Landscape of K-12 Computer Science Education in the U.S.

Abstract

Through surveys of 1,673 students, 1,685 parents, 1,013 teachers, 9,693 principals, and 1,865 superintendents across the United States, this study explores perceptions, access, and barriers to computer science education at the K-12 level. We found most respondents were unable to distinguish computer literacy activities from computer science, with female, Black, or Hispanic respondents even less likely to do so. Perceptions of who does computer science were narrow and stereotypical (White, male, smart), but there was high value and demand for computer science across all populations, particularly among parents. Results indicate discrepancies in access to technology and computer science. Over 75% of principals reported their school did not offer computer science with programming/coding, but Hispanic students reported lower exposure to computers at home and in school and Black students and lower income students reported less access to computer science learning in school. Hispanic students and female students were also less likely to have learned computer science or have confidence to learn computer science compared to their counterparts. Finally, we explored barriers to access and identified a harsh disconnect: parent and student demand for computer science education was high while administrators' perceptions of this demand was low. Additionally, the most common barriers to offering computer science cited by principals and superintendents were the need to dedicate time to other courses and testing requirements and the lack of qualified teachers, with technology less common of a barrier.

What about the gatekeepers? School principals’ and school guidance counsellors’ attitudes towards computer science in secondary schools

“…Therefore, as the review highlights, CS continues to carry stereotypical views and this is reflected in who is deemed suitable for the subject. For example, work by Wang et al (2016) found 'narrow and stereotypical' perceptions of the subject amongst students, parents, principals and superintendents in a large survey study across the united states.…”

Teachers’ Engagement and Self-Efficacy in a PK–12 Computer Science Teacher Virtual Community of Practice

“…To deliver high-quality CS education to all students across the United States, we need to ensure CS teachers are well prepared, supported regularly, and connected professionally to one another. However, school districts in the United States have reported struggling to offer CS courses due to the complexities of training or hiring qualified CS teachers (Gal-Ezer & Stephenson, 2010;Google Inc. & Gallup Inc. 2016;Wang, Hong, Ravitz, & Hejazi Moghadam, 2016;Yadav et al, 2016). As of 2020, only 20 states have CS preservice teacher preparation programs at institutions of higher education, which often means that CS teachers must first become certified to teach in other content areas before being allowed to teach CS (Code.org, CSTA, & ECEP Alliance, 2020).…”

Examining equity in an elementary school computer science intervention using component-based research

“…Computing knowledge is essential to address the growing demand for CS skills in STEM jobs, yet we must also acknowledge that women and underrepresented minorities earn far few degrees in computing fields at this writing (Sax et al, 2018). Moreover, discrepancies in access to technology in the home and CS educational experiences persist, and are particularly pronounced for Black and Hispanic students and youth from lower SES families (Wang et al, 2016). Together, these findings suggests that research attention must be paid to diverse learners' experiences with STEM and CS, teachers' and administrators' roles in broadening participation in CS, instructional practices facilitating inclusive practice and CS learning, and educational structures and policies contributing to equitable CS educational opportunities (Ryoo et al, 2019;Santo et al, 2019).…”