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Two Districts in Massachusetts, Burlington High School and Chelsea High School, developed, piloted and tested data science pathway courses. Both schools are public academic high schools and have programs to connect students’ academic work with potential career pathways. In these programs, students develop career connections by combining the high expectations and academic rigor of a college preparatory academic program with the real-world relevance of career-related education.
Both districts developed a unique way to introduce civics and data, Data+Python and Data+Visualization within their school’s program of studies. To prepare to teach courses, teachers from a broad range of subjects (social studies, science, math, business and computer science) participated in summer professional development, and continued to share lesson plans, best practices, and example projects with each other.
The techniques and skills learned in data science courses in both districts were designed to help students’ choose the correct data, articulate and present clear evidence of findings in a meaningful way, and differentiate between both good and bad data usage. Courses were open to students with an interest in any discipline looking for a better understanding of data.
Although the school populations and approaches were different, students in both districts agreed they were more engaged in civics when using data, and had a better understanding of how to present data in a compelling and informative manner.
The two districts offered two models:
School Area: Suburb
Size: 972
Population: Majority White, 16% low income.
Burlington Pathway Approach:
All honors History II students were introduced to data in their Civics Project. Subsequent data courses were electives open to any student in grades 11 and 12.
Burlington Background:
Data was introduced to students by social studies teachers during a civics project in Honors History II. Data plus Python and Data Visualization were electives open to all 11th and 12th graders. Burlington also has two Massachusetts State designated Innovation Career Pathways (ICP) in Information and Business. Data science courses were included as optional electives in scope and sequence of these ICP’s. Course materials were also referenced by Seniors who completed capstone projects in data science.
Course Scope and Sequence:
Data Modules in Honors History II Civics Project (Required course for honors grade 10)
Computer Science Principles (Open to all students grades 10-12)*
Data Plus Python Semester Course (Semester course, open to all students grades 11-12)*
Data Plus Visualization (Semester course, open to all students grades 11-12)*
*Technical electives counted toward ICP requirements
School Area: City
Size: 1,611
Population: Majority Hispanic, 79% low income.
Chelsea Pathway Approach:
Students enrolled in a data science pathway in 11th grade, and were required to take 3 semester long courses.
Chelsea Background:
Chelsea has a Pathways Program initiative that offers juniors an opportunity to concentrate their studies in and gain wider exposure to a career of their choice. Once students enroll in a Pathway in 11th grade, they must register for a specific cluster of courses that form the core of their Pathway experience. Students have to register for all of their Pathway’s courses to participate. As part of the IPDC initiative, the school offered a new data science pathway.
Course Scope and Sequence:
Civics and Data course (Semester course grade 11, required for pathway)
Computer Science Principles (Year long course, optional, open to all students grades 10-12)
Data Plus Python (Semester course, grades 11-12, required for pathway, open to all students)
Data Visualization (Semester math elective, grades 11-12, required for pathway, open to all students)
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