The Impact of Computational Thinking on Louisiana Students’ STEM Outcomes
Introduction to Computational Thinking
LSU’s yearlong Introduction to Computational Thinking (ICT) course was designed for Algebra I-ready students in grades 9 or 10. Using CodeWorld and project-based instruction, the course integrated programming with algebra, geometry, modeling, and problem-solving. ICT aimed to strengthen students’ mathematical and computational thinking skills and increase their engagement and interest in STEM. It was also a required course in three LSU STEM Pathways: Computing, Pre-Engineering, and Biomedical Sciences.
Project Overview
With support from a federal Education Innovation and Research grant from the U.S.
Department of Education (U411C190287), LSU developed and implemented ICT with faculty
members Juana Moreno and Fernando Alegre. Education Northwest independently evaluated
the intervention from fall 2020 through spring 2024 using a quasi-experimental design.
The impact study included 25 high schools across 12 Louisiana school systems; 40 percent
were rural, and participating schools served large populations of economically disadvantaged
students.
Research Findings
Students who took ICT alongside Algebra I scored an average of 3.8 points higher on the LEAP 2025 Algebra I assessment than comparable students who took Algebra I alone. They were also 10 percentage points more likely to earn credit in Algebra II or a higher-level mathematics course. Both findings were statistically significant. Effects on geometry achievement and credit in college-level mathematics or computer science were positive but not statistically significant. The evaluation supports further scaling and study of ICT while recommending continued research to understand how its effects vary across student groups and how to ensure that all students benefit from the course.