Commit at the district level to computing pathways that are cumulative, consistent, and competency-based across K-12 schools¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's second commitment is district leadership commitment rather than school-to-school variability. Grassroots initiatives from a single teacher are rarely scalable or sustainable; state policies are too far removed from school communities, and one-off interventions such as particular courses, coding events, or after-school clubs "do not reach all students and are subject to school-to-school variability." The report supports districts in developing computing pathways deeply integrated into core curriculum, providing consistent, cumulative, and context-relevant learning opportunities to every student.

Design Implications¶

Context¶

Requirements¶

• District leadership alignment with ongoing initiatives and systems of professional learning to generate buy-in from students, parents, teachers, and building leaders

Constraints¶

• One-off computing interventions rarely scale; leadership is required for wider adoption

Target Learners¶

• All K-12 students across a district

Target Learning Goals¶

• Sustained, cumulative computing competencies across grades and disciplines

Related Strategies¶

• Integrate computational thinking into PreK-8 core subject matter rather than relying on stand-alone clubs and classes

Examples¶

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Key Sources¶

• Digital Promise. (2021, March). Powerful learning with computational thinking: Our why, what, and how of computational thinking. Digital Promise. https://doi.org/10.51388/20.500.12265/115