Molloseau, C. (2024, March), Progress in K-12 Computer Science Education:  are Engineering Students Being Left Behind?  Paper presented at 2024 ASEE North Central Section Conference, Kalamazoo, Michigan. 10.18260/1-2--45631

\bibitem{asee_peer_45631}
  Molloseau, C. (2024, March), \emph{Progress in K-12 Computer Science Education:  are Engineering Students Being Left Behind?}
  Paper presented at 2024 ASEE North Central Section Conference, Kalamazoo, Michigan.
  10.18260/1-2--45631

Catherine Molloseau.  "Progress in K-12 Computer Science Education:  are Engineering Students Being Left Behind?".  2024 ASEE North Central Section Conference, Kalamazoo, Michigan, 2024, March.  ASEE Conferences, 2024.  https://peer.asee.org/45631 Internet.  17 May, 2024

\bibitem{asee_peer_45631}
  Catherine Molloseau.
  "Progress in K-12 Computer Science Education:  are Engineering Students Being Left Behind?".
  \emph{2024 ASEE North Central Section Conference, Kalamazoo, Michigan, 2024, March}.
  ASEE Conferences, 2024.
  https://peer.asee.org/45631 Internet.  17 May, 2024

@INPROCEEDINGS{asee_peer_45631
author = "Catherine Molloseau"
title = "Progress in K-12 Computer Science Education:  are Engineering Students Being Left Behind?"
booktitle = "2024 ASEE North Central Section Conference"
year = "2024"
month = "March"
address = "Kalamazoo, Michigan"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45631}
number = {10.18260/1-2--45631}
}

TY  - CPAPER
AB  - Computer science education in the K-12 setting has evolved in the last decade with the development of new outreach programs, courses, and national standards. This ongoing effort has focused on both increasing the number and diversity of students pursuing computer science related fields as well as to help better prepare students for success where historically, it has been demonstrated that as many as a third of students fail introductory collegiate-level computer science courses worldwide.   To determine if the implementation of these initiatives is having a positive impact on engineering students’ performance in a first-year programming course, a longitudinal study at a mid-size Michigan public university was completed over a three-semester period beginning in 2022. Students were surveyed regarding their prior experience with computer science at the beginning of the semester, and student scores on the first laboratory practicum and final course grade were recorded.  The data demonstrates that nearly sixty percent of students had no prior experience with computer science and withdrew from the course at nearly double the rate as students with AP experience.  For those that did complete the course, a Welch’s t-test demonstrates that unexperienced students still passed at nearly the same rate as students with prior experience. The high withdraw rate suggests that engineering students that enter a first-year programming course without having completed an advanced computer science course in high school may be at a significant disadvantage to students that have had this opportunity. In addition, although nearly seventy percent of students attending public high schools in the state of Michigan have access to at least one computer science course, it needs to be better understood as to why more students planning to pursue engineering in college are not enrolling in these courses.
AU  - Catherine Molloseau
CY  - Kalamazoo, Michigan
DA  - 2024/03/22
PB  - ASEE Conferences
TI  - Progress in K-12 Computer Science Education:  are Engineering Students Being Left Behind?
UR  - https://peer.asee.org/45631
DO  - 10.18260/1-2--45631
ER  -