Abstract
Participation in computer science (CS) education is growing across the K-12 spectrum. This enthusiasm for CS is driven, in part, by the belief that through CS instruction, students will learn computational thinking (CT) skills, which can also be applied to domains outside CS. We add to this literature by examining whether or not there is a relationship between receiving CS instruction and students' academic performance in non-CS subject areas. Using a fixed-effects regression methodology with course-taking records from New York City, we examine the association between CS instruction and course grades for high school students. We find small positive associations between CS instruction and end-of-year grades in English, Math, Science, and Social Studies.
| Original language | English |
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| Title of host publication | SIGCSE 2021 - Proceedings of the 52nd ACM Technical Symposium on Computer Science Education |
| Pages | 1333 |
| Number of pages | 1 |
| ISBN (Electronic) | 9781450380621 |
| DOIs | |
| State | Published - Mar 3 2021 |
| Event | 52nd ACM Technical Symposium on Computer Science Education, SIGCSE 2021 - Virtual, Online, United States Duration: Mar 13 2021 → Mar 20 2021 |
Publication series
| Name | SIGCSE 2021 - Proceedings of the 52nd ACM Technical Symposium on Computer Science Education |
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Conference
| Conference | 52nd ACM Technical Symposium on Computer Science Education, SIGCSE 2021 |
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| Country/Territory | United States |
| City | Virtual, Online |
| Period | 3/13/21 → 3/20/21 |
Bibliographical note
Publisher Copyright:© 2021 Owner/Author.
Keywords
- computational thinking
- computing education
- k-12 course enrollment
- student success
ASJC Scopus subject areas
- General Computer Science
- Education