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Dr. Keith Howard is a Professor and Director of the Ph.D. in Education Program at the Attallah College of Educational Studies, Chapman University. He is a prominent scholar in K-12 computer science education, equity in STEM access, and career and technical education research. His work integrates technology, ethics, and social justice to improve educational outcomes, particularly for underrepresented students.
Dr. Howard earned his Ph.D. in Educational Psychology and Technology from the University of Southern California, an MA in Teaching and Curriculum from California State University, Dominguez Hills, and a BA in Business Administration from California State University, Long Beach. He has taught at USC, UCLA, CSUDH, and Chapman University, covering subjects such as educational psychology, teacher education, and quantitative statistics.
His research interests focus on technology integration in education, equity in mathematics and STEM, and ethical issues in K-12 schooling. He has conducted extensive work on schema-based mathematics instruction, metacognition, and working memory. A significant portion of his recent scholarship examines disparities in CTE outcomes and access to advanced computer science courses like AP Computer Science Principles.
His publications reveal a consistent trend toward analyzing structural inequities in education using national datasets. He frequently investigates how race, gender, and socioeconomic status influence access to and outcomes in STEM and CTE programs. His work often emphasizes practical implications for policy and teaching practices aimed at fostering inclusion.
- Career and Technical Education’s Unequal Dividends for High School Students (2022)
- Advanced Placement (AP) Computer Science Principles: Searching for Equity in a Two-Tiered Solution to Underrepresentation (2019)
- Let’s talk: An examination of parental involvement as a predictor of STEM achievement in math for high school girls (2019)
- Using Tablet Technologies to Engage and Motivate Urban High School Students (2017)
- Success after Failure: Academic effects and psychological implications of early universal algebra policies (2015)
Dr. Howard has received no explicitly mentioned scientific awards in the provided text. He previously served as a senior research associate at UCLA’s CRESST, where he co-led professional development for a major IES-funded study on middle school mathematics. He has conducted professional development for teachers across Southern California and Arizona. He has advised or collaborated with several researchers, including Nicol R. Howard, Douglas D. Havard, and others, though formal advisees are not listed. He has also served as co-editor of the Journal of Computer Science Integration.
Dr. Howard has led multiple research and evaluation projects, including the Chapman-Orange High School iPad Program Evaluation and assessments of independent learning centers. His work bridges academic research with practical program evaluation in K-12 settings.
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