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Navigating Systemic Access to Computer Science Learning

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Bibliographic Details
Title: Navigating Systemic Access to Computer Science Learning
Language: English
Authors: Janice Mak
Source: State Education Standard. 2024 24(3).
Availability: National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: https://www.nasbe.org/category/the-standard/
Peer Reviewed: Y
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2239481
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Computer Science, Elementary Secondary Education, State Policy, Skill Development, 21st Century Skills, Access to Education, Computers, Information Technology, Technological Literacy, Educational Policy, Academic Standards, Funding Formulas, Incentives, Teacher Education, Certification
Geographic Terms: United States
ISSN: 1540-8000
Abstract: State policies to expand computer science (CS) education have popped up nearly everywhere since 2016. This acceleration speaks well to the collaborative work of state boards of education, intermediary and national organizations, state legislatures, and governors who championed those policies. It also speaks to the urgency of increasing all students' skills in this critical content area. And yet when policies change at such a clip, the careful planning and coordination needed to ensure that more students truly gain access to opportunities to learn computer science often go by the way. State boards can be instrumental in mitigating the barriers to broadened participation in computing. In an age with disruptive emerging technologies in which computing touches virtually every aspect of daily life, state leaders have acted to make CS an integral part of the K-12 experience. As of 2023, policies require teachers to possess a CS certification in 43 states, high schools to offer CS instruction in 30 states, and 30 states to adopt a state plan for CS education (table 1). Yet issues of access and opportunity will persist unless state leaders embrace a holistic, systemic view of the attendant implementation challenges. Exploring state leaders' perspectives on CS education policy has helped the author identify barriers to equitable CS education, as well as provided insights into what is working.
Abstractor: ERIC
Entry Date: 2024
Access URL: https://www.nasbe.org/navigating-systemic-access-to-computer-science-learning/
Accession Number: EJ1440942
Database: ERIC
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  Data: National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: https://www.nasbe.org/category/the-standard/
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  Data: State policies to expand computer science (CS) education have popped up nearly everywhere since 2016. This acceleration speaks well to the collaborative work of state boards of education, intermediary and national organizations, state legislatures, and governors who championed those policies. It also speaks to the urgency of increasing all students' skills in this critical content area. And yet when policies change at such a clip, the careful planning and coordination needed to ensure that more students truly gain access to opportunities to learn computer science often go by the way. State boards can be instrumental in mitigating the barriers to broadened participation in computing. In an age with disruptive emerging technologies in which computing touches virtually every aspect of daily life, state leaders have acted to make CS an integral part of the K-12 experience. As of 2023, policies require teachers to possess a CS certification in 43 states, high schools to offer CS instruction in 30 states, and 30 states to adopt a state plan for CS education (table 1). Yet issues of access and opportunity will persist unless state leaders embrace a holistic, systemic view of the attendant implementation challenges. Exploring state leaders' perspectives on CS education policy has helped the author identify barriers to equitable CS education, as well as provided insights into what is working.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    Subjects:
      – SubjectFull: Computer Science
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: State Policy
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: 21st Century Skills
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Computers
        Type: general
      – SubjectFull: Information Technology
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Academic Standards
        Type: general
      – SubjectFull: Funding Formulas
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      – SubjectFull: Incentives
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      – SubjectFull: Teacher Education
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      – SubjectFull: Certification
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      – SubjectFull: United States
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    Titles:
      – TitleFull: Navigating Systemic Access to Computer Science Learning
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