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Submission + - + 'Resourceful Teachers' = Higher Student Achievement, Says

theodp writes: "Could time spent learning to code also help students improve at reading, math, and science?" asks a Medium post from entitled + resourceful teachers = higher student achievement! The tech-bankrolled nonprofit goes on to answer its own question: "Research conducted with 3rd — 5th-grade students in Broward County found that students who did extra CS Fundamentals activities, in classrooms of teachers who reported high levels of resourcefulness, had significantly higher scores on the Achieve3000 reading comprehension exam. But that’s not all. They scored significantly higher on Florida State Math, Science, and English Language Arts Exams too!" That's based upon the "Early Reporting of a Sample of Research Findings" from the Time for CS Project, which is based on work supported under a $1.25 million NSF grant for a partnership between Broward County Public Schools (BCPS Superintendent Robert Runcie sits on's Board), researchers at the University of Chicago, and, which proposed integrating CS and STEM at the grade 3-5 level within the literacy block of the school day. While the preliminary findings have CS educators jazzed, they do come with the following caveat from UChicago's Outlier Research & Evaluation team: "Before moving on, we wish to explicitly acknowledge that this post is not intended to take the place of a comprehensive research report, and that a full manuscript with descriptions of instruments, psychometrics, demographics, measurement approach and further findings is under development for publication. However, we have agreed to report some initial findings here because we believe in open research and because the findings are likely to be of interest to the elementary education and CS education communities. With that in mind, we welcome thoughtful comments as we learn and improve computer science education together." The researchers also remind that there are still some unanswered questions: "So, what are we to make of these findings? Like any study, this one elicits a number of new and interesting questions. Why were there significant findings associated with completion of a higher percentage of 'extra' CS lessons and completing 'additional' CS activities, whereas completion of grade-level specific lessons were not associated with student outcomes? What is the role of teacher resourcefulness and coping in a classroom and how might it be related to student academic achievement? What might explain why teachers who report being more innovative have students with higher academic outcomes?"
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