#735: From Root Cause to Action: Addressing Barriers to Computational Thinking Integration

As school districts pursue computational thinking (CT) integration across their curriculum, it is important to examine barriers that may limit access to computing learning experiences. This paper examines a root cause analysis of factors limiting access to CT and computer science (CS) for students in a large, urban school district and actions to mitigate barriers. We hope to support research-practice partnerships using root cause analysis to overcome challenges in making CS available to all students.