Computer science education receives more investments, but access gaps persist

Key points:

More policymakers are prioritizing computer science education, recognizing the vital role this and other STEM subjects play in helping students develop workplace-ready skills, according to the 2024 State of Computer Science Education report.

The annual report comes from Code.orghe Computer Science Teachers Associationand the Expansion of the Computing Education Pathways Alliance and offers a comprehensive analysis of national progress in the provision of computer science education. Presents policy and implementation data at the national and state levels, focusing on high school data.

Eleven states now require students to earn computer science credits to graduate from high school. And while the increase in states requiring computer science education is encouraging, millions of students still lack the access needed to learn, and most states have not yet made it a graduation requirement. With the rise of ai and the increase in employers saying that ai skills will be a necessary component for success in the workplace, learning computer science is more critical than ever.

“The data is clear: computer science equips students with essential skills for future careers in all industries. The problem-solving, critical thinking and collaboration skills gained go far beyond the computer screen, empowering students in every subject and setting them up for lifelong success,” said Cameron Wilson, president of Code.org. “The State of Computer Science Education report shows that while investments and participation in computer science education have increased, disparities in access remain profound. “We need all states to mandate a computer science graduation requirement.”

Adoption of state policy

• 39 states have adopted at least six of the ten policies recommended by Code.org Advocacy Coalition
• States that have at least six policies have an average of 70 percent of their high schools offering basic computing, compared to 52 percent in states that adopted fewer than six policies.
• Alabama, Arkansas, Indiana, Louisiana and Nevada have adopted all 10 policies.
• Last year, Alabama, Indiana and Louisiana passed a computer science graduation requirement.
• Nebraska funded computer science education for the first time in 2024
• In 2024, state budgets allocated more than $88 million to computer science education

fundamental computing

• 60 percent of U.S. public high schools offer basic computing (up from 57.5 percent last year), but disparities in access persist.
• Rural high schools, urban high schools, and smaller high schools (less than 500 students) are less likely to offer basic computing.
• High schools in which more than 50 percent of their students qualify for free or reduced-price lunch are less likely to offer basic computing.
• Black/African American students, Hispanic/Latino/Latino students, and American Indian/Alaska Native students are less likely to attend a high school that offers basic computer science.
• 37 percent of middle schools offer computer science (this percentage is based on data received from 68 percent of middle schools; the actual number of schools teaching may be higher)

Participation in fundamental computing.

• Last year, 6.4 percent of high school students enrolled in basic computer science classes; If all students took a computer science course in their high school career, we would expect to see enrollment of around 25 percent.
• Nationally, 33 percent of students enrolled in basic computing are young women.
• Nationally, Hispanic/Latino/Latino/Latinx students are 1.7 times less likely than their white and Asian peers to enroll in basic computer science, even when they attend a school that offers it.
• Nationally, English language learners, students with disabilities, and economically disadvantaged students are underrepresented in basic computing compared to their general population.
• In middle and elementary schools, disparities in participation are less pronounced among most demographic groups.

Empowering the next generation of computer science students

TO recent study from the University of Maryland underlines the importance of all schools investing in computer science education. Research reveals that offering just one computer science course in high school can increase students' earnings by at least 8 percent before age 24. In particular, the benefits are even more pronounced for low-income students, Black students, and female students.

Despite this research and the momentum it continues to generate around the computing movement, for many, gaps remain. Data from this year's report shows that nationwide, Black, Hispanic/Latino, and Native American/Alaskan students are less likely to attend a high school that offers basic computing. Last year, young women represented only 33 percent of students enrolled in computer science, even when their school offered the course.

The power of computing education to create opportunity and create economic mobility for students of all backgrounds has never been clearer. this year's hour of codeThe annual campaign that introduces coding to millions of K-12 students around the world is designed to highlight this opportunity by bridging the gap between students' passions and the technology that powers them. Hour of Code is powered by educators around the world who are dedicated to expanding access to computing for all students, in their own communities and beyond.

“Much of our progress is the result of the tireless efforts of teachers who advocate for expanding computing and ending inequities,” said Bryan Twarek, CSTA's chief research and innovation officer. “While advocacy is not part of teachers' responsibilities, it is very helpful in advancing our vision of every child being prepared for a computer-driven world.”

material a press release was used in this report.

Laura Ascione is the editorial director of eSchool Media. He graduated from the prestigious Philip Merrill School of Journalism at the University of Maryland.

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