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Main Slide Deck Table of Contents

Click one of the links below to be taken to the slides in a given topic:

Why CS?
State Policy Momentum
Diversity
K-12
Teacher Preparation
University Degrees
Jobs
State Policy Deep Dive
Outside Resources

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Why CS?

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Computer science leads to economic opportunity and the best careers�
Computer science is foundational for every child, regardless of career�
Computer science can help make school fun again

Why is this important?

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“I view computer science as a liberal art. It should be something that everybody learns, takes a year in their life, one of the courses they take.…. Because it teaches you how to think.”

— Steve Jobs, 1995

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Computer science is foundational for every child, regardless of career.

@TeachCode | #TeachCode

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Technology affects every field:

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Just like they learn about the digestive system, photosynthesis, or electricity.

Every 21^st century student should have a chance to learn about algorithms, how to make apps, or how the internet works.

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So let’s take a little audience pop-quiz
How many of you can answer these questions?
What is photosynthesis?
Or what is H2O?
These are all things that we expect kids to graduate high school knowing
Every 21^st century student should also have a chance to learn about algorithms, how to make an app, or how the internet works.
Right now there’s no expectation in our schools that students will even have a basic understanding of these concepts, even though they are driving a large part of our society.
It is equally important that students understand what a “for loop” is and how it is used and how to design algorithms is as it is that they understand how to solve an equation or how plants live
The main reason that computer science is now foundational knowledge necessary in every school is because it will allow students to think about problems differently
Students will gain computational thinking skills, which embody a more robust way to think about problems
And the problem solving process can be applied to any field of study and to any problem
If you are facing a big, ambiguous project at home or at work, computational thinking and problem solving processes can help you break this problem into smaller chunks. Recognizing what’s important and what needs to be solved first are critical thinking skills that are valuable in ANY context

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Opportunity in a time of automation

Diversity of the tech workforce

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Opportunity

91%

of software jobs are outside Silicon

Valley

67%

of computing jobs are outside the tech sector

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Utah

10,845

open jobs

405 high school AP Computer Science exams

395 public university students

Average salary of $81,000

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What does a career look like for a student graduating in the year 2030?

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The American Dream is a global ideal about opportunity for all.

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Teaching computer science is among the most important things we can do

for our children and our country.

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State Policy Momentum

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Computer Science Policy

In the last 4 years, almost every state has implemented policies to expand computer science.

Groundswell of support from:

Students
Parents
Teachers
Administrators
Legislators
Governors

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Make CS Count: 2013

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In all 50 states plus DC, computer science can count towards high school graduation math or science requirements - up from 12 states in 2013.

CS can count for graduation in

50 states + DC

Computer science counts statewide

Computer science can count (school decides)

Computer science is an elective

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Policy: State Plan

2017: 2 states

2018: 10 states

2019: 16 states

2020: 20 states

2021: 23 states

2022: 28 states

2023: 30 states

*6 states in progress

In progress

Yes

No

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Policy: K-12 Standards

2017: 6 states

2018: 28 states

2019: 35 states

2020: 39 states

2021: 39 states

2022: 42 states

*1 state in progress

In progress

Yes

No

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Policy: Funding for Professional Learning

2017: 9 states

2018: 20 states

2019: 29 states

2020: 28 states

2021: 29 states

2022: 31 states

2023: 36 states

*2 historical

Historical

Yes

No

Trend: These 19 states have allocated over $62M for computer science between fiscal years 2016 and 2021. States have taken steps to ensure that funding is distributed equitably.�For example, Maryland’s funding requires the prioritization of grant applications “that focus on serving areas of high poverty, rural areas, and areas with large minority or diverse student populations including female students, students with disabilities, and students of ethnic, racial, or other demographic groups that are underrepresented in the field of computer science” (HB 281, 2018). Recent policies in Arizona have directed funding of professional learning in computer science to schools that serve Native American populations and school districts that do not currently offer high school computer science instruction.

