms.
Broadening Participation in Computer Science Through Programming and the Arts
Northwestern University
Michael Horn
This proposal builds on an existing RPP between Northwestern University and Evanston/ Skokie School District 65 in Illinois to develop a shared platform and professional development framework that supports computational learning across a network of schools, community centers, libraries, and homes.
A Coordinated, Cross-Institutional Career and Tech. Ed. Cybersecurity Pathway
ETR Associates
Jill Denner
This project is a collaboration between Education, Training, Research, Pjaro Valley Unified School District, Digital NEST, and Cabrillo College; together they will build a cybersecurity-focused computer information systems pathway from high school to college in a majority-Latino district.
Preparing K-5 Teachers to Integrate the Computer Science Standards of Learning
George Mason University
Amy Hutchison
The project will address the lack of support for implementation of state CS education standards by generating a usable, comprehensive, effective, and appealing model of professional development to support CS integration in elementary instruction for all learners, with an emphasis on supporting students with high-incidence disabilities.
Programming as a Context for Making Problem Solving Visible
9 Dots Community Learning Center
Josh Taylor
This project focuses on how to effectively teach problem solving practices in 3rd - 4th grade computer science classes, namely on how to build students' capacities to articulate their problem-solving process, understand how different strategies advance problem solving, and develop and enact new strategies for problem solving.
CS Visions RPP
The New York City Foundation for Computer Science Education
Leigh DeLyser
CS Visions will create an RPP to support K-8 schools in developing coordinated visions and multi-grade implementation plans that facilitate their development of sustainable, scalable CS programs. Through research and implementation, the project will contribute to an understanding of CS education implementation choices at the K-8 level.
Bootstrap Hybrid
Brown University; University of Alabama Tuscaloosa
Kathryn Fisler
This project will use design-based research to develop and deploy a hybrid PD model and online support community for Bootstrap teachers, augment Bootstrap PD to reinforce teachers' understanding of algebraic functions, and conduct quasi-experimental studies to inform the design of different pathways through the PD.
Mississippi State University
Leanne Long
Mississippi State University proposes a research practitioner partnership structured as a network improvement community, called CS4MS NIC: Growing Teacher Competency and Capacity, which aims to build sustainable professional development to support the long-term success of secondary computer science education in Mississippi.
University of Puerto-Rico Piedras
Edusmildo Orozco
Building on the previous NSF community of practitioners CSMER project, the College of Education and the Department of Computer Science at the University of Puerto Rico at Rio Piedras proposes a project to establish an RPP that will foster the integration of CS and Engineering into the public schools of Puerto Rico.
Michigan State University
Aman Yadav
Michigan State University, in partnership with the Oakland Intermediate School District and the American Institute for Research, proposes a project to design, implement, and assess a high-quality, integrated curriculum, and professional development that supports elementary school teachers in embedding CT into their classrooms.
Colorado Education Initiative
Gregory Hessee
The Colorado Education Initiative and it's collaborators propose a project to work with educators at high schools in Colorado on understanding the importance of engaging a diverse audience of students in AP Computer Science Principles, the using strategies to do so, and improving student learning in the classroom.
ECS Fellows 2.0
Teach For America; University of Oregon Eugene
Ruthie Ousley
Teach for America (TFA), in collaboration with the University of Oregon, proposes to build on an existing collaboration that prepared in-service teachers from TFA's network to both advocate for broadened access to CS learning, and to teach an inquiry-based introductory CS course at high-need secondary schools.
University of California, Irvine
Mark Warschauer
Building on a successful Research-Practice Partnership that developed an innovative curriculum to meet the needs of Hispanics and English language learners, this project will iteratively research and develop an approach for teaching computational thinking to a large number of students who are Hispanic and English learners.
CS for Appalachia
University of Tennessee Knoxville
Lynn Hodge
This project address the CS education needs of students in East Tennessee Appalachia by providing teacher professional development around CS strategies that are responsive to students and their communities. This will address challenges in teaching CS such as access to professional learning for teachers and technical infrastructure.
American Institutes for Research in the Behavioral Sciences; The Learning Partnership
Carrie Scholz
This project seeks to build upon previous work done by Marquette University and the Learning Partnership to carefully assess and explore how prior CS exposure effects students later in K-5 CS pathways, why executions of CS initiatives are so unevenly effective between districts, and how to strengthen and expand current pathways.
