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<p>While there is growing interest in introducing computer science (CS) education in early grades, causal evidence of its impact on both CS-specific outcomes like coding and computational thinking (CT) and broader academic skills such as math and literacy remains limited and mixed. This study evaluates a randomized controlled trial of a CS curriculum introduced to K-2 students across two U.S. states. A total of 1,705 students participated, with the treatment group receiving the CS curriculum and the delayed-treatment group continuing business-as-usual instruction. Multilevel modeling assessed the overall intervention effects. A path analysis examined the relationship between gains in coding and CT skills and improvements in math and literacy. Results showed that students in the treatment group demonstrated significant gains in coding and CT compared to controls. Growth in coding skills significantly predicted improvements in both math and literacy outcomes. These findings underscore the potential of early CS education to support foundational academic skills, particularly when curricula are inclusive and intentionally integrated. Policy implications include the need for early and equitable access to CS instruction, professional development for educators, and alignment of CS content with broader academic goals to maximize its educational value.</p>

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Do Early CS Skills Transfer? Investigating the Academic Impact of Coding and CT in K–2 Classrooms

  • 期刊论文

  • 发表日期：

    2026年5月28日

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  • Ghaida S. Alrawashdeh,
  • Marina U. Bers

摘要

While there is growing interest in introducing computer science (CS) education in early grades, causal evidence of its impact on both CS-specific outcomes like coding and computational thinking (CT) and broader academic skills such as math and literacy remains limited and mixed. This study evaluates a randomized controlled trial of a CS curriculum introduced to K-2 students across two U.S. states. A total of 1,705 students participated, with the treatment group receiving the CS curriculum and the delayed-treatment group continuing business-as-usual instruction. Multilevel modeling assessed the overall intervention effects. A path analysis examined the relationship between gains in coding and CT skills and improvements in math and literacy. Results showed that students in the treatment group demonstrated significant gains in coding and CT compared to controls. Growth in coding skills significantly predicted improvements in both math and literacy outcomes. These findings underscore the potential of early CS education to support foundational academic skills, particularly when curricula are inclusive and intentionally integrated. Policy implications include the need for early and equitable access to CS instruction, professional development for educators, and alignment of CS content with broader academic goals to maximize its educational value.