University of Illinois Urbana-Champaign

Investigating common challenges in K-12 CS education: funding, teacher isolation, and teacher attrition

Saffar Perez, Mariam Camille

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https://hdl.handle.net/2142/129552

Description

Title
Investigating common challenges in K-12 CS education: funding, teacher isolation, and teacher attrition
Author(s)
Saffar Perez, Mariam Camille
Issue Date
2025-04-23
Director of Research (if dissertation) or Advisor (if thesis)
Lewis, Colleen M.
Doctoral Committee Chair(s)
Lewis, Colleen M.
Committee Member(s)
  • Zilles, Craig
  • Herman, Geoffrey
  • Bruno, Paul
  • Garcia, Daniel D.
Department of Study
Siebel School Comp & Data Sci
Discipline
Computer Science
Degree Granting Institution
University of Illinois Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • CS education
  • teacher isolation
  • teacher attrition
  • Career Technical Education
  • policy
Abstract
This dissertation explores the factors that influence the expansion of K-12 CS education in the United States. As the U.S. pushes for national expansion of K-12 CS education, there are challenges in expanding CS education equitably. Additionally, there are gaps in our understanding of CS teachers’ experiences. To that end, I have researched three important factors in K-12 CS education: funding, teacher isolation, and teacher attrition. My first chapter was focused on understanding how Career Technical Education (CTE) funding might impact CS education. I used linear regressions to study the relationship between a district’s CTE funding and their CS course offerings and enrollment. Using California data, the results from this chapter indicated that despite the suggestions to use CTE funding to fund CS education there was no relationship between CTE funding and an increase in CS course offerings or enrollment. My second chapter focused on CS teacher isolation, where a CS teacher is the only CS teacher in their school. An isolated teacher has fewer avenues for collaboration and this may increase job dissatisfaction and their likelihood for attrition. Using California data, the results from this chapter showed that CS teachers were among the most isolated subjects. Additionally, results indicated inequity in which students have access to CS. My third chapter focused on CS teacher attrition and how this compares with teachers of other subjects. There are arguments that CS teachers are at a higher risk of attrition, in part due to more lucrative positions in the CS industry. Using logistic regressions and a Cox-Proportional Hazards model, I investigated the relationship whether CS teachers are more likely to leave the profession when controlling for personal and school factors. Results from North Carolina show that CS teachers are actually at a decreased risk of attrition. These interconnected factors contribute to a broader understanding of how CS education is evolving in the U.S. and the ways in which educational systems can better support CS teachers and, by extension, ensure equitable access to quality CS education for all students. As the demand for CS education continues to rise, addressing these three narratives will be essential for maintaining the momentum of CS expansion and ensuring its long-term success.
Graduation Semester
2025-05
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/129552
Copyright and License Information
Copyright 2025 Mariam Saffar Perez

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