University of North Florida
Brian Zoellner
The University of North Florida, along with multiple partners and stakeholders, propose a project to address a lack of teacher CS certification opportunities in northeast Florida by preparing 30 secondary school teachers to teach CS courses through professional development and coursework leading to state certification in CS.
Hofstra University
Anthony Gordon
This project proposes to prepare high school technology and engineering (T&E) teachers to teach CS/CT in their classrooms by leveraging the Beauty and Joy of Computing (BJC) course, enhanced with real-world problem-solving challenges to increase student engagement and better suit the pedagogy employed by targeted teachers.
Louisiana State University & Agricultural and Mechanical College
Juana Moreno
This project will create an RPP that will involve a collaboration between the East Baton Rouge Parish School System and Louisiana State University to design, study and support a computing courses track from grades seventh to tenth that will be integrated into existing STEM education pathways.
University of California-San Diego
Susan Yonezawa
This project will leverage an existing RPP formed around student co-research, communities of practice, and networked improvement communities to rectify the lack of student participatory-design and other shortcomings in student pathways using Youth Participatory Action Research methodology.
Massachusetts Institute of Technology
Justin Reich
The Massachusetts Institute of Technology and the University of Massachusetts, Boston propose Pathways for Advancing Computing Education (PACE), an RPP organized as a networked improvement community with the goal of broadening participation in computing for underserved groups in computer science (CS) in Massachusetts.
University of North Carolina Greensboro
Ryoko Yamaguchi
BRIGHT-CS PD will provide math and science teachers access to and support for rigorous CS learning. The RPP will collaboratively create robust PD materials for high school teachers to improve school and classroom practices to better support and broaden participation of black girls in CS. This project builds on previous BRIGHT-CS projects.
DePaul University; Chicago Public Schools
Lucia Dettori
This project will address gaps in CS course performance among Latinx students in Chicago Public Schools by adapting the Build Connections program, a new evidence-based strategy to help teachers and students connect course content to students' lives, as a complement to the ECS curriculum framework.
College of Saint Scholastica; College of Our Lady of the Elms
Jennifer Rosato
This RPP will investigate how to best prepare and support teachers who are new to CS as they transition from teaching the AP CSP course to the AP CSA Java course. The RPP team will use a DBIR RPP model utilizing an iterative approach to refine the CSAwesome curriculum and PD to meet the needs of teachers transitioning from AP CSP to CSA.
E-Facilitation Partnerships
University of Oregon Eugene
Joanna Goode
This project team will partner with experienced ECS facilitators and teachers to develop an online PD program to train CS teachers in physical computing along with pedagogy skills that addresses equity into CS teaching. The newly developed PD program will then be delivered to interested ECS teachers over the course of two years.
Encoding Geography
Texas State University - San Marcos; University of Pennsylvania
Michael Solem
This project will create an inclusive HS to college curriculum pathway that bridges concepts in CS and geography through the development of a curriculum that is conceptually rigorous, inclusive, and culturally relevant. It will also produce a replicable approach for teaching geocomputation that is accessible and motivational for all learners.
CS For and By Teachers
Anita Crowder
This project focuses on teacher capacity to access and implement CS- and CT-integrated curricular materials, and equity in CS/CT learning opportunities for all students by developing and testing a model to support teachers in the development and adaptation of their own culturally relevant lesson plans that integrate CS and CT across core subjects.
Culturally Relevant Robotics
University of Tennessee Knoxville
Frances Harper
The purpose of this RPP is to generate an actionable theory of change for promoting CT and a sense of belonging in computer science through a culturally relevant robotics program developed in partnership with university teacher educators and researchers, administrators, teachers, coaches, and Black and Latinx children and their families.
Hindsight 2020
SageFox Consulting Group, LLC
Rebecca Zarch
This EAGER led by SageFox Consulting will document and disseminate approaches to online PD and its impact on teachers. This data will not only inform the content and delivery of PD in the summer of 2021 but also beyond the pandemic, such as how to reach educators who are the only CS teacher in their school or those who work in remote locations.
Lets Talk Code
Navajo Technical University
Peter Romine
This project will investigate a novel approach to introduce CS to high school students in the Navajo Nation tribal region in Arizona and New Mexico through a co-developed culturally rooted curriculum that is contextualized in real-world problem-solving activities that are intimately connected to the Navajo culture.
University of California - Merced
Angelo Kyrilov
This RPP will create a self-sustaining and scalable professional development program to support high school teachers who teach CS by helping teachers improve their own computer programming and CT skills so that they can better teach their students.
