Tech Equity: A Survival Analysis of an Undergraduate Computer Science Supplemental Education Program
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| Title: | Tech Equity: A Survival Analysis of an Undergraduate Computer Science Supplemental Education Program |
|---|---|
| Language: | English |
| Authors: | Ryan Creps (ORCID |
| Source: | Innovative Higher Education. 2025 50(4):1315-1334. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Study, Program Evaluation, Computer Science Education, Supplementary Education, Undergraduate Students, Academic Achievement, Nonprofit Organizations, Partnerships in Education, Racial Differences, Gender Differences, Program Design, Student Motivation |
| DOI: | 10.1007/s10755-024-09779-5 |
| ISSN: | 0742-5627 1573-1758 |
| Abstract: | This study examines the success of undergraduate students in computer science supplementary courses offered by a non-profit organization in partnership with colleges and universities across the U.S. Using a novel dataset from the nonprofit organization, we present one of the first descriptive overviews of students enrolled in supplemental computer science programs. Moreover, we conduct a survival analysis finding that racial and gender disparities in traditional computer science programs exist in these supplemental courses. However, the study finds that when supplemental courses are taken for credit, students are much more likely to complete the course, offering an important insight into program design and student motivation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480532 |
| Database: | ERIC |
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| Abstract: | This study examines the success of undergraduate students in computer science supplementary courses offered by a non-profit organization in partnership with colleges and universities across the U.S. Using a novel dataset from the nonprofit organization, we present one of the first descriptive overviews of students enrolled in supplemental computer science programs. Moreover, we conduct a survival analysis finding that racial and gender disparities in traditional computer science programs exist in these supplemental courses. However, the study finds that when supplemental courses are taken for credit, students are much more likely to complete the course, offering an important insight into program design and student motivation. |
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| ISSN: | 0742-5627 1573-1758 |
| DOI: | 10.1007/s10755-024-09779-5 |
