Abstract In 37 states, an accepted computer science course may qualify or “flex” as a high school graduation requirement in lieu of a traditional requirement, such as mathematics. Applying a first- and second-order barriers framework (i.e., tangible impediments and personal beliefs), we examined views of 60 high school administrators. The administrators were at schools that had not yet adopted flex credit policies and were surveyed regarding readiness of their schools and communities, as well as their personal beliefs, about adopting such a policy. Key findings included learning that the greatest perceived obstacles centered on developing and maintaining computer science courses (e.g., qualified teachers). Administrators were most positive about leadership support and student capacity, although less sure about student interest. Overall, first-order barriers posed greater impediments than second-order barriers. However, one-third of administrators did not favor computer science taking the place of traditional graduation requirements.

中文翻译：

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学校管理员对计算机科学算作数学或科学毕业要求的看法

摘要在37个州中，可接受的计算机科学课程可以代替传统的要求（例如数学），成为高中毕业要求。应用一阶和二阶障碍框架（即，有形障碍和个人信仰），我们研究了60名高中管理人员的观点。管理员在尚未采用弹性学分政策的学校中接受调查，了解其学校和社区的准备情况以及他们对采用这种政策的个人信念。关键发现包括了解到最大的感知障碍集中在开发和维护计算机科学课程（例如合格的教师）上。管理员对领导力支持和学生能力最满意，尽管对学生的兴趣不太确定。全面的，一阶障碍比二阶障碍更大。但是，三分之一的管理员不赞成计算机科学代替传统的毕业要求。