|Curriculum/organization||Beauty and Joy of Computing||Bootstrap||Code.org||CodeHS||Edhesive||Globaloria||Mobile CS Principles||NMSI||Project Lead The Way||ScratchEd||TEALS||UC Davis C-STEM|
|Course options and length||Full year CS Principles course, divided into four ~22-hour courses (sandwiched between are a fun programming project, the Explore performance task, and the Create performance task). All of the CS Principles material will be covered in the first three courses.||Bootstrap:1 - Algebra and Introductory Computer Science, aligned to the Common Core and TEKS standards. (~20-25 hours)|
Bootstrap:2 - Computer Science (~20-25 hours)
|Full year AP Computer Science Principles (CSP) course, divided into 5 units of study with a 5th unit devoted to the Performance Tasks. Curriculum is endorsed by the College Board for CSP.|
CS Discoveries is an introductory CS course in development for grades 7-9 that will be launched Summer 2017.
2) Intro to Game Design (ActionScript)
3) Intermediate Game Design (ActionScript)
4) Mobile Game Design (ActionScript)
|Full year AP Computer Science Principles course. All materials available online for free on the Google Course Builder platform at course.mobilecsp.org.||Year-long AP Computer Science A/CS Principles||One semester-long Introduction to Computer Science (ICS) course. Two year-long courses - Computer Science and Software Engineering (CSE) and Computer Science Applications (CSA) - aligned to AP CS Principles and AP CS-A, respectively. Additional semester-long courses are in development.||Creative Computing, a six-unit introduction to the Scratch programming language||3 Courses:|
1. 1 Semester long Intro CS P class based on UC Berkeley CS 10 (BJC).
2. 1 Year long AP CS A class based on UW CSE142/143 (Building Java Programs textbook)
3. Project based advanced topics in CS project class for students completed AP CS A.
|Academic year-long courses in Integrated Math I with Computing and Robotics, Algebra 1 with Computing and Robotics, Computer Programming for Solving Applied Problems, Computing with Robotics.|
|Unplugged / nonprogramming classroom activities||Yes, classroom activities that teach programming and non-programming concepts. E.g., computing-in-the-news discussions every day, CS unplugged activities, take-a-computer-apart, binary numbers, worksheets, etc.||Includes unplugged activities involving diagramming, acting out computation, printed manipulatives, etc.||Yes, many unplugged classroom activities to reinforce programming concepts, or teach non-programming concepts. Online widgets that don't require programming facilitate learning of the Internet, pixels, text compression, and encryption. The Internet, Representation of Data, and Big Data and Privacy units include no programming.||Yes, each course comes with a comphrensive set of classroom resources and activities including lesson plans, problem guides and solution guides, handouts and classroom activities, connections, non-programming interactive exercises on the web, and non-programming interactive offline exercises||Yes, selected classroom activities created to reinforce design thinking, research, story-boarding, prototyping, videotaping, and programming concepts.||Yes, approximately half of the lessons are on nonprogramming topics, including unplugged and POGIL activities. The course covers all of the CSP big ideas and learning objectives.||Expert mentor guidance throughout the year for all course activities||Yes, students take part in unplugged activities that reinforce the computational thinking learning objectives.||Includes a mix of on and off computer activities||Yes, best practices in high school level CS teaching incorporated.||Classroom activities that support mathematics content learning|
|Programming language(s) taught||Drag-drop (Snap!, based on Scratch), with an optional Python module near the end of the course.||Racket (like Scheme) and Pyret (like Python). Optional, block-based tools are available as well.|
CSA: Java, Android Toolkit
|Drag-drop (Scratch)||Intro: Drag-drop (SNAP)|
AP CS A: Java
|C/C++ through C/C++ interpreter Ch, Blockly.|
|Hardware requirements||Modern browsers, internet required. Finch robot lab activity if those are available.||A modern browser and an internet connection.||Modern browsers, internet connected desktops only (not tablets).||All modern browsers supported, internet required -- Chrome preferred. Supports Firefox, Safari, Opera, Brave||Modern browsers (Chrome preferred), DrJava (free software download), Internet required||Internet-connected computers or chromebooks. Details: http://globaloria.com/docs/Globaloria%20Participation%20Requirements.pdf||Browsers on computers/laptops/chromebooks with Internet access, Android phones, tablets, or emulator. No iPhones or iPads.||N/A||Computers, Android Tablets, Internet Access||Relatively recent web browser with Adobe Flash. Offline editor also available.||Computers from last 5 years.|
Intro: Access to internet and SNAP.