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Policy: Certification

2017: 27 states

2018: 33 states + DC

2019: 39 states + DC

2020: 40 states + DC

2021: 41 states + DC

2022: 41 states + DC

2023: 42 states + DC

*1 state in progress

In progress

Yes

No

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Policy: Preservice Teacher Preparation

2017: 12 states

2018: 13 states

2019: 20 states

2020: 21 states

2021: 21 states

2022: 23 states

No

Yes

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Policy: State Supervisor

2017: 8 states

2018: 17 states

2019: 25 states

2020: 29 states

2021: 33 states

2022: 38 states

2023: 41 states

In progress

Yes

No

Trend: The creation of these new positions has reflected states’ commitments to implementing recently adopted policy initiatives. For example, Colorado’s state computer science supervisor moved from a part-time to full-time position in part to support the implementation of high school standards that were adopted in April 2018. And in Connecticut, after the state board of education adopted a computer science position statement, the state department of education created a Mathematics and Computer Science position to organize the statewide advisory committee and develop a state strategic plan. As a result, Connecticut recently endorsed K-12 computer science standards. Indiana, Hawaii, Maryland, and Virginia designated new computer science supervisors in conjunction with state policies that require all high schools, or all K-12 schools, to offer computer science. Although state supervisors for other school subjects have national associations and annual gatherings, the number of state computer science supervisors has only recently become large enough to result in their first dedicated national workshop in May 2018.�

A second trend that has gained traction since the last report is the development of local computer science education supervisors across a state. In Arkansas, computer science specialists at Education Service Cooperatives throughout the state support schools and teachers in offering computer science. Other states, like Washington, have begun pilot programs placing a computer science coordinator�at a few of the nine Educational Service Districts�in the state.

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Policy: Requiring All High Schools to Offer CS

2017: 4 states

2018: 15 states

2019: 19 states

2020: 20 states

2021: 23 states

2022: 28 states

2023: 30 states

Other

Yes

No

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Policy: Satisfy a Core Graduation Requirement

2017: 28 states

2018: 42 states + DC

2019: 48 states + DC

2020: 48 states + DC

2021: 50 states + DC

District decision

Yes

No

Trend: states have adopted a dedicated computer science graduation requirement. Mississippi recently amended their state high school diploma requirements for students entering their freshman year of high school in school year 2018-2019 to require one credit in either technology or computer science. Although students in Mississippi are not required to take computer science and can satisfy the requirement with a technology course, the change recognizes computer science as a distinct core discipline. Nevada has renamed the state’s half credit “use of computers” credit to “computer education and technology”. To meet the credit’s requirements, a course must dedicate half of the instructional time to computer science and computational thinking. A student that takes a computer education and technology course in middle school is not required to fulfill the half credit in high school. South Carolina has had a graduation requirement in computer science for years, but allowed the majority of students to fulfill the requirement with a keyboarding course. Recent revisions to the list of courses that satisfy the requirement include the deletion of keyboarding and a focus on computer science courses, effectively requiring all students to take at least one credit of computer science to graduate. The success of a policy such as this relies on thoughtful implementation, including adequate funding and professional learning for teachers; the computer science education community remains cautiously optimistic.

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Policy: Satisfy a Core Admissions Requirement

2017: 13 states

2018: 17 states

2019: 20 states

2020: 20 states

2021: 21 states

2022: 22 states

No

Yes

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Policy: Require CS as a Graduation Requirement

2020: 2 states

2021: 3 states

2022: 6 states

2023: 8 states

Other

Yes

No

Trend: states have adopted a dedicated computer science graduation requirement. Mississippi recently amended their state high school diploma requirements for students entering their freshman year of high school in school year 2018-2019 to require one credit in either technology or computer science. Although students in Mississippi are not required to take computer science and can satisfy the requirement with a technology course, the change recognizes computer science as a distinct core discipline. Nevada has renamed the state’s half credit “use of computers” credit to “computer education and technology”. To meet the credit’s requirements, a course must dedicate half of the instructional time to computer science and computational thinking. A student that takes a computer education and technology course in middle school is not required to fulfill the half credit in high school. South Carolina has had a graduation requirement in computer science for years, but allowed the majority of students to fulfill the requirement with a keyboarding course. Recent revisions to the list of courses that satisfy the requirement include the deletion of keyboarding and a focus on computer science courses, effectively requiring all students to take at least one credit of computer science to graduate. The success of a policy such as this relies on thoughtful implementation, including adequate funding and professional learning for teachers; the computer science education community remains cautiously optimistic.

