The Advanced Placement Computer Science Principles (AP CSP) course framework was created with the intention of broadening participation in computing. Research has produced mixed results on whether or not the framework succeeds in that goal. Given that teachers have significant freedom in how they choose to teach the AP CSP content, students can have a variety of experiences that may or may not impact their continued participation in CS. In this paper, I compare four different approaches to the AP CSP framework by examining their impact on AP exam scores, self-efficacy and confidence, belongingness and identity, and persistence and interest, to examine how these approaches might impact those traditionally underrepresented in CS. I also discuss how social and curricular interventions may differ in outcomes.
Le Meur, Audrey
"Approaches to Broadening Participation with AP Computer Science Principles,"
Scholarly Horizons: University of Minnesota, Morris Undergraduate Journal: Vol. 9:
2, Article 4.
Available at: https://digitalcommons.morris.umn.edu/horizons/vol9/iss2/4