Code.org names nine varieties of policy that states can create to promote computer science education, and these fall into four categories: policies that create plans and set standards; policies that allocate funding or increase capacity by training teachers; policies that create dedicated computer science positions inside state government agencies; and policies that integrate computer science more tightly into school and university curriculums.
Talk of education policy--or any policy, for that matter--can often be dry, divisive or both. But when it comes to policy that expands access to computer science education, legislators tend to be interested and in agreement. That, plus rapid tech adoption by schools and a major push from advocacy organizations, explains why nearly every U.S. state has adopted at least one policy requiring, standardizing or funding computer science education in schools.
CS education has moved from a "nice to have" to a "must have," and districts nationwide are grappling the challenge of implementing a new K-12 discipline in an already full school day and resource-constrained system. Fortunately, many states and districts have already launched CS education initiatives, and forged a path for others to follow, like St. Vrain Valley Schools in Colorado.
When representatives of North America’s state and provincial technology associations gathered last week in Iowa, the conversations ranged from analyzing data to building partnerships to speculation on when Big Tech’s balloon might lose some air -- a forecast quickly followed by the Facebook and Twitter stock drops. If there was a topic that dominated the conference in Des Moines’ reborn downtown, however, it was how to keep America’s talent pipeline filled.
It is time we reprioritized how we think about education -- not in terms of federal, state, or local expenditures, but in terms of the quality of education our citizens receive as an investment in our nation’s defense. For a well-resourced country like the United States to be undereducated and underskilled in today’s world not only is economically and socially reprehensible, it undermines current and future national security.
The investment will act as “seed money” for the 14-year-old association, said Jane Broom, Microsoft’s senior director of philanthropies in Washington state. CSTA has subsisted on corporate donations and volunteer efforts to build out its regional chapters, Broom said, but in order to empower computer science educators in the same way that other associations support teachers in other subjects...
The National Science Foundation (NSF) has invested $150 million in 307 early career engineering and computer science faculty to advance fields from intelligent infrastructure and collaborative robots to secure communications and brain-related technologies. Over the next five years, each researcher will receive up to $500,000 from NSF to build a firm scientific footing for solving challenges and scaling new heights for the nation, as well as serve as academic role models in research and education.
Girls Who Code is offering new ideas to promote their efforts to close the gender gap in the tech workforce. The new agenda includes recommendations for lawmakers and officials to help the national non-profit toward its goal of boosting the number of women in computer science and engineering fields.
If these high-paying jobs are dominated by men, it’s not a stretch to say that the earning potential between men and women will continue to widen if we don’t start making changes now. One part of the problem is that fewer women get technical jobs, even if they work at a technology company.
As of 2017, Girls Who Code had served more than 80,000 girls and now offers more than 5,000 programs. Its summer immersion program, a free seven-week classroom experience located on university campuses or at big tech companies nationwide, and its club program, which meets two hours after school in cities across the country, are just two examples of those programs.