The BPC Relevance of Common Assessment in the Introductory Sequence.

This article advocates for common assessment across computing education with the over-arching goal of broadening participation in computing (BPC). The article explores the work of the Center for Inclusive Computing at Northeastern University investigating course-to-course retention and performance data. The data supports common assessment incorporation for better retention in computing science in conjunction with other practices including focus on prior computing experience and teaching assistants.