AP: Eclipse, and access to Java API docs.
|Windows XP or higher, Mac OS X. Internet connection preferred but not required. Modern internet browsers.|
|If your curriculum platform provides auto-grading or other teacher tools, please specify||The lab exercises and homework will be auto-graded on edX for everyone. Teachers in our SPOC will grade the students' three projects and are encouraged to have a celebration so students can share their work with the class. Individual students in the MOOC will peer-grade their three projects.||CSP (and soon CS Discoveries) is integrated into the Code Studio platform that provides a teacher dashboard of classroom progress, online curriculum, short video lectures, etc.||Extensive autograding provided on coding problems. For advanced teachers, autograders can be customized. Teachers can create custom coding problems, playlists and customize courses. Many teacher tool provided from progress tracking, grading tools, gradebook, lesson plans, solution guides, digital lesson plans, access controls, sandbox, teacher dashboards, web-based code editor, certifications, badges, and much much more.|
See more: https://codehs.com/info/features
|All activities and assessments are autograded. |
There is an online forum for students to ask questions and get answers, 7 days a week, by course teaching assistants.
|• All courses have pacing guides, evaluation rubrics, standards aligngment, and embedded assessments|
• Project-based learning management system for real-time performance tracking, review and feedback
• Comprehensive help center with 100+ tutorials
• Live expert coding coaches on-demand
|Online formative assessments are autograded and a teacher dashboard is provided for teachers to check student progress. Access to sample midterm and final exams. Teachers grade students' portfolios and performance tasks.||N/A||The PLTW learning management system (LMS) powered by Canvas incorporates numerous learning tools, including assignment submissions (video, text, etc.), gradebooks, and embedded student- and teacher-facing content.||Community of support for teachers at http://scratched.gse.harvard.edu||AP uses PracticeIt assignments||Teacher notes, exercises, and activities are provided|
|Alignment with standards (CSTA, Common Core, NGSS)||Full alignment with Computer Science Principles curriculum framework (we have been twice selected as a Collegeboard National pilot)||Strong alignment to CSTA Standards, TEKS Standards for Mathematics, and Common Core Standards for Mathematics (as well as MP standards).||Code.org's CS Principles course is endorsed by the College Board that it aligns to the CS Principles Framework. Lessons are strongly aligned to the CSTA standards.||Aligned to standards||Alignment with College Board's Advanced Placement standards||Strong Alignment with ISTE, CCSS, CSTA, NGSS, TEKs, CA A-G||Aligned with AP and CSTA standards.||aligned with AP standards||Aligned with CSTA K–12 Computer Science Standards, Common Core Math Standards, and Next Generation Science Standards.||Connections to Common Core mapped in curriculum guide||Intro aligns to CSP. UC A-G approved.|
AP aligns to College Board.
|Cost of curriculum||Free, creative-commons licensed.||Curriculum, software, online support, and exercises are free. Student workbooks can be purchased for $8/student, and PDFs of the workbook can be downloaded for free.||Free, open source||Free. Schools can purchase more on the Pro plan, including tools, resources, additional implementation support. Visit https://codehs.com/learnmore to learn about school plans||The AP Computer Science course itself is free.||$75/student includes all courses, hosting, help-desk, student competitions and PD services.||Free, Creative Commons||FREE for schools participating in NMSI's College Readiness Program||$2000 participation fee per school for an unlimited number of students.||Free, Creative Commons||Free||Annual subscription $1000. Software $300 per computer lab. PDF files are free. Additional hard copies for textbook and robot costs.|
|PD provided||NYC: see http://sepnyc.org/apcs/|
Non-NYC: Yes, 6-week PD (1-week face-to-face, 4 weeks online, 1 week face-to-face).
