Contents
Contact
| Larry Snyder |
| University Washignton |
| (206) 543-9265 |
| snyder AT cs DOT washington |
| DOT edu |
|
| Owen Astrachan |
| Duke University |
| ola AT cs DOT duke DOT edu |
| |
| Amy Briggs |
| Middlebury College |
| briggs AT middlebury DOT edu |
|
| Jan Cuny |
| Nat'l Science Foundation |
| (703) 292-8489 |
| jcuny AT nsf DOT gov |
|
Executive Summary
Advanced Placement Tests in CS |
| AP CS A |
Java Programming Exam Continues |
AP CS Principles |
A New Exam of CS concepts including Computational Thinking |
THE SITUATION
Several years ago under the auspices of National Science Foundation (NSF) funding, the College Board (CB) began
revising its Advanced Placement courses for science topics. The Computer Science A Test of
Java Programming was not included; it will continue as is. Rather, CB
began developing a new broad-based course, tentatively
called Computer Science: Principles, appropriate for all
college-bound students. The effort was guided and
funded by NSF's Broadening Participation in Computing program.
Drawing heavily on the advice of the CS community and using a process described
below, a
CB Commission co-chaired by Owen Astrachan
and Amy Briggs is developing
- the knowledge base
- the high school course that will teach the material
- the college version of the course that entering college students could "get credit for", and
- the evidence base from which the test will be created
The exam will be deployed for the first time about 2015. The development is in progress; much remains
to be done.
THE IMPORTANCE
Because education in the US is completely decentralized, it is virtually impossible to make changes
to pre-college curricula without working directly with the education officials in each state, and often, in
individual school districts. Change
comes slowly as a result. Advanced Placement courses are the exception: The curriculum is defined
separately from the states by field experts, the materials are prepared based on the content, the course is
standardized and so is replicable, and
deployment is largely the option of each high school, which are incentivized to adopt it. However,
broad changes to Advanced Placement are a once-in-a-generation event.
THE BENEFITS
The anticipated benefits to the Computer Science field are potentially enormous.
- All high school students can experience the "joy, beauty and awe" of computing, not just
those who want to hack Java.
- Students from groups traditionally under-represented in computing will be exposed to the
deep and interesting content of the field.
- Students, most of whom have no idea what computer science is, will find that it is not simply
programming, and will be able to differentiate between using an application and creating one.
- A general exam appropriate for all students can potentially remove the stereotype that
"CS-types" are anti-social, maladjusted white males.
- The creative potential of computing for socially beneficial purposes, scientific advancement and
other "high impact" uses not directly related to advancing the technology can attract a much wider
talent pool to computing.
-
A recent study1 found a FACTOR of 5.5 difference between the percent of high school students
expressing interest in a CS/IT career (2%) and projected US labor needs for CS/IT graduates in 2018 (11%);
expanding the pool is essential.
- Students who take an advanced placement test in a subject area are, according to the CB2,
more likely to take a college course in that subject area; today, AP Java Programming accounts for only 0.7% of all AP
tests taken.
- CS can take its rightful peer position in high schools next to other intellectually deep subjects like math
and physical sciences.
- With a concepts-rich curriculum that emphasizes computational thinking and problem solving students
taking the course will be better prepared for most careers, given the role that computing plays in most sectors
of American life.
- The population at large -- starting with present day high school students -- will become more
knowledgeable and cognizant of computing and computational phenomena.
These are significant and worthwhile objectives that many groups within the field have sought to achieve
in recent years. Further, they can be realized with minimal new effort by college faculty.
NEXT STEPS
During the 2010/2011 academic year five schools are piloting college-level courses based
on the content of the Big Ideas and Practices. These courses
will become the basis for a high school level AP Computer Science Principles course that prepares for the AP CS Principles exam.
Their syllabi are being published as they are completed, making the content of the course concrete.
CS departments at US
colleges and universities will be asked for their input on the new AP CS Principles Course.
YOUR DEPARTMENT CAN HELP:
The community will be queried on two aspects of the enterprise.
- Content Survey
In Winter 2011, CS Departments will be asked to offer their comments on the overall
content of the AP CS Principles course. Specifically, the 'Learning Objectives and Evidence' -- the detailed specification
of the material to be included in the course and exam -- is being circulated to faculty members to look over
and provide feedback to the Commission and
Advisory Committee.
- Endorsement Survey
In Spring 2011 CS Departments are
asked to submit letters "endorsing" the effort. Department chairs should attest to
their intent to give credit or placement to students taking the high school course and scoring a 3 or higher
on the exam once it is available. The specifics of the process can be found here.
Notice that departments already giving high content courses (not literacy!) targeted at general audiences will likely
find the proposed course a good match. Such courses might include Fluency with Information Technology courses, CS0
courses, "Great Ideas in Computing" courses, and others.
YOU CAN HELP: Individuals
can help, both by "spreading the word" and by facilitating the process.
- Acquaint yourself with the effort and spread the word to your colleagues,
emphasizing the unique opportunity, and the careful, deliberative process for developing this content-rich course.
- Alert your chair to the two items above, and consider how you might help in formulating your department's response.
- Contact faculty in other departments, especially those that require their students to take CS courses, and explain how
the CS Principles course can prepare students for a deeper, richer experience in the required courses.
- Explain to your dean and other campus administrative personnel about the course, and explain its importance
- Pilot CS Principles at your school, or collaborate with other faculty
to customize the CS Principles curriculum for your school's needs.
- Talk to high school teachers about CS Principles, help train teachers to teach CSP, mentor HS teachers who want to teach CSP, help
to develop materials that convey the "joy, beauty and awe" of computing.
Introducing substantive computer science concepts to main stream America is not likely to happen
by any other means; another opportunity of this form is not likely to arise again in your career.
|
