| NSF Org: |
CNS Division Of Computer and Network Systems |
| Recipient: |
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| Initial Amendment Date: | July 20, 2021 |
| Latest Amendment Date: | May 16, 2025 |
| Award Number: | 2122756 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Stephanie Gage
sgage@nsf.gov (703)292-4748 CNS Division Of Computer and Network Systems CSE Directorate for Computer and Information Science and Engineering |
| Start Date: | October 1, 2021 |
| End Date: | September 30, 2025 (Estimated) |
| Total Intended Award Amount: | $999,160.00 |
| Total Awarded Amount to Date: | $1,223,724.00 |
| Funds Obligated to Date: |
FY 2023 = $199,306.00 FY 2024 = $25,258.00 |
| History of Investigator: |
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| Recipient Sponsored Research Office: |
3 NORMAN PL ARMONK NY US 10504-1511 (212)674-5831 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
11 East Loop Road New York NY US 10044-1500 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): |
Information Technology Researc, CSforAll-Computer Sci for All, Special Projects - CNS |
| Primary Program Source: |
01002425DB NSF RESEARCH & RELATED ACTIVIT 01002122DB NSF RESEARCH & RELATED ACTIVIT |
| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.070 |
ABSTRACT
As the number of computer science opportunities rapidly increases in schools across the US, there is a growing recognition that teacher and student outcomes are dependent upon the policy environments which they inhabit. Tennessee has recently enacted a series of policy initiatives that poise the state to implement computer science programs at scale in K-12 schools. However, there is a need for a clear definition of what high quality computer science education looks like to create standards aligned pathways for students and generate buy-in from school leaders. This partnership between CSforAll and CodeCrew will connect the state level actions with school and district level plans and data, focusing explicitly on the pathways designed and experienced by students as they move through K-12 programs. The team will also design teacher pathways with a focus on initial teacher preparation as well as the development of advanced teacher knowledge.
This researcher-practitioner partnership will connect recent implementation actions in the state of TN with school and district level plans and data. The partnership will explore the SCRIPT (Strategic CSforALL Resource and Implementation Toolkit) for implementation in TN school districts. The implementation activities seek to understand how strategic planning using SCRIPT materials, routines, and data tools impact buy-in, decision making, and actions taken at the school district level in TN, and the impacts, both direct and indirect, of these resources on the capacity, access, participation, and experience of historically marginalized or underrepresented populations in standards aligned computer science pathways from K-12.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Project Outcomes Report
Award Title: SCRIPT Crew TN: Impacts of State-Wide SCRIPT on CS Education Pathways in TN
Principal Investigator: Meka Egwuekwe
Reporting Period: July 20, 2021 - May 16, 2025
Award Number: 2122756
Overview
Since its initiation, this project has yielded several advancements in the implementation of computer science (CS) education across Tennessee. Approximately 100 educators participated in diverse professional development activities, including workshops and planning sessions, designed to support district-level CS initiatives. Administrators from 28 districts engaged in Mini-SCRIPT workshops, while administrators from 15 districts received full SCRIPT training, representing a wide spectrum of urban, suburban, and rural settings. Approximately 150 hours of direct professional development have been delivered through workshops, facilitator training, and ongoing support, including in-person and virtual sessions. Cumulative population served by the grant include:
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Number of educators (teachers, administrators, pre-service teachers): Approximately 100 educators have participated directly in workshops, training sessions, and planning activities.
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Number of school districts (Full SCRIPT): 15 school districts received the full SCRIPT workshop. The school districts represented a diverse range of urban, suburban, and rural school settings, spanning from small rural districts with fewer than 5 schools to large urban districts exceeding 200 schools.
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Number of school districts (Mini-SCRIPT): 28 school districts received the mini-SCRIPT workshop, where all participants with at least one district representative completed at least one rubric and developed goals based on the rubric.
The project team developed and disseminated critical materials including facilitator guides, participant handouts, and rubrics for assessing district and school planning aligned with CS standards and curricula such as AP CSP, AP CSA, and local standards. These resources support scalable, flexible workshop delivery, fostering strategic planning and stakeholder buy-in. CodeCrew will continue to provide materials through ongoing workshops that sustain the work of promoting computer science education as well as the project website: (https://www.code-crew.org/scriptcrewtn).
Key findings highlight the importance of stakeholder engagement, resource adaptation, and community partnerships in increasing access and advancing equitable CS pathways. Additionally, the development of a resource-focused RPP codebook offers a framework for analyzing fair practices in research-practice partnerships, promoting ongoing feedback and influence in decision-making.
Sustainability
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Work is ongoing with the Tennessee Department of Education to support professional development for teachers, continued facilitator training, and integration of CS standards into broader coursework.
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CodeCrew expects to continue their partnership with Tennessee by continuing to offer SCRIPT workshops in accessible formats for school districts.
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The publications concerning the partnership model will inform other states through publications, conferences, and policy briefs.
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Maryland, who received additional funding through the SCRIPTCrew NSF grant, will continue their research on the effectiveness of SCRIPT in their state.
Important Key Finding and Impact
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Community Engagement: Initial findings highlight the importance of parental and community involvement for successful CS program implementation.
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Resource Development: The creation of streamlined, bite-sized SCRIPT workshops supports rapid scaling and adapts to school schedules, increasing participation.
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Stakeholder buy-in: Workshops that involve leaders, leaders and other key stakeholders in the use of the CAPE framework (Capacity, Access, Participation and Experience) for evaluation and goal-setting can lead to increased district and school buy-in, decision-making, and resource allocation for CS education (Cobo et al., 2025)
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Recommendations to States Implementing CS: Findings from TN indicate that states implementing CS education should prioritize teacher capacity, technology infrastructures and community partnerships to effectively increase access (Perkins et al., 2024)
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Resource Practice Partnerships (RPPs) Codebook: IACE, in partnership with the SCRIPTCrew developed a codebook for researchers to analyze fair practices within RPPs, including RPP members’ ability to provide ongoing feedback and influence decision-making.
Broader Impacts
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SCRIPTCrew has:
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Communicated the importance of CS education in Tennessee, especially targeting rural populations.
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Connected districts across TN for sustainable CS program implementation.
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Supported teachers’ professional growth and certification, directly impacting classroom experiences.
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Provided a model for accessible workshop formats that could be scaled to other states.
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Summary
This project advances the NSF goals of promoting research and innovation in K-12 STEM education, with particular emphasis on access and sustainable practices in computer science education. This partnership has provided insight into strategies for district engagement, capacity building, and community involvement that provides a foundation for long-term impact beyond the funding period.
Recommended Citations
Cobo, Alexis and Wortel-London, Stephanie B and DeLyser, Leigh Ann and James, Darius Ellis "Small Steps, Big Progress: Analyzing District Led Goals to Advance CS Education", 2024 https://doi.org/10.1145/3626252.3630924
Perkins, Ayanna and Cobo, Alexis and Wortel-London, Stephanie and Jones, Danielle L and James, Darius Ellis "From State Legislation to Implementation: Moving Towards Justice-Centered Computing" , 2024 https://doi.org/10.1145/3653666.3656086
McGill, M., Thompson, A., & James, D. E. (2023, June). Applying the Five Dimensions of Effectiveness Framework to Evaluate the Effectiveness of a Research Practice Partnership Aimed at Increasing Equity in Computer Science Education. In 2023 ASEE Annual Conference & Exposition.
Last Modified: 07/24/2025
Modified by: Nnaemeka Egwuekwe
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