CHCI White Paper DEVELOPING THE NEXT GENERATION OF LATINO LEADERS®

April 2016 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 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 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 ’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 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 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- ment in students’ algebra.10 courses have decreased by 17 percent scale educational reforms.

2 According to the National Science Foundation (NSF), women received only 18 percent of bachelor’s degrees in computer and information sciences, and Latinos accounted for only 8 percent of undergraduate degrees in 2013.13

Diversity and Access to Computer 57 percent of all AP test takers. Further, scholarship or admission to postsecondary Science in 2013, only 3.7 percent of AP Computer education creates a challenge. While low- Minorities and women experience under- Science test takers were black and 8.1 per- income families adopt smartphones with representation in computing and informa- cent were Latino.15 Internet access at high rates, a phone is not tion technology careers, which can limit sufficient for researching and typing a pa- academic and economic success. Latinos Compounding the issue of lack of diversity per, let alone applying for jobs or colleges. make up only 7 percent of the computing is the fact that learners from low-income Not only are students who lack broadband workforce and Latinas (Latino/Hispanic communities and underserved minority access at home struggling to stay ahead women) only 1 percent.11 Recent reports groups still are less likely to have access of the digital divide, their lack of access is from leaders in the technology industry, to computers and cable broadband—as holding our education system back as edu- including Facebook, Google, and Apple, opposed to cellular—and have fewer cators struggle to teach in classrooms with focused heavily on the lack of representa- people in their social circles with the skills such uneven family resources. tion of women and people of color and to support technology-based learning at many companies have committed to home.16 Due to the lack of access to tech- While schools have less control over ex- recruiting more of a diverse workforce. nologies and technology education, too posure to technology at home, ensuring These companies have even committed many young people will go through school that all students have access to computer to funding STEM education to better pre- without fully developing the skills that give technology at school is vital to providing pare underrepresented students for these them a fair shot in the digital age or the ex- the technological foundation for computer careers.12 Since 2000, the total number posure to role models or mentors who can science learning. However, over 40 million of bachelor’s degrees and the number of inspire a future in the technology fields. students in K–12 public schools remain STEM-related degrees rose for all racial behind the learning curve of technology and gender groups, except in computer A recent study by the Pew Research Cen- and its ever-changing implications. Today, science. According to the National Sci- ter found that more than half of teach- 63 percent of schools do not have enough ence Foundation (NSF), women received ers in low-income communities said that bandwidth to meet the current needs for only 18 percent of bachelor’s degrees in their students’ lack of access to online digital learning.20 Through efforts from the computer and information sciences, and resources at home presented a major chal- White House initiative, ConnectEd, FCC’s E- Latinos accounted for only 8 percent of lenge to integrating technology into their rate modernization, and state’s public-pri- undergraduate degrees in 2013.13 Success teaching.17 Moreover, these low-income vate partnerships, schools are closing the in computer science degree programs communities are disproportionality Black connectivity gap but low-income schools and related careers requires substantial and Latino, meaning that the digital di- still remain behind. Access to computers pre-college education and skills develop- vide—gap between demographics that and other technologies, however, simply ment, particularly in mathematics and have access to modern information and does not do enough to close the digital science. A lack of proper preparation and communications technology—further ex- divide. Low-income, students of color are encouragement at the middle school and acerbates educational opportunity gaps. less likely to have access to computer sci- even elementary levels continues to result According to a report by Google, Inc., La- ence learning opportunities in school as in a lack of interest in computer science tino students are less likely than White or well as at home or in their neighborhoods. programs further along in the education Black students to both use computers at According to Professor Linda Darling Ham- process. Women who enroll in Advanced school daily and have exposure to com- mond, “today’s students will need to use a Placement (AP) Computer Science in high puters with broadband access at home. variety of technologies in their future lives school are ten times more likely to ma- One in four Latino students does not have as workers and citizens, thus schools must jor in it in college, and Latino students a computer at home that they can use to play a role in closing the gaps in access to are seven times more likely.14 Despite access the Internet, compared with only 2 this knowledge represented by the current these statistics, in 2014, only 20 percent percent of White students.18 For students in ‘digital divide’ in home and community of AP Computer Science test takers were households without broadband,19 simply access.”21 As affluent, mostly White schools women, even though women represented completing homework and applying for a integrate computer science into their

