The underrepresentation of females in the computer science field has negatively impacted computer science programs in college and in the American work force. A possible cause of this problem is that schools are not giving equal access or providing equitable opportunities for girls to engage and explore computer sciences at a young age. Program efforts to attract students to code at an elementary school age will help to close the gender gaps that exist. The purpose of this program evaluation was to analyze, examine, and measure the interest level and effectiveness of a computer science coding program at an elementary school level before cultural and gender stereotypes play a role in determining student interest. This program evaluation was conducted at a new K-6 elementary school that is in the beginning stages of implementing a computer science coding program within the instructional day. A mixed evaluation method was conducted. Data collected were teacher surveys, student surveys, and one postevaluation teacher focus group. Teacher data were examined to determine if teacher mindset changed and whether or not they implemented professional development strategies learned to eliminate cultural stereotypes. Student data were examined and analyzed to determine if participation in the program had a direct effect on student’s reported career choices and overall interest in computer science. The results of this evaluation prove that this program has provided female students a standing chance in continuing on the computer science pathway to eliminate the gender gap that exists in college and the American workforce.