|Yes, 3-day PD workshops are available for school and school districts. See www.BootstrapWorld.org/workshops||We offer a week-long, conference-style summer PD, combined with online supports, and in-person year-round checkins. Over 100 hours of professional development to help prepare and support non-CS teachers to familiarize them with the content and the pedagogy.||Online PD for Teaching Intro CS, Teaching AP Java, and Teaching AP CSP, 30-40 hour course,||An online professional development course is included in the coaching package. The course covers instructional support strategies so teachers gain the confidence and skills to effectively coach students in an online computer science course.||• In-person, hands-on training for new educators (3 days)|
• Virtual training for returning educators (2 hours)
• Virtual training for administrators (1 hour)
• Ongoing virtual PD webinars for all educators (1 hour, 3x/year)
|Online (4 weeks completely online)*|
Regional (a combination of 2 weeks in-person and 2 weeks online)*
Immersion Week (one week, intensive PD)*
Online Graduate Course (summer and fall semesters)
Online At Your Own Pace (completely online at anytime)
*Includes academic year PD support
|Four-day AP Summer Institute featuring in-|
person, hands-on PD, followed by 2-day workshops each Fall and mock AP exam reading/grading in the spring
|PLTW provides readiness training, core training, and ongoing professional development using face-to-face training and online resources.||In-person educator meetups: http://scratched.gse.harvard.edu/resources/scratch-educator-meetup-guide|
|Volunteer and teachers team teach during school year and lesson plan during summer. Year-round check ins.||All in-person. 2-Day Academy, 1-Day Workshop on Programming NXT/EV3, 1-Week Institute, 1-Week Workshop on Arduino and Cyber-Physical Systems, On-site PD available for 10+ attendees, Train-the-Trainer Model.|
|Additional teacher supports (if any)||Year-round support through Piazza "BJC TEACHERS" forum and online webinars.||Online office hours, teacher discussion forums, teacher-PD videos, grading rubrics, supplemental homework assignments, and solutions to every activity are available. Classroom visits and live support are also available to partnering school districts.||Year-round support via our online forums or email, online modules focusing on content and teaching strategies, and teacher-facing PD videos.||On-demand customer support|
Grading help for new teachers from our network of college computer science tutors
Online professional development
|The coach package includes:|
- Online data and analytics dashboard for tracking student progress and performance
- Online PD course
- Supplemental content (practice quizzes, worksheets, coach notes, etc.)
- Online coaching forum for pedagogical, content and technical assistance 7 days/week.
|• One-to-one personalized mentorship |
• Live expert coding coaches on-demand
• Private educator training platform
• Embedded student assessment, evaluation and class management tools
|Teachers receive online/virtual support from their Maser Teacher (mentor) throughout the academic year following the summer PD. All participants receive support through an online forum and Mobile CSP staff.||NMSI provides ongoing mentor support throughout the year to partner schools, as well as expert-led student study sessions and merit-based awards. Teachers also get access to an online platform that allows teachers to customize their instruction and homework assignments toward students’ individual learning needs.||Live school & technical support, M-F 7 am-11 pm, along with online forums. State-level support teams include PLTW staff and university partners.||Community of support for teachers at http://scratched.gse.harvard.edu||Online TEALS teacher / volunteer community.|
Online TEALS curriculum repository.
|C-STEM Staff support via phone or email. Online users forum for community support.|
|PD location / geographical limits (if applicable).||NYC: See http://sepnyc.org/apcs/ and Berkeley, CA, and North Carolina||Our in-person PD Workshops can be delivered anywhere in the US. Contact Bootstrap for details.||Professional development is limited to partner school districts, though a limited number of spots are often available to those not in a partner region (For full list of regions see http://code.org/educate/partner)||Online PD can be taken anywhere||The PD course is online. There is no geographical limit.||Local workshops are scheduled for schools/districts throughout the USA or in other English-speaking countries||Regional PDs available in CA, CT, DE, MA, NH, NJ/NY, PA, VA|
Online PD available throughout the U.S.
Additional regional PDs may be available to states and districts that have sufficient interest.
|Currently in 24 states, but can expand to all 50.||PLTW partners with nearly 60 affiliate universities across the U.S. to deliver face-to-face training. See complete list of affiliate partners: https://www.pltw.org/university-partners.||Cambridge, NYC, and online||19 States as of 2014-15 School Year||No geographical limits. PD on UC Davis campus or on-site if 10+ attendees. Also train-the-trainer model in place to scale program even further.|
|Unit of partnership (at what level can you partner)||School partnership, Any teacher||District partnership, School partnership, Any teacher||Regional or District partnership||District partnership, School partnership, Any teacher, Independent study/ homeschool||District partnership, School partnership, Any teacher, Home schools||District partnership, School partnership, State partnership|
District partnership, School partnership, State partnership
|District partnership, school partnership.||District partnership, School partnership||Any teacher||District partnership, School partnership|
District partnership, School partnership, Any teacher
|What is expected of the teacher/school/district||NYC: Requirements for teachers and schools: http://sepnyc.org/apcs/|
Non-NYC: Requirements for teachers is that they guarantee to teach BJC in 2015-2016 school year.
