Key points:
More policymakers are prioritizing computer science education, recognizing the vital role it and other STEM subjects plays in helping students develop workplace-ready skills, according to the 2024 State of Computer Science Education report.
The annual report comes from Code.org, the Computer Science Teachers Association, and the Expanding Computing Education Pathways Alliance and offers a comprehensive analysis of national progress in providing computer science education. It features national and state-level policy and implementation data, focusing on high school data.
Eleven states now require students to earn credit in computer science to graduate from high school. And while the increase in states requiring computer science education is encouraging, millions of students still lack the access necessary to learn, and most states have yet to make it a graduation requirement. With the rise of AI and increase in employers who say AI skills will be a necessary component for workplace success, 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 reach 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 grown, the disparities in access are still profound. We need every state to require a computer science graduation requirement.”
State policy adoption
- 39 states have adopted at least six of the ten policies recommended by the Code.org Advocacy Coalition
- States that have at least six policies have an average of 70 percent of their high schools offering foundational computer science, compared with 52 percent in states that adopted fewer than six policies
- Alabama, Arkansas, Indiana, Louisiana, and Nevada have adopted all 10 policies
- In the past year, Alabama, Indiana, and Louisiana all passed a graduation requirement in computer science
- Nebraska funded computer science education for the first time in 2024
- In 2024, state budgets allocated more than $88M to computer science education
Foundational computer science
- 60 percent of U.S. public high schools offer foundational computer science (up from 57.5 percent last year), but disparities in access persist
- Rural high schools, urban high schools, and smaller high schools (fewer than 500 students) are less likely to offer foundational computer science.
- High schools with more than 50 percent of their students qualifying for free or reduced lunch are less likely to offer foundational computer science.
- Black/African American students, Hispanic/Latino/Latina/Latinx students, and Native American/Alaskan students are less likely to attend a high school that offers foundational computer science.
- 37 percent of middle schools offer computer science (this percentage is based off data received from 68 percent of middle schools–the actual number of schools teaching may be higher)
Participation in foundational computer science
- In the past year, 6.4 percent of high school students enrolled in foundational computer science classes–if all students took one computer science course in their high school career, we would expect to see enrollment around 25 percent
- Nationally, 33 percent of students enrolled in foundational computer science are young women
- Nationally, Hispanic/Latino/Latina/Latinx students are 1.7 times less likely than their white and Asian peers to enroll in foundational 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 foundational computer science compared to their overall population
- In middle and elementary schools, disparities in participation are less pronounced among most demographic groups
Empowering the next generation of computer science students
A recent University of Maryland study underscores the importance for all schools to invest in computer science education. The research reveals that offering just one computer science course in high school can increase students’ earnings by at least 8 percent by age 24. Notably, the benefits are even more pronounced for low-income students, Black students, and female students.
Despite this research and the momentum that continues to build around the computer science movement, gaps persist for many. Data from this year’s report shows that across the country, Black, Hispanic/Latino, and Native American/Alaskan students are less likely to attend a high school that offers foundational computer science. In the last year, young women made up just 33 percent of students enrolled in computer science, even when their school offered the course.
The power of computer science education to unlock opportunity and create economic mobility for students from all backgrounds has never been clearer. This year’s Hour of Code, the annual campaign that introduces millions of K-12 students worldwide to coding, 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 computer science for all students, in their own communities and beyond.
“Much of our forward progress is a result of the tireless efforts of teachers who advocate to expand CS and disrupt inequities,” said Bryan Twarek, head of research and innovation at CSTA. “While advocacy is not part of teachers’ responsibilities, it is so helpful in moving towards our vision of every child prepared for a world powered by computing.”
Material from a press release was used in this report.
Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.