2026 ASEE Annual Conference & Exposition

Background. Currently, it is difficult to know how many teachers receive computer science (CS) professional development (PD), what type of CS PD they receive, and the quantity of CS PD engagement across the U.S. In order to track and report this data, the Computer Science (CS) Professional Development (PD) Passport Alliance has created a platform to provide the capability for tracking teacher-entered and PD provider-entered CS PD engagement.

Research Questions. Our research questions for this study were: What reasons do teachers give about why they do not use the platform? What individual factors predict users’ frequencies of logging into the platform, viewing the PD dashboard, and updating member profiles?

Methodology. We used a cross-sectional survey design to determine participant usage of the platform and factors that predicted higher engagement with the platform. Teachers across the United States (n = 518) responded. Descriptive statistics and three separate ordinal logistic regression models were used to answer our two research questions.

Results. Results indicated that teachers generally had logged into the platform at least once, about half had viewed the PD dashboard, and about two-thirds updated their user profiles. The regression models indicated that PD attendance, years of CS teaching, frequency of submitting PD records, and method of keeping track of PD predicted platform engagement.

Discussion. This platform has the potential to offer not only teacher CS PD participation numbers, but also to capture impacts on teachers’ self-efficacy, mindset, and CS knowledge/pedagogical knowledge changes over time. Ensuring that teachers are engaged and using the platform will provide a richer data set that could be reported (in aggregate) to those that need it for making decisions about teacher training.