Early Computer Science Education Sparks Interest

Computer science plays a significant role in advancing and transforming communication, entertainment, finance, health care, and other fields. Yet only about 58 percent of U.S. high schools offer dedicated courses in the subject, according to the 2024 State of Computer Science Education report.

The limited access to computer science (CS) education highlights a significant disconnect between skills currently in demand and the U.S. education system’s curriculum.

The statistics capture the situation in high schools, but they overlook what is happening in elementary and middle schools.

A 2023 study published in Computer Science Education found that students in the United States who engage with CS early in their education are more likely to pursue a career in it.

Introducing CS concepts at a young age demystifies the technology and empowers students with problem-solving skills, logical reasoning, analytical thinking, creativity, and digital literacy. More importantly, it supports noncognitive skills such as adaptability, collaboration, communication, confidence, and persistence, according to an article in the Computers and Education Open journal.

Tremendous efforts are being made to make CS courses mandatory in U.S. high schools by organizations including the Code.org Advocacy Coalition, the Computer Science Teachers Association, and the Expanding Computing Education Pathways Alliance. I support their efforts, but I believe it is time for a national policy that requires all high school students to take computer science classes as a graduation requirement.

For such a policy to be successful, however, it needs to support teacher training, promote equity in schools, and encourage collaboration throughout students’ preuniversity, university, and industry endeavors.

Boosting certification programs for teachers

Preuniversity CS education is not possible without qualified teachers. Of the 40 percent of U.S. high schools that do not offer CS courses, a lack of qualified teachers is one of the main barriers, according to a 2024 Code.org report. In October 2022, the U.S. National Center for Education Statistics reported that on average, public schools had two unfilled teaching positions, with computer science representing one of the highest vacancy rates.

Most teachers aren’t certified to teach computer science. In the 2019–2020 academic year, only 82 of the more than 150,000 newly certified teachers nationwide were qualified to teach CS, according to a U.S. Department of Education Title II report. As of February 2024, seven states did not offer any pathway for CS teacher certification, according to Code.org.

There is also a lack of CS general knowledge among even experienced educators. More than a quarter of teachers surveyed in a 2021 CSTA national report said they felt limited by their mastery of the field despite taking CS courses during their undergraduate studies. Many called for affordable, accessible continuing professional development training, particularly on in-demand programming languages.

Addressing the critical shortage of qualified instructors requires systemic changes in teacher education, increased investment in training programs, and sustained support for both new and experienced educators.

Organizations such as Code.org and the Computer Science Alliance are tackling the issue by offering professional development workshops to train teachers in CS curriculum and tools. Although valuable, their efforts are insufficient to meet national demand.

U.S. universities have a part to play. Few currently offer the coursework and learning experiences necessary to equip their students with the skills to teach the subject. Universities also can help address the gap by developing CS workshops, boot camps, and microcredentials.

Policy reforms at the federal, state, and local levels could enhance teacher certification processes by streamlining the process for educators to become qualified CS instructors. Schools could offer incentives, such as scholarships, tuition reimbursement, and increased salaries, to entice teachers to pursue a CS specialization. Underserved communities must adopt a long-term perspective, earmarking funding for infrastructure, instructional materials, and ongoing professional development to ensure that all students have equitable access to high-quality CS education and career opportunities. The efforts are especially important in under-resourced districts that mostly serve historically marginalized students, where barriers to offering strong CS programs are greatest.

Empowering underrepresented groups

CS education must prioritize inclusivity from the earliest stages. Investing in culturally responsive curriculum development and supporting teacher training programs focused on equity and inclusion are also crucial. By teaching using culturally relevant examples, educators can help students see themselves reflected in the lessons—which increases engagement, motivation, and a sense of belonging. It is also important to connect students with mentors who share similar backgrounds.

Such methods have been proven successful by programs including Girls Who Code, Black Girls Code, and Code Girls United.

Girls Who Code offers free coding clubs and summer immersion programs for girls in Grades 3 to 12. Fifty percent of its participants come from historically underrepresented groups, and its alumni are choosing CS majors at rates seven times the national average.

Black Girls Code provides hands-on technical workshops and mentorship for Black girls ages 7 to 17. Since 2011, the organization has taught more than 40,000 girls, in person and virtually, and the group’s digital content has reached more than 8 million people.

Code Girls United, founded by IEEE Member Marianne Smith, serves girls in rural and tribal communities across Montana. The workshops, taught to high school students who live on Native American reservations, are tailored to their cultural backgrounds.

The need for systemic change

The insights from research, educational initiatives, and current practices make it clear that early exposure to computer science and empowered teachers are critical to bridging the education gap. Without systemic changes supported by policy reform, however, such efforts might never reach their full potential.

Our future depends on equipping the next generation with the skills they need to succeed in this century.