|Individual teachers attend a Bootstrap PD workshop, and use the curriculum as they see fit. Partnering districts provide a training location, select teachers to attend the workshops, and commit to providing sufficient access to computers and student workbooks for students.||The district is expected to recruit participating schools + teachers, who attend summer workshops + online PD. The school is expected to make a slot in the master schedule, provide an internet-connected computer lab, and market the course to students.||Administrator is required to support the class for a full implementation. Teacher can get started teaching in five minutes. Teachers are expected to take PD to help prepare for class, curriculum and how to use the website.||Schools must designate a teacher from each school as the "coach." This coach is the accrediting teacher-of-record so students can get credit for taking this course on their transcripts.||Districts: select schools, ensure access to computers. Schools: select teachers (no tech background required) and commit to class time. Teachers: attend 3 day academy and quarterly 1-hour webinars.||Teachers complete the summer PD before teaching the course.||Schools/districts agree to have teachers participate in required training and have students attend study sessions.||Teachers complete online Readiness and face-to-face Core Training prior to teaching PLTW programs.||N/A||Classroom teacher co-teaches with a TEALS industry volunteer, and commits to teach un-aided (without volunteers) after 2 years. District and school commit to TEALS partnership and to growing the CS program as outlined in our partnership documents||Entity recruits teachers to receive training and implement in classroom. Teachers need not have previous programming or robotics experience. School needs to provide teachers at least twice a week computer lab access.|
|Current scale of PD programs (if applicable)||NYC: 100 teachers (and schools) by 2020.|
Non-NYC: We have already worked with 200 teachers, will take as many as we can (~100) in the summer of 2015.
|Bootstrap reaches ~10k students each year, partnering with schools and districts in 16 states.||As of Fall 2016, Code.org has trained has reached 600+ teachers across the US in the CS Principles curriculum||Hundreds of teachers all across the US||To date, we have worked with coaches from over 120 schools in 33 states.||Currently 115 well-trained educators. Over 500 educators and 150 education leaders in 14 states have been trained and practiced Globaloria in the past decade. (across middle+high school)||~400 teachers/schools in 39+ states through a combination of PD formats.||CS teachers from more than 170 high schools across 17 states received PD in 2014 alone.||480 open seats for 2015 ICS Training.|
816 open seats for 2015 CSE Training.
|15,000+ teachers have joined ScratchEd since 2009||131 High Schools||Current reach in over 200 schools.|
|Cost of PD and other teacher supports||NYC: We will pay 100 teachers to attend PD. http://sepnyc.org/apcs/|
Non-NYC: we pay travel and stipend as available, and crowdfunding through "Let's Teach CS" is an option.
|Fees determined case by base. Most commonly workshops cost $15/teacher/hour (includes food and materials). A typical workshop serves 40 math and CS teachers over the course of 3 days.||PD is provided at no charge to districts. Code.org covers partial costs of teacher-stipends paid by the district to attending teachers on a district by district basis.||$1500/teacher for the 30-40 hour online PD course (high touch, self paced course)||The coaching package is $2,200/site. Any number of students may participate from a single site.||No additional cost for in-person training, unlimited virtual training, coaching, and expert help.||$2000 PD tuition per teacher; tuition fee is waived if the teacher participates in the research project.||FREE for schools participating in NMSI's College Readiness Program.||ICS (5 days face-to-face): $1,200. |
CSE and CSA (10 days face-to-face): $2,400.
|Free||$5,000 in direct to volunteer travel stipend allocated||Generally $150 per day (2-Day Academy $300, 1-Week Institute $750) for training held at UC Davis campus. For on-site training costs scale up depending on number of participants.|
|Funding source||NYC: NSF has funded us for 4 years in US and is funding us for 5 more years. Let's Teach CS is a model for crowd-funded teachers to attend PD which we may use this summer and in the future.|
|Non profit.||We are a well-funded non-profit.||For-Profit. Purchases from schools allow us to deliver you an amazing computer science teaching platform, as well as support many thousands of other teachers on Free.||For profit||Globaloria launched in 2006. Being used in schools since 2007. Supported by schools' and districts' payments (plus additional funding raised as needed for R&D and growth).|
National Science Foundation, Infosys Foundation USA, and Google CS4HS
|NMSI is a nonprofit organization with funding support from a broad coalition of public and private partners.||PLTW is a 501(c )3 nonprofit with a sustainable business model.||Non profit||Program currently supported by Microsoft, not for profit.|
Non-Profit. Some Federal and state grant funding.
