The JROTC-CS Impact Study seeks to understand the impact of the JROTC-CS Demonstration Project. There are important reasons to align the current demonstration project with rigorous research in preparation for replicating this model comprehensively, given its potential size, scope and importance to national security. The overarching research questions in support of this project for this 3-year impact study are:

  • In what ways does the JROTC-CS experience impact the cognitive (e.g. knowledge and skills) and noncognitive factors (e.g. social and emotional behaviors) of JROTC cadets?
  • In what ways does the JROTC-CS experience impact the school curriculum program in CS and Cybersecurity (e.g. offering more CS/cybersecurity courses, increased awareness of inequities in these courses, additional professional development experiences for teachers, additional students at the schools engaged in CS and cybersecurity)?

Aligning the current JROTC-CS demonstration project with a strong research of multiple and confounding factors will provide evidence for ensuring a high-quality improvement science model that improves implementation of the project as it scales.

More Publications

McGill, M.M., Snow, E., Camping, A. (2022, September). Assessing computer science interventions through an equity lens: Identifying systemic impacts using the CAPE Framework. Education Sciences.

McGill, M. M., Snow, E., Vaval, L., DeLyser, L. A., Wortel-London, S., & Thompson, A. (2022). Practitioner Perspectives on COVID-19’s Impact on Computer Science Education Among High Schools Serving Students from Lower and Higher Income Families. ACM Transactions on Computing Education (TOCE).

McGill, M.M., Thompson, A., Snow, E., DeLyser, L., Wortel-London, S., and Vaval, L. (June, 2022). Comparing Access and Participation Outcomes of Schools Engaged in a Multi-school CS and Cybersecurity Intervention (Evaluation). American Society for Engineering Education. < Link to be provided once proceedings published >

McGill, M.M., Thompson, A., Snow, E., DeLyser, L., Wortel-London, S., and Vaval, L. (June, 2022). Practitioner Perspectives of the Impact of COVID-19 on CS Education in High Schools Serving Historically Marginalized Students (Fundamental). American Society for Engineering Education. < Link to be provided once proceedings published >

McGill, M.M., Snow, E., DeLyser, L., Wortel-London, S., and Vaval, L. (June, 2022). Centering and Exploring Capacity for Schools to Offer Equitable CS Education (Work in Progress). American Society for Engineering Education. < Link to be provided once proceedings published >

McGill, M. M., Lee, S. B., Lineberry, L., Sands, J., & DeLyser, L. A. (2021, March). Piloting the Air Force JROTC Cyber Academy for High School Students. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 597-603).

Team Members

Stephanie Wortel-Londong Jordan Williamson Dr. Monica McGill
Dr. Leigh Ann DeLyser (PI)
CSforALL, Executive Director		 Dr. Stephanie Wortel-London (Co-PI)
CSforAll, Director of Research		 Jordan Williamson
CSEdResearch.org, Research Apprentice		 Dr. Monica McGill (Co-PI)
CSEdResearch.org, Founder & CEO

Advisory Board

Wendy DuBow Image Sarah Lee Image Anthony Owen Image Jayce Warner Image
Dr. Wendy DuBow
NCWIT		 Dr. Sarah Lee
University of Southern Mississippi		 Anthony Owen
Code.org		 Dr. Jayce Warner
University of Texas at Austin

 

Collaborators

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This material is based upon work supported by the U.S. National Science Foundation under Grant No. 2028426. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.