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Scaling up CoolThink@JC: Implementation Study Endline Report

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Bibliographic Details
Title: Scaling up CoolThink@JC: Implementation Study Endline Report
Language: English
Authors: Katrina Laguarda, Satabdi Basu, Ela Joshi, Patrik Lundh, Sophia Ouyang, Linda Shear, Hui Yang, SRI Education, Hong Kong Jockey Club Charities Trust, Education University of Hong Kong, Massachusetts Institute of Technology (MIT), City University of Hong Kong
Source: SRI Education, a Division of SRI International. 2025.
Availability: SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/
Peer Reviewed: N
Page Count: 58
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary School Students, Thinking Skills, Problem Solving, 21st Century Skills, Elementary Schools, Elementary School Curriculum, Elementary School Teachers, Institutional Characteristics, Curriculum Implementation, Computation, Faculty Development
Geographic Terms: Hong Kong
Abstract: This report is the last in a series from SRI Education on the scaling of CoolThink@JC in Hong Kong primary schools. SRI's evaluation of CoolThink@JC began with a study of the program's impact on students' computational thinking knowledge, skills, and perspectives during a 32-school pilot between 2016 and 2019. When The Hong Kong Jockey Club Charities Trust (The Trust) launched the program's scaling phase in 2020, SRI undertook an implementation study of The Trust's scaling strategies, seeking to identify success factors and implementation considerations that would inform replication efforts in other jurisdictions. SRI's reporting on this implementation study includes both midline and endline reports, as well as two special reports on topics of particular interest to CoolThink partners and to The Trust. Launched in 2016 and led by The Hong Kong Jockey Club Charities Trust (The Trust), CoolThink@JC is scaling the study of computational thinking to Primary 4--6 students across Hong Kong. By summer 2024, in the final year of the initiative's scaling phase, a critical mass of primary schools had adopted the 14-hour curriculum. Nearly all other primary schools had received CoolThink course materials to pilot and had also attended one or more CoolThink-sponsored workshops. The Trust had also identified teacher professional development providers and teacher networks to train new CoolThink teachers after the end of the initiative's scaling phase. This report presents findings of a study conducted by SRI International (SRI) since the CoolThink scaling phase launched in the 2020-21 school year, offering a rich opportunity to understand what happens when a promising new instructional initiative is enacted by many more schools and teachers. The report describes the implementation and sustainability of CoolThink@JC at three nested levels: the classroom level, the school level, and the system level. It also describes the success factors that have been critical to achieving depth and sustainability of the initiative as it scales.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED679888
Database: ERIC
Description
Abstract:This report is the last in a series from SRI Education on the scaling of CoolThink@JC in Hong Kong primary schools. SRI's evaluation of CoolThink@JC began with a study of the program's impact on students' computational thinking knowledge, skills, and perspectives during a 32-school pilot between 2016 and 2019. When The Hong Kong Jockey Club Charities Trust (The Trust) launched the program's scaling phase in 2020, SRI undertook an implementation study of The Trust's scaling strategies, seeking to identify success factors and implementation considerations that would inform replication efforts in other jurisdictions. SRI's reporting on this implementation study includes both midline and endline reports, as well as two special reports on topics of particular interest to CoolThink partners and to The Trust. Launched in 2016 and led by The Hong Kong Jockey Club Charities Trust (The Trust), CoolThink@JC is scaling the study of computational thinking to Primary 4--6 students across Hong Kong. By summer 2024, in the final year of the initiative's scaling phase, a critical mass of primary schools had adopted the 14-hour curriculum. Nearly all other primary schools had received CoolThink course materials to pilot and had also attended one or more CoolThink-sponsored workshops. The Trust had also identified teacher professional development providers and teacher networks to train new CoolThink teachers after the end of the initiative's scaling phase. This report presents findings of a study conducted by SRI International (SRI) since the CoolThink scaling phase launched in the 2020-21 school year, offering a rich opportunity to understand what happens when a promising new instructional initiative is enacted by many more schools and teachers. The report describes the implementation and sustainability of CoolThink@JC at three nested levels: the classroom level, the school level, and the system level. It also describes the success factors that have been critical to achieving depth and sustainability of the initiative as it scales.