The K–12 Computer Science Framework promotes a vision in which all students critically engage in computer science issues; approach problems in innovative ways; and create computational artifacts with a personal, practical, or community purpose.
The findings in this report present positive growth in the area of CS with more principals reporting in Year 2 than in Year 1 that their school offers a CS class with programming or coding. Additionally, the study shows that key concepts, including computational thinking (CT), are being incorporated into classes.
Given the ubiquity of the computing field in society, the diversity gap in computer science (CS) education today means the field might not be generating the technological innovations that align with the needs of society’s demographics. Women and certain racial and ethnic minorities are underrepresented in learning CS and obtaining CS degrees, and this cycle perpetuates in CS careers. Many — including tech companies and educational institutions — have taken steps to make CS more appealing and accessible to these groups, yet the diversity gap endures.
To maintain the field’s current momentum, the perception of computer science needs to shift from its being considered a fringe, elective offering or a skills-based course designed to teach basic computer literacy or coding alone. Instead, it is time for computer science to be seen as a core science on par with more traditional high school offerings such as biology, chemistry and physics, which have been the focus since the 1890s.