Computer Science Access Inequity Study

About 61% of high schools in California do not offer computer science education, according to a study. Research shows that about 3% of high schoolers were enrolled in such courses but students from rural, low-income areas and students of color have less access.
Kapor Center. (2019). Computer science in California's schools. Oakland, CA: Kapor Center.
https://www.kaporcenter.org/wp-content/uploads/2019/06/Computer-Science-in-California-Schools.pdf

Status of Computer Science in Education

According to a report from the Code.org Advocacy Coalition and the Computer Science Teachers Association, dozens of states have adopted a wide range of policies to promote K-12 computer science education. However, early data suggest only about one-third of U.S. public high schools are currently teaching computer science. This report contains the status of computer science education policy across the nation and a first look at school-by-school data on the availability of computer science in high schools. Across 24 states, only a third of high schools in the US teach computer science. In addition, Black and Hispanic students, students receiving free and reduced lunch, and students from rural areas are less likely to attend a school that provides access to this critical subject.

Code.org Advocacy Coalition, & Computer Science Teachers Association (2018). 2018 state of computer science education – Policy and implementation. Computer Science Teachers Association and Code.org Advocacy Coalition. https://code.org/files/2018_state_of_cs.pdf

Computer Science Eduation

This report surveys state-level efforts to improve access to K–12 computer science education opportunities in the United States. The report examines progress towards 10 policy priorities widely seen as central to broadening participation in K–12 computer science education and offers recommendations for advocates and policymakers on improving alignment of state-level efforts. Emerging best practices in scaling up computer science education opportunities are also addressed. Overall, this study highlights key strategies and issues state leaders must address regarding computer science education.

Key recommendations:

·       - Build a broad base of leadership and ownership among key stakeholders.

·       - Develop short-, medium-, and long-term strategies, with a view to coherence and sustainability.

·       - Use data to monitor progress, inform decision making, and drive continuous improvement.

·       - Use the growing talent pool of national expertise in national organizations and in leadership states.

Stanton, K., Goldsmith, L., Adrion, W. R., Dunton, S., Hendrickson, K. A., Peterfreund, A., Yongrpadit, P., Zarch, R., & Zinth, J. D. (2017). State of the states landscape report: State-level policies supporting equitable K-12 computer science education. New York City, NY: BNY Mellon. http://www.edc.org/sites/default/files/uploads/State-States-Landscape-Report.pdf

Computer Science Activities and Assessment Scores

According to preliminary results of a National Science Foundation-funded study led by Outlier Research and Evaluation from the University of Chicago, students who participate in extra computer science activities might perform better on assessments. Data also shows how students who did extra computer science activities in transdisciplinary modules scored higher on reading comprehension exams, as well as Florida standardized tests in science and English and language arts (ELA), according to preliminary results from a new study. More experience teaching computer science was also correlated with higher scores on this exam, as were higher levels of self-reported teacher innovativeness.

Milenkovic, L., Acquavita, T., Century, J., Kim, D., & Blackwell, C. (2016). Investigating conceptual foundations for a transdisciplinary model integrating computer science into the elementary STEM curriculum. Alexandria, VA: Division of Research on Learning. https://www.nsf.gov/awardsearch/showAward?AWD_ID=1542842