Investment in Computer Science Education Grows, but Access Gaps Remain
More policymakers are prioritizing computer science education, recognizing the vital role it and other STEM subjects play in helping students develop workplace-ready skills, according to the 2024 State of Computer Science Education report from Code.org, the Computer Science Teachers Association, and the Expanding Computing Education Pathways Alliance. This annual report offers a comprehensive analysis of national progress in providing computer science education, focusing on high school data.
State Policy Adoption
The report highlights that 39 states have adopted at least six of the ten policies recommended by the Code.org Advocacy Coalition. States that have implemented at least six policies have an average of 70 percent of their high schools offering foundational computer science, compared to only 52 percent in states that adopted fewer than six policies. Alabama, Arkansas, Indiana, Louisiana, and Nevada are leading the way by adopting all 10 policies, with Alabama, Indiana, and Louisiana passing a graduation requirement in computer science in the past year.
Foundational Computer Science
Despite progress, disparities in access to foundational computer science education persist, with rural, urban, and smaller high schools less likely to offer these courses. Additionally, schools with higher percentages of students qualifying for free or reduced lunch are less likely to provide foundational computer science. The report also notes that Black, Hispanic/Latino, and Native American/Alaskan students are less likely to attend high schools that offer foundational computer science.
Participation in Foundational Computer Science
In the past year, only 6.4 percent of high school students enrolled in foundational computer science classes, far below the ideal 25 percent enrollment if every student took one computer science course in their high school career. Nationally, young women make up 33 percent of students enrolled in foundational computer science, while Hispanic/Latino students are 1.7 times less likely than their white and Asian peers to enroll in these classes.
Empowering the Next Generation
Despite gaps in access and participation, research from the University of Maryland shows that offering just one computer science course in high school can increase students’ earnings by at least 8 percent by age 24. The benefits are even more pronounced for low-income, Black, and female students. The power of computer science education to unlock opportunities and create economic mobility for students from all backgrounds is undeniable.
The Human Side of Computer Science Education
As a former teacher, I understand the importance of providing equal opportunities for all students to access quality education. It’s heartwarming to see the efforts of educators and policymakers to expand computer science education, but there is still work to be done to ensure that every student has the chance to thrive in this digital age. Let’s continue advocating for equitable access to computer science education to empower the next generation of innovators and problem-solvers.
