Supporting High-Quality High School Computer Science Courses in Milwaukee
High-quality computer science (CS) education is essential for preparing students for modern careers and for expanding access to STEM opportunities. In Milwaukee Public Schools (MPS), many teachers responsible for teaching the district's introductory CS course, Exploring Computer Science (ECS), have not had access to in-depth CS training. ECS is a research-based curriculum designed to broaden participation among MPS's primarily Black and Hispanic students.
National research shows that access to CS education often depends on income, race, and language background. Students who are Black, Latino, economically disadvantaged, or English learners typically have fewer chances to engage in rigorous CS learning. In Milwaukee, about 90% of students are students of color and many face economic challenges or language barriers that can affect their access to CS.
To ensure strong CS learning opportunities, teachers need deep CS knowledge to teach ECS effectively. Strengthening teacher preparation will help MPS deliver consistent, high-quality CS courses and expand advanced CS offerings for all students.
Strengthening Teachers' Knowledge of CS
Funded by the National Science Foundation, the Milwaukee CS Bootcamp Project, a collaboration between AIR and Marquette University (MU), in partnership with MPS and The Learning Partnership, addresses this challenge through a three-year research-practice partnership. (Pictured, the Milwaukee CS Bootcamp team.)
The project’s goal is to strengthen teachers’ CS content knowledge and instructional confidence, enabling better access to high-quality CS courses throughout the district.
Building on the structure of MU’s existing ECS teacher professional development model and the successful PUMP-CS program, the project develops and pilots a teacher CS Content Bootcamp, delivered across two school years. Teachers engage in collaborative, practice-based learning tied to ECS units, problem-solving, programming concepts, and inquiry-based instruction.
AIR’s role includes:
- Co-developing the Bootcamp curriculum with MU and MPS;
- Leading a rigorous mixed-methods evaluation;
- Facilitating continuous improvement cycles;
- Supporting recruitment, implementation, and analysis; and
- Producing accessible reports, briefs, and tools for practitioners.
The project examines how Bootcamp participation influences teachers’ CS knowledge, instructional practices, self-efficacy, content accuracy, and classroom implementation. It also studies how a strengthened teacher pipeline may expand access to advanced CS courses (such as AP CSP) for MPS students.
Key Anticipated Findings
- Clearer understanding of teachers’ CS content knowledge development needs.
- Evidence on the effectiveness of a two-year Bootcamp model for CS knowledge growth.
- Insights into how content preparation supports ECS implementation.
- Recommendations for scalable CS teacher pathways in large, urban districts.
- Implications for improving access to CS opportunities for all students.
This work contributes nationally relevant evidence on CS teacher preparation while supporting MPS in building a sustainable CS pipeline.