|Other / Notes||In the Fall of 2015, the course will be offered on edX as a massive open online course (MOOC) for individual students and learners. It will simultaneously be offered a a small private online course (SPOC) for high school teachers to use in a blended-learning classroom setting. In the SPOC model, teachers get a copy of the curriculum, and can adjust the dates, brand it with their school logos, edit/remove/reorder items, and enroll students into their private forums, seeing messages only from students in that class. Teachers will be provided with an edX dashboard to see student progress.|
The course will have short videos, quizzes, lab activities, readings, discussions, and classroom activities. The course launches Labor Day 2015 a four separate 5-week courses of ~22 hours each.
Leads: UC Berkeley Senior Lecturer SOEs Dan Garcia and Brian Harvey, and NC State's Prof Tiffany Barnes
Main URL: bjc.berkeley.edu
Main contact: email@example.com
|Bootstrap is a curricular module for students ages 12-16, which teaches algebraic and geometric concepts through computer programming. At the end of the module, students have a completed workbook filled with word problems, notes and math challenges, as well as a videogame of their own design, which they can share with friends and family.|
Our mission is to use students' excitement and confidence around gaming to directly apply algebra to create something cool.
We work with schools, districts and tech-educational programs across the country, reaching hundreds of teachers and thousands of students each year. Bootstrap has been integrated into math and technology classes across the country, reaching thousands of students since 2006. Most teachers have also attended a Bootstrap Workshop, where they received specialized training to deliver the class.
|AP CS Principles was created by the College Board with a goal to broaden participation in computer science by people and groups who are traditionally underrepresented in the field. Code.org's CS Principles course has been designed to be engaging and accessible to all students, by offering opportunities throughout the course for authentic discovery and creation, and opportunities to connect and reflect on the impact of computing in the real world. The course takes more of an inquiry approach, which is also reflected in our PD.||CodeHS is a comprehensive teaching platform for helping schools teach computer science. We provide web-based curriculum, teacher tools and resources, and professional development. There are hundreds of thousands of students and over 20,000 teachers at schools all around the world using CodeHS. |
Whether you are a new teacher, experienced teacher, new administrator or experienced administrator, the combination of the teaching platform and tools, curriculum, support, and custom software allows you to implement the best computer science classes in your district. You won’t need to have a hodgepodge of tools, with CodeHS, you can support many different types of courses, programming languages all in one place. For administrators you’ll get the tools to track the progress and usage of your schools and classrooms. For new teachers we offer professional development for our courses online, and support new teachers who are learning. Teachers can use our existing curriculum or create new problems, playlists, or courses.
Email Contact: firstname.lastname@example.org
|Coaches in this program do not necessarily need to know computer science themselves. The tools and resources included in the coach package were designed to help teachers with little to no computer science background.|
For any questions, email email@example.com
|Globaloria courses can be integrated into any core or elective course, or offered as a stand-alone course, and taught by any teacher. Courses can be offered sequentially, for a multi-year, STEM-learning pathway from upper elementary through high school graduation. |
Globaloria incorporates career competencies and cross-curricular activities into the curriculum, introducing students to professional programming languages and engineering design practices through open-ended game-making projects.
Globaloria standards-aligned courses are research-proven with impact on student achievement; increases students’ academic performance in class and on standardized tests; boosts girls’ interest in technology; improves learning habits and digital literacy skills; prepare all students for college and career, and transforms teaching styles.
|Teachers do not need any background in computer science to teach the course. Teachers with backgrounds in social studies, english, art, and other areas have been very successful teaching Mobile CSP.|
Students can paricipate in 3rd party competitions such as Technovation, Verizon Innovative App Challenge, Congressional App Challenge and others. Local schools and cities often build other partnerships such as the one in Hartford, CT. Connecticut students who take the Mobile CSP course can apply for a summer internship in the Mobile Apps for Hartford program. Since the summer of 2014, 40 students have worked with the Hartford mayor, the Hartford Public Library, the Connecticut Science Center and local nonprofits to design and develop mobile apps that serve the city and its organizations, including a Kiosk app for City Hall, a app to encourage library visits, and an app that provides a historical tour of downtown Hartford.