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Improving Access to K-12 CS: next steps after Make CS Count

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Governors for Computer Science

Co-chaired by Gov. Hutchinson (AR) and Gov. Inslee (WA)

Others are listed at: www.governorsforcs.org

Expanding CS via 3 policies:

Enable all high schools to offer at least one rigorous CS course
Fund professional learning opportunities
Create K–12 CS standards

Visit www.governorsforcs.org

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2016 - Grow the movement

Committing to 3 Goals:

All high schools teach CS
Funding for professional learning
Standards

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Changes to state policies are POWERFUL drivers to increasing diversity in computer science education!

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Diversity

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Sources: College Board, National Center for Education Statistics, Bureau of Labor Statistics

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K-12 computer science

University computer science

Software workforce

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Rhett created an app for his dad’s ranch to organize and simplify records and track each calf .

WY students use CS and make an impact at home

Hattie created an app for the Powell Makerspace to organize tasks and map them with volunteers.

Rhett and Hattie live on a ranch where their dad runs several hundred heads of cattle. For as long as they could remember, their dad had kept track of each calf’s weight, number, and mother on yellow paper tablets. After a couple of paper tablets, it becomes difficult to keep track of each calf. “So I thought, ‘this is an ideal challenge for a computer,’” says Rhett. He created an app to organize and simplify his dad’s confusing records and track each calf — along with their genealogy — in a database.

Hattie created an app for the Powell Makerspace — a local nonprofit that provides members resources and tools that would be too expensive for the average person to buy — like 3D printers, woodworking tools, laser engravers, and more. Her app was built to organize tasks and map them with volunteers.

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Utah

405 high school AP exams

9% of public university

graduates were female

4

Black/African American

students

30

Hispanic/Latino/Latina students

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K-12

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Changing perceptions in the last few years...

90% of parents want their child’s school to teach computer science
75% of Americans believe CS is cool in a way it wasn’t 10 years ago
67% of parents and 57% of teachers believe students should be required to learn CS
50% of Americans rank CS as one of 2 most important subjects after reading and writing (70% chose math)

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of parents want their children to learn computer science in schools.

90%

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Source: Change the Equation

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Percent of respondents

What profession do adults say will be in

greater demand in ten years?

85%

Computer science and technology jobs

Health care

Social work and therapy

Engineering and applied mathematics

Teaching and education

Entrepreneurship and startups

Financial services

Legal

Food service and hospitality

Construction

Childcare

Manufacturing

Communications and journalism

Retail

Librarians, curators, and historians

0

25

50

75

100

Source: Kaufman Foundation, “Visions of the Future” research findings

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Percent of respondents

88%

Computer science and technology jobs

Health care

Social work and therapy

Engineering and applied mathematics

Legal

Financial services

Entrepreneurship and startups

Construction

Food service and hospitality

Teaching and education

Manufacturing

Childcare

Communications and journalism

Retail

Librarians, curators, and historians

0

25

50

75

100

What profession do students say will be in

greater demand in ten years?

Source: Kaufman Foundation, “Visions of the Future” research findings

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88%

of students say CS jobs will be in greater demand

in 10 years

85%

of parents say CS jobs will be in greater demand

in 10 years

Students and adults agree on computer science

Source: Kaufman Foundation, “Visions of the Future” research findings

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Students rank CS their favorite subject behind only the arts.

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Learning computer science may be linked to improved learning in math

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Women who learn computer science in high school are 10 times more likely to study it in university.

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High school AP Computer Science students are twice as likely to try computer science in college than non-AP Computer Science students (58% vs 28%)

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High School AP Computer Science students are 6 times more likely to major in computer science than non-AP Computer Science students (19% vs 3%)

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Teacher Preparation

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Universities prepare WAY fewer computer science teachers than we need

9,506

10,907

math teachers

science teachers

CS teachers

55

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University Degrees

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Exploding demand for computer science in universities

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Jobs

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Computing is the fastest-growing, highest-paying, and largest sector of new jobs in the U.S.A.

