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What are the recommendations to support K-12 CS teachers in building equity and inclusivity in their classrooms? The Kapor Center and CSTA share findings from a 2020 national survey of K-12 computer science teachers and make recommendations for both policymakers and teachers.

According to a soon-to-be-released report by Kapor Center and CSTA, the pervasive gaps in equity for underrepresented students of color, low-income, students and rural students in computing education continue to persist and can be seen in demographic differences in teacher engagement, connections with computing, teaching challenges, teacher biases, curricular satisfaction, and needed teacher supports. 

Not only should these disparities in computing be addressed, but they remain particularly urgent given the ways in which the COVID-19 pandemic has exacerbated gaps for marginalized communities. 

Join us and our colleagues from the Computer Science Teachers Association as we share the results of our national landscape study examining the background and experiences of more than 3,500 US K-12 CS Teachers to understand pedagogical challenges and opportunities for support creating equitable student outcomes. 

All are welcome. 



Kapor Center
Bryan Twarek