Who is Involved?
BASICS Study participants work in schools using ECS in districts across the US. Current and past participants include those in Chicago, the District of Columbia, Los Angeles, Broward County, and New York City.
The BASICS Study is a mixed-methods research study. We use a range of both qualitative and quantitative strategies to answer our primary research questions and accomplish our project goals. Our research design collects data via teacher and student questionnaires; ECS developer, school district personnel, school leader, and teacher interviews; student focus groups; informal observations; and document reviews.
This project builds on Outlier's previous NSF-funded work rigorously studying implementation of educational innovations (new practices and programs) and the factors (contexts and conditions) that affect innovation implementation and sustainability. Earlier projects yielded a suite of instruments for measuring implementation of science and mathematics programs and a conceptual framework and accompanying instruments for identifying and measuring the factors that support and inhibit implementation of school-based innovations. The BASICS Study began with these instruments and customized them for use with a CS-specific innovation (the ECS program). The project also stems from a previous CS-focused study (OS4CS) that established a more comprehensive understanding of our nation’s current high school CS teaching and learning environment.
Although implementation measures can be used to examine program impacts, for the purposes of this research, we are interested in looking at the relationships between supports and barriers to implementation and implementation itself, not the quality, efficacy or impact of ECS on student outcomes in CS courses or pursuance of CS careers.