Computer Science Enrollment in Magnet High Schools: Issues of Curricula Clusters, Equity, and Pathways

摘要

The pathway(s) to Advanced Placement Computer Science has been met with well-documented barriers to Black, Hispanic/Latino, Native American and female high school students. In this manuscript, we report on an initial examination of public instruction data with a focus on two magnet schools in Wake County, North Carolina. Because of their magnet status, the high schools are often considered to be well resourced, and students often are depicted as high achievers. The data provide insights on the availability and access of CS curricula to students. The schools have significant representation of students of color, but their enrollment in the CS courses is not representative of their population in the schools. This study explores representation and how clusters of courses can offer insights into student enrollment in CS.