|External Research Reports and Output|
External research is research that uses MLDS data and is funded by a grant or conducted by a qualified researcher who is not a member of the MLDS Research Branch. External Research is governed by the Center’s Policies and Procedures for External Researchers and Grant Funded Projects. Those procedures require external research projects to include a research product for the Center (see section 2.3). These reports are submitted in fulfillment of that requirement.
- Dashboard Link
Each Year, Maryland has an average of 20,000 computing job openings, which is projected to increase over the next five years. While the number of college graduates with computer science (CS) related degrees has increased steadily, with approximately 2,500 graduate degrees, 4,800 bachelor's degrees, and 1,700 lower level awards conferred in 2018-2019, these numbers still fall short of the projected workforce needs. Efforts to strategically increase diversity at each education level has the potential to increase the number of students who pursue computing careers. These dashboards explore the changes in computing course enrollment by Maryland public high school students and their initial college enrollment, highlighting student declaration of a computer science or a computing related major in college.Data is presented at the state and local school system level with further disaggregation by student group as well as summary information at the school level. These dashboards were created as a special project of the Maryland Center for Computing Education (MCCE) with the use of data from the Maryland Longitudinal Data System Center (MLDSC).
- Report Link
Recently, policies supporting readiness for college have shifted to Career and College Readiness. However, whether readiness for ‘career’ and ‘college’ is a singular construct is a hypothesis requiring empirical research. I address this gap, investigating whether the same high school factors (e.g., grades, assessments, CTE) predict college persistence and workforce persistence in over the first four years after graduation. I use MLDS data featuring three consecutive cohorts of graduates from Baltimore City Public Schools progressing to both college and the workforce, as well as their academic and non-cognitive characteristics from high school. Results suggest differences between factors that predict college persistence relative to workforce persistence. In particular, academic proficiency, advanced course-taking, and final GPA were associated with college persistence, but not consistent workforce participation. Stable employment was predicted by graduates’ high school attendance rate, CTE pathway completion, and working during 12th grade. I discuss the relative importance of different factors for each pathway and these findings’ implications for policy.