In every industry, and in every state.

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Computing occupations are the best-paying,

fastest-

growing,

largest source of all new wages in the U.S.

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Source: Brookings

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500,000 current openings: These jobs are in every industry and every state, and they’re projected to grow at twice the rate of all other jobs.

Computing jobs are the #1 source of new wages in the United States

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Beginning salary for various STEM-related college degrees

Computer science: $$$$$$

Engineering: $$$$$$

Mathematics: $$$$

Biology: $$$$

Physical Sciences: $$$$

Environmental Science: $$$

(Key: $ = 10,000)

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Computer science accounts for the majority of new STEM jobs.

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This isn’t just about tech companies

67% of software jobs are outside the tech industry – in banking, retail, government, entertainment, etc
We need ALL our children prepared for the 21^st century

“Knowledge of computer programming is as important as knowledge of anatomy when it comes to medical research or clinical care”��Larry Corey,�Fred Hutchinson �Cancer Research Center

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Source: Dancing with Robots - Human Skills for Computerized Work, Levy and Murnane, 2013

A growing need for problem-solving skills, across all jobs

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Update with local stats by filing in the [bracketed] text below using data for your state fact-sheets at http://code.org/promote

Sources: Conference Board, National Science Foundation, College Board

The picture in [YOUR STATE]:

[insert #] open computing jobs

[insert #] computer science graduates

[insert #] high schools teach AP CS

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State Policy Deep Dive

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Making CS Fundamental

Sustainability

Leadership

Capacity

Clarity

Equity

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Legislature

Board of Regents

State Department of Education

State Board of Education

Making CS Fundamental

Governor

Local Boards of Education

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Sustainability

Require all Secondary Schools Offer CS
Allow CS to Count for Graduation
Allow CS to Count for Entrance to Higher Ed

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Policy Details:

This is about setting a goal

Examples:

Legislative -- AR, WY
Regulatory -- WV, TX
Implementation Plan -- RI, AR

The policy set the goal; implementation is critical
Implementation can be on your own or with partners
Resource for thinking about partners: https://code.org/educate/curriculum/3rd-party

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Capacity

Funding for CS (professional learning/course support)
Pre-service pipeline
Teacher Certification

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Policy Details:

In-service teachers
Teachers will be from a wide variety of backgrounds
Need robust models to support professional learning of teachers and provide teacher support

Costs:

Industry costs range greatly, but average for a robust PD model for a HS teacher is $6,000/teacher

High-Level Points:

If you are going to require all high schools at least offer a full course, then you need to identify how you will fund this effort
As you build out professional learning to schools -- you’ll be facing the central question of where do the teachers come from?
The fastest way to expand access to meet this goal is by preparing in-service teachers that are teaching other courses and content to add some sections to their schedule to prepare CS courses
But these teachers are going to come from diverse backgrounds -- because there isn’t a population of CS teachers that you are retraining -- you are adding CS to teachers that have other backgrounds
Discuss cost model
Talk about the need to tie funding to a robust PL model for CS
ESSA can go hear as a requirement for what it means to have a professional learning model

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Clarity

Create a plan
Define CS and establish standards

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Policy Details:

See K-12 CS Framework & CSTA Standards
Central issue is providing clarity around CS instruction
Delineate between CS, Ed Tech, IT, Technology instruction, etc., by focusing on core CS content and practices
In some states standards might be coupled with high-level course descriptions as well to further clarify what is CS vs. not

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Leadership

Dedicated positions at the State and Local Levels

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Computer Science and the Every Student Succeeds Act

Five Opportunities:

1) Add CS into measures of school quality -- use CS stakeholders to help

2) Connect CTE into state ESSA plans

3) Build into title I plans around “schoolwide programs” to meet high-need subjects

4) Build into title II (professional development funding)

5) Build into state title IV funding (general block grant for a bunch of things)