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CHCI White Paper DEVELOPING the NEXT GENERATION of LATINO LEADERS® CHCI White Paper DEVELOPING THE NEXT GENERATION OF LATINO LEADERS® April 2016 Computer Science for All: Opportunities through a Diverse Teaching Workforce By Alejandra Montoya-Boyer, CHCI Secondary Education Graduate Fellow Abstract understandings for academic and profes- Before we can educate all students in com- sional success. Thus, K–12 schools, particu- puter science and prepare them for these Leaders in education and industry have larly public schools, can no longer ignore careers, however, we must first recruit and long emphasized the need for high school computer science as a core discipline in train diverse teachers in computer science. graduates to improve knowledge and the 21st century. Even for students who When President Obama announced his skills in STEM fields. Given the immense are not pursuing computing or other White House Initiative “Computer Science impact of technology on both the do- STEM-related careers, computer science for All,” he noted that teachers are the mestic U.S. job market and the global offers students opportunities to increase “most critical ingredient to offering com- economy in the 21st century, computer critical thinking and problem solving puter education in schools.” 1 science preparation will be critical for stu- skills, improve math and science perfor- dents to achieve a strong education and mance outcomes, and to become produc- Without diverse teachers armed with both gain the skills needed to pursue careers ers instead of solely consumers of ever- high level computer science knowledge in cutting-edge fields. Access to quality changing technologies. and cultural competencies, our schools computer science, particularly for low- will not be able to prepare our students income, Latina/o students, hinges on the Changing the perception of computer for a 21st century global economy. More- recruitment and preparation of a diverse science as an abstract, isolated field is over, as affluent and predominately White teaching workforce. This paper examines essential to attract more students—par- schools steadily integrate computer the current STEM educational landscape ticularly women and minorities—to tech- science education into their curricula, for all students, particularly Latina/os, as nology. Showing that the profession plays schools serving low-income students well as the career and college readiness an important role in solving significant, of color must also keep up. Without the opportunities that exist in computer sci- real-world problems is crucial. Computer proper resources and diverse teaching ence. In addition, this paper explores the scientists will play pivotal roles in partner- workforce to match this integration, this need to recruit well-prepared, culturally ing with other professions to solve almost chasm will further exacerbate achieve- competent teachers if we are to meet the all of our most imminent global issues ment and opportunity gaps. demands for STEM knowledge and skills including climate change and energy de- for the coming century. pendencies, healthcare and disease eradi- cation, artificial intelligence and robotics, Background and issues within the humanities and the Introduction arts. Solving these pressing problems re- Computer Science Career Opportunity quires people who can integrate comput- As society becomes more dependent on Computer science and technological in- ing knowledge with other discipline-spe- technology, a student’s understanding novations have rapidly and drastically cific knowledge as well as being effective of basic technology knowledge, such as changed nearly every aspect of our lives, team members in multi-disciplinary and the use of social media or word process- making it increasingly necessary to ac- cross-cultural approaches. ing software, proves inadequate.2 Skills quire new computer science skills and acquired in computer science education, The opinions expressed in this paper are solely those of the authors and do not represent or reflect those of the Congressional Hispanic Caucus Institute (CHCI). Despite the drastic need for computing skills, only one in four schools teaches computer programming, with lower-income students and students of color having the least access. Further, even when schools offer computer science education, there is evidence that it often lacks the core elements in its coursework—programming and coding. as opposed to basic technology literacy, since 2005 and made up only 30,000 of Improving STEM Outcomes can be applied to many areas within STEM the 3.2 million Advanced Placement (AP) Targeting all students, not just those who fields, which are necessary for maintain- tests taken in 2013.7 Only 14 states have will pursue postsecondary education or ing scientific and innovative stature in the adopted computer science curriculum careers in STEM or STEM-related fields, global market. The Bureau of Labor Statis- standards to any significant degree. Even will better prepare our children to face the tics (BLS) projects that by the year 2020, 4.2 more startling, 14 states do not include challenges of a science- and technology- million new jobs will exist in computing any computer science standards in their driven society. Career readiness and job and information technology in the United curriculum. In 29 states and the District market needs, however, are not the sole States, making these fields among the fast- of Columbia, computer science can count reason we must educate all students in est growing occupations. Further, these towards math or science requirements for computer science. Gaining a deeper un- jobs pay 75 percent more than the national high school graduation.8 This number has derstanding of computer science can help median annual salary.3 Moreover, accord- risen from only nine states in 2013, primar- students develop problem solving and ing to BLS, Latinos will account for three- ily thanks to campaigns from non-profit critical thinking skills that can be trans- quarters of the growth in the nation’s labor organizations like Code.org; however, ferred to and/or integrated with other dis- force by that same year.4 With national none of the 50 states require computer ciplines. Moreover, STEM classrooms pres- focuses on STEM and STEM education, we science courses as a condition of gradu- ent greater challenges for disadvantaged must also distinguish the importance of ation. These statistics represent a signifi- students, frequently low-income and of computer science and the increase in com- cant burden within our education system color. A majority of Latino youth does not puting jobs—67 percent of all new jobs in influenced by nation and statewide focus receive an adequate education in math STEM are in computing; yet, only 8 percent on high-stakes testing in K–12 education. and science, which limits their academic of STEM graduates major specifically in success overall in K–12 and these challeng- computer science.5 Finally, the wide range Across the United States, much of K–12 es are compounded in the more demand- of jobs requiring computing professionals education has become preoccupied with ing postsecondary education. The initial varies—two-thirds of computing jobs are high-stakes test scores and curricula that step in helping students achieve success in sectors outside information technology. can ensure success on such tests. School in STEM and closing the achievement gap Computational skill continues to prove systems have “allowed [their] instruc- increasingly depends on K–12 math and necessary for schools to prepare students, tional effectiveness to be determined by science proficiency. regardless of their ultimate field of study or students’ scores on tests that were never career path. Ironically, as the role of tech- built to be determiners of school success.”9 Computer science offers another op- nology in our society has increased, com- Because schools are frequently evaluated portunity to improve outcomes across puter science education in our K–12 school almost exclusively on the basis of students’ the STEM fields. In one study by Brigham systems has declined, or never started. scores on these tests, disciplines outside Young University, middle school students of the scope of these tests—history, com- studying Bootstrap, a code-based cur- Despite the drastic need for computing puter science, art—have been relegated riculum to teach algebraic concepts, saw skills, only one in four schools teaches to elective courses with little importance significant increases in understanding as computer programming, with lower-in- or funding placed on them. The burden evidenced by better math test scores after come students and students of color hav- placed on schools to ensure students per- a few months. Teachers used students’ ing the least access.6 Further, even when form well on tests primarily stems from the excitement around gaming and aimed it schools offer computer science education, No Child Left Behind Act (2001) and only toward mathematics and more advanced evidence exists that it often lacks the core recently has been scaled down through computer programming. Beyond simply elements in its coursework—program- the Every Student Succeeds Act (2015). expanding students’ interest in math, ming and coding. According to recent The remaining burden to perform well all Bootstrap proves to be among the first studies by the Computer Science Teacher but assures that computer science will not curriculum to demonstrate real improve- Association (CSTA), computer science garner significant resources without wide-
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