|We do not provide a unique curriculum, but do supplement the AP curriculum with more challenging concepts and activities. In addition, pacing guidance and instructional feedback are provided by expert teachers with a proven record of success in AP performance.||PLTW offers students a cohesive computer science pathway from kindergarten through 12th grade. Students can seamlessly transition from one grade to the next as their interest and skill levels grow. Teachers participate in PLTW’s renowned professional development, which mixes online and face-to-face learning and empowers teachers with the skills they need to be confident teaching computer science. All PLTW programs include robust day-to-day support for teachers: teachers receive frameworks that align learning objectives to student activities, projects and problems, and middle and high school courses include standardized End of Course assessments. Schools also have access to implementation and tactical support from PLTW’s national team. In addition, PLTW has developed a wide network of university, business, and nonprofit partners that provide opportunities for students, teachers, and communities.||Situated at the Harvard Graduate School of Education||The C-STEM Center aims to transform computing, science, technology, engineering and mathematics education in both formal and informal in K-14 programs through integrated learning. The Center offers math with computing and robotics class curriculum and the annual C-STEM Day with RoboPlay Competition.|
|Testimonials / qualitative info||BJC is one of the most popular CS Principles initiatives, in terms of numbers of teachers who chose to attend our PD (almost 200 through direct NSF-funded work). We have partnered with TEALS, and their 1-semester "intro" course is "BJC-lite" and there are 44 teaching it this year. It has one of the most programming-focused curricula, but using a graphical language makes hard ideas (recursion, functions-as-data) easier.|
At UC Berkeley, the course was the first in the school's recorded history to achieve more than 50% women!
|Bootstrap:1 has been selected by Code.org to form the basis for their math curriculum, and by CS:NYC to be the go-to class for math teachers across New York City. |
Bootstrap students showed statistically significant gains on traditional, pencil-and-paper algebra problems after completing the course material.
|ALL 7 of the largest districts in the United States have selected Code.org as their professional development and curriculum provider for high school computer science (and so have over 110 other districts). Over 70% of teachers attending our high school PD workshops rank it the "best professional development I've ever attended."||-"CodeHS is flexible for both students and teachers, because I LOVE the problem-solving approach and puzzle/game nature of the exercises, and because students can learn at a level that is appropriate for them - whether they are a slow first-timer or speedy and already have coding experience. And it's all packaged in one place - CodeHS."|
-"Bottom line: This class is the talk of the school. Kids are all working independently without any instruction from me. They are watching the videos and learning from mistakes. Discovery learning at its best. Very, very cool"
-"My freshmen absolutely love computer programming. They rush in and get started way before the bell rings and keep going after the dismissal bell."
-"The program is comprehensive, easy to use for both teachers and kids and provides the right amount of support and feedback for learning."
|Students who completed the Edhesive AP Computer Science course scored higher than the national average on the AP Computer Science 2014 exam.||95% course completion and 93% school renewal rate.|
See testimonials: http://globaloria.com/testimonials
See awards: http://globaloria.com/awards
|A Mobile CSP teacher from reported that "From the beginning, the kids thought it was really fun. My enrollment tripled from last year to this year." Students report that the course ".. definitely made me more interested in the field as a whole" and "Overall, it's just been a very thrilling experience."||After just one year in the program, our partner schools see a 78% increase in qualifying scores in AP Computer Science. In our most recent survey of participating AP teachers, 94% rated our training as, "excellent."||PLTW’s teacher professional development effectively prepares teachers to engage students in problem-based computer science courses. In a survey of Computer Science and Software Engineering (CSE) core training participants, 90% would recommend PLTW CSE training to others. Teachers with no computer science background state they leave "confident" in their understanding of the material and ability to teach the class. Moreover, national and state initiatives, such as Change the Equation and the Iowa's Scale-Up program, have endorsed PLTW programs as high-quality and ready to scale immediately.||We partner with urban, suburban, and rural high schools, whether they are public, independent, or religious; high performing or high need.|
89% of our students said that the volunteers were effective in helping them understand CS (n=548). Across the board students reporting themselves proficient in a programming language went from 19% to 82% (n=800, 566).
|-C-STEM Success Stories: Two examples found here:|
-“Oh my gosh! I barely can contain myself….soooo fun!!! So challenging and so rewarding at the same time!!!” — Jessica Fernandez, Math Teacher,Glen Edwards Middle School, California