Increasing student engagement in computer science

In 2016, the College Board introduced a new Advanced Placement (AP) course in computer science, hoping to engage more U.S. high school students. The new Computer Science Principles course explores a range of topics in technology — including its real-world applications — in contrast to an original AP course that was strictly focused on programming skills. Stanford researchers have uncovered causal evidence that this strategy has made significant inroads in engaging underrepresented students.

The challenge

According to the College Board, there is a well-documented shortage of women and students of color studying science, technology, engineering, and math (STEM) in high school and college — and ultimately pursuing STEM careers. Meanwhile, recent evidence has linked secondary computer science (CS) coursework to later increases in employment, income, and computer science degree attainment.

The solution

This new foundational course was designed to engage traditionally underrepresented students and possibly offer a more effective onramp to the AP programming course. Stanford researchers have been studying the effects of this curriculum change, including whether it has achieved its intended goals. The team drew on data from nearly 300 Massachusetts public high schools, which offered public data on AP participation by subject, school, and student characteristics such as gender and ethnicity.

Key takeaways

After analyzing data from a 15-year period before and after the launch of the new course, the researchers found a direct link between access to the course and a sharp increase in participation, with a sizable jump for traditionally underrepresented students.

While the College Board had previously released descriptive findings indicating similar growth patterns, this independent study goes further to support a cause-and-effect relationship between increased participation and the introduction of CS Principles in individual schools.

Notable finding included:

The number of students taking an AP computer science exam more than tripled overall and exam counts for female, Black, or Hispanic students more than quadrupled.

The initial spike after the course’s introduction was followed by further growth over time, suggesting that factors supporting students’ participation — like staff capacity, the quality of the class, and awareness among students — strengthened after the course was adopted.

Access to the newer course appears to increase student participation in other AP subjects, particularly AP Environmental Science and English Language and Composition.

Meanwhile, adoption of the new course did not draw students away from the original, programming-focused course.