Bryan Twarek
This project will develop Matching Experienced and Novice Teachers for Ongoing Rigorous Support in Computer Science (MENTORS in CS), a Research Practitioner Partnership to develop and iteratively improve a high school CS teacher mentorship program to provide ongoing, rigorous, and job-embedded support to teachers who are new to CS.
PiLaCS: Participating in Literacies and CS
New York University
Christopher Hoadley
This project focuses on computational thinking and computer science education for emergent bilingual learners. The research will examine how emergent bilinguals and others participate in language and literacy use in and outside of school and use that knowledge to inform the development of computer science curricula.
Booting Up Computer Science in Wyoming
University of Wyoming
Mike Borowczak
This project is preparing 150 K-8 teachers and state librarians from all disciplines to integrate computer science into their teaching by addressing how teachers use modelling practices as supports for student understanding of algorithms and coding in a variety of ways.
Computational Thinking Counts in Elementary Grades
University of Delaware
Chrystalla Mouza
This project is a partnership between the University of Delaware and the Delaware Department of Education to build sustainable capacity towards the implementation of newly adopted CS standards in grades K-12, starting at the elementary level, especially racially minoritized students, females, and those of low socioeconomic status.
Girl Scouts Episodic Volunteer Pilot for BPC
Girl Scouts of the USA
Rebecca Brown
The Girl Scouts of the USA (GSUSA) propose to pilot a Girl Scout Episodic Volunteer program that will engage "episodic volunteers" who work for short or reoccurring periods of time with GSUSA to deliver CT/CS activities, helping to build pathways to Science, Technology, Engineering and Mathematics (STEM) careers.
K12 CS Pathways for Rural and Tribal Schools
College of Saint Scholastica
Jennifer Rosato
This proposal will address the K12 Pathways strand and will develop sustainable CS pathways in rural and tribal schools by leveraging an existing RPP in order to introduce CS to all students early in school. This will provide multiple opportunities to engage with CS during K12 and achieve identified learning outcomes.
Thinking Globally, Acting Locally
Siena College
Robin Flatland
Siena College proposes to leverage an existing RPP to create a new community-focused professional development model for preparing CS teachers capable of increasing the number and diversity of students in their classrooms by integrating teachers, counselors, administrators, and college faculty into a sustainable CS learning community.
Networks for CS Teacher Development
SUNY at Albany
Lijun Ni
This project will build the capacity of local Computer Science Teachers Association chapters to create robust communities of teachers with increased sense of professional identity as CS teachers by providing local chapters with toolkits for defining chapter visions and goals and hosting annual summits, among other tools.
Indian Education in Computing: a Montana Story
Utah State University; University of Colorado at Boulder
Kristin Searle
This project will develop a new culturally responsive computing curriculum for grades 4-8 that integrates with other school subjects, including Montana's Indian Education For All curriculum. This work will also addresses broader questions about the successes and challenges on implementing state-wide CS standards.
CT and Physical Computing in Physical Education
Northwestern University; Stanford University
Marcelo Worsley
This project is an RPP that bridges CS and physical education. The research team and K-5 physical education and coding teachers will co-design and implement learning experiences that incorporate wearable technologies into their classes to help learners see the broad implications of CS on athletics and how physical education can advance CT skills.
CS and CT in Early Elementary Classes
Southern Methodist University
Kenneth Berry
This project will integrate CS/CT curriculum units into all second and third grade academic classes in two elementary schools. The project will provide professional development (PD) to the teachers on effective research-based strategies that have been proven to motivate and interest girls and underserved minorities in CS/CT.
Fostering Utah Education Learning for Grades 4-6 CS
Utah State Office of Education
Sarah Young
This project is expanding CS into rural elementary schools in Utah by designing and testing a process for adaptation of existing CS resources into science classes by creating PLCs that bring together rural Utah elementary teachers with experienced science and CS teachers, as well as educational technology trainers and national K-6 CS teachers.
CT-STEM Pop-Ups4all: An RPP for Agile Learning
Clemson University
Danielle Herro
This RPP is aimed at making data science education accessible to rural, elementary students, including those with high-incidence disabilities, to increase participation in CS education and broaden ways to hone CT skills through collaborative work to develop, implement and test a model for creating and sustaining a customizable CT learning module.
Justice-Focused Secondary CS Teacher Education
University of Washington
Amy Ko
This RPP will design, launch, and sustain a new justice-focused secondary CS teacher education program to serve the Puget Sound region's high schoolsby designing a sustainable, pre-service, justice-focused secondary CS endorsement program.
