The Effects of K-12 Computer Science Education Policies on Postsecondary CS Participation. EdWorkingPaper No. 25-1301
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| Title: | The Effects of K-12 Computer Science Education Policies on Postsecondary CS Participation. EdWorkingPaper No. 25-1301 |
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| Language: | English |
| Authors: | Paul Bruno, Tuan D. Nguyen, Haeryun Kim, Chanh B. Lam, Mariam Saffar Perez, Jinyoung Hur, Colleen M. Lewis, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 45 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2317943 2317944 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Computer Science Education, Elementary Secondary Education, Elementary School Curriculum, Secondary School Curriculum, Bachelors Degrees, Teacher Certification, Longitudinal Studies, Educational Attainment, State Policy, Postsecondary Education, Educational Policy |
| Abstract: | States have increasingly adopted policies to promote computer science education at the elementary and secondary levels. These policies are intended, in part, to promote the pursuit of computer science at the postsecondary level. We collect novel longitudinal data on adoption and implementation dates of nine policies promoted by the Code.org Advocacy Coalition in the United States since 2000 and use event study methods to evaluate their impacts on computer science undergraduate degree completion and teacher certification. We find little evidence that any policy we consider has meaningful impacts on either outcome. We conclude that these policies are too light-touch to matter and largely reflect, rather than cause, rising interest in computer science among undergraduates. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678278 |
| Database: | ERIC |
| Abstract: | States have increasingly adopted policies to promote computer science education at the elementary and secondary levels. These policies are intended, in part, to promote the pursuit of computer science at the postsecondary level. We collect novel longitudinal data on adoption and implementation dates of nine policies promoted by the Code.org Advocacy Coalition in the United States since 2000 and use event study methods to evaluate their impacts on computer science undergraduate degree completion and teacher certification. We find little evidence that any policy we consider has meaningful impacts on either outcome. We conclude that these policies are too light-touch to matter and largely reflect, rather than cause, rising interest in computer science among undergraduates. |
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