Building CS and CT Capacity in Rural K-8 Education
Arizona Technology Council Foundation
Jeremy Babendure
This project will establish the Arizona K-8 Consortium Hub, a network of RPPs accross Arizona that will work to integrate CS and CT into rural and tribal K-8 education to support regional RPPs logistically (partnership building, grant writing) as well as by developing and implementing an integrated PD and PLC platform that builds local capacity.
Developing a Systemic, Scalable Model to Broaden Participation
University of North Carolina at Charlotte; North Carolina State Univerity
Mary Lou Maher
This project will build on a long-standing Research-Practice Partnership (RPP) between NC State University's Friday Institute for Educational Innovation and a middle school in Wake County Public School System to deepen the RPP to further develop conceptual, theoretical, and applied frameworks for CS/CT.
Bringing Computer Science to High Schools in Rural Appalachia
Appalachian State University
Rahman Tashakkori
This project will expand and diversify CS education in rural high schools in North Carolina. The project will gain insight into the obstacles faced by high school students living in regions such as Appalachia with high rates of poverty, and it will develop a program to prepare and support their teachers in teaching an AP CSP course.
Empowering K-5 Teachers in Southern Oregon Through Computational Thinking
Southern Oregon University
Eva Skuratowicz
This project, focused on integrating computational thinking (CT) into the K-5 instruction of general elementary and elementary bilingual teachers, will grow the early collaboration efforts initially started in 2015 into a formalized networked improvement community (NIC) in southern Oregon.
An HBCU Community of Practice to Prepare and Support Teachers
This RPP will plan and conduct a series of culturally responsive ECS PD trainings for teachers in SCED school districts. The project builds upon a previous NSF-funded project, CS 10K. Two HBCUs will provide a deeper context for the training and contribute to long-term community building with adjacent school districts.
Exploring the Mathematics of Biological Ecosystems with Data Science
TERC Inc; San Diego State University Foundation
Andee Rubin
This project will create and study structured activities that develop high school students' competencies with data practices and modeling within existing science curriculum. Transfer tasks, classroom observations, student interviews, and short exit surveys will be used to identify what aspects of the interventions lead to desired learning outcomes.
Supporting Rural Paraprofessional Educators and their Students
Utah State University; Montana State University
Mimi Recker
This RPP addresses the training and curriculum needs for elementary schools in a rural serving district and will develop a model for supporting paraprofessional educators' learning in order to enhance their ability to teach CS.
Creating Adoptable Computing Education Integrated into Social Studies Classes
Regents of the University of Michigan - Ann Arbor
Mark Guzdial
This project is developing an online education research curriculum for data literacy and data visualization tools and providing on-going support to teachers. This project supports students computationally to build data visualizations in history classes.
Developing and Piloting a Game Design-Based CS Curriculum
Georgia Southern University Research and Service Foundation, Inc
Mete Akcaoglu
This project aims to create and implement a middle school CS curriculum using industry-standard game-development software (Unity 3D). The project will involve teacher PD, a collaboration between teachers and researchers to co-develop a curriculum, and research and evaluation to understand the outcomes from the design and implementation efforts.
Shifting to Online Instruction for Math Teachers Teaching Computing
Brown University
Kathryn Fisler
This RPP will seek to understand and mitigate the additional challenges that math teachers face when learning to integrate computing into their courses, both in virtual PD and in virtual teaching. Surveys will be designed to account for a variety of underlying factors, including cognitive task load, confidence, motivation, and interest.
Increasing Massachusetts Partnerships for Advancing CT in Pre-K-5 Classrooms
Worcester Polytechnic Institute
Mia Dubosarsky
This project aims to broaden pre-K-5 students' participation in standards-aligned and culturally responsive CT by co-planning and co-designing multidistrict efforts to develop standards-aligned and culturally responsive professional development (PD) that integrates CT into the PK-5 curriculum and instruction.
Grade Span
Geographic Target
RPP Approach
US Census Urban/Rural Classification

Using the Project Maps

The first map, "Projects by Research Team" shows the dispersion of project PIs across the country. By toggling the filters on the right-hand side of the map you can filter the view by which Grade Band a project is targeting as well as the type of curriculum that the projects will be using.

The second tab, "Projects by Implementation Location" demonstrates the distribution of projects by the proposed state of implementation. As with the first map you can filter down by Grade Band and Curriculum Used. If you click on a given state a list of all the projects planning to implement within that state will appear in the column on the left-hand side of the map.