3 The alarming lack of diversity in the teacher workforce and its negative impact on student achievement is an issue that demands national attention and real solutions. Though Latino children are almost one in four students in our country’s public schools, Latinos represent only 8 percent of the teacher workforce.25 curriculum, schools serving low-income Though these organizations are showing port and clarity for entering and complet- and minority students must provide qual- encouraging results, K–12 schools must ing teacher preparation programs and ity computer science education—with shoulder the responsibility for educating acquiring certifications. Within teacher well-prepared, highly skilled, diverse teach- all students in computer science skills to preparation programs, many states do not ers—so as not to exacerbate further oppor- ensure proper preparedness. Because of have a clear definition or understanding tunity and achievement gaps both in STEM negative perceptions, stereotypes, and an of the field of computer science and ex- and non-STEM related subjects. unwelcoming technology , female hibit a tendency to confuse it with other students and underrepresented minorities subject areas such as educational tech- High-Tech and Non-Profits are less likely to seek out afterschool com- nology or even the use of computers to Because many high-tech corporations, puting clubs or summer computing camps. support learning in other subject areas.23 including Google, Facebook, and oth- Formal computer science education path- Without explicit programs for training ers, see market advantages in supporting ways, particularly within public schools computer science educators, interested computer science education, many grants, serving underrepresented minorities, are students can get lost in the confusion and funding, and research for these programs the best chance to broaden participation in move on to other computing fields, where come from the technology industry. Creat- computing. In order to properly integrate they can often make more money. ing coalitions with the tech industry can computer science into K–12 schooling, help serve computer science educators states must commit to recruiting, prepar- According to a CSTA report, current com- and advocates in various ways. They can ing, and retaining a diverse, culturally com- puter science teachers indicated that the provide funding and research, access to in- petent teaching workforce. on-going battle for adequate resources, novative, new technologies, and have influ- the lack of acceptance and understanding ence over policymakers that the general Computer Science Teacher of computer science as a scientific disci- public and educators may not have. These Preparation and Retention pline distinct from technology training, public-private partnerships, however, can Currently, teacher preparation programs and increasing budget cuts in these times cause further imbalances in educational within the United States lag behind other of fiscal restraint deterred many interested opportunity and equity. As for-profits countries in recruiting high-achieving and qualified teachers from teaching com- entities pour private equity into public students and maintaining rigorous stan- puter science.24 Little motivation exists for education, educators may potentially lose dards for admission and completion. those with the requisite skills to pursue autonomy in the classroom and discretion Across the teaching profession spectrum a career teaching high school computer over curriculum. Moreover, these partner- from early childhood programs through science. In most cases, teachers’ salaries ships may become another move toward doctoral programs, policymakers, educa- are much lower and the working condi- the privatization of education. The bottom tors, and community members demand tions more challenging when compared line for these private corporations resides better teacher preparation for teachers to to other career fields, making it impossible in gaining profits, which is in tension with increase student achievement and educa- for education to attract individuals with the funding principles of equitable, demo- tion quality across school systems, col- the appropriate skills. Even for those who cratic education. leges and universities. Within these con- consider a second career in computer sci- versations, including computer science ence education or for whom salary issues Non-profit organizations like CODE.org, and technology classes for all teachers is may not be a primary factor, the lack of Girls Who Code, and Black Girls Code have necessary for our technology-driven edu- consistent and readily available informa- made it their mission to provide computer cation and economic systems. By requir- tion concerning certification requirements coding education to all students, have de- ing technology classes, especially for all make it almost impossible to determine veloped curricula, and are attempting to K–12 teachers, preparation programs can how one should go about preparing for “reach gender parity in computing fields.”22 encourage students to become computer such a career change. By providing resources and technology science educators and give them the skills education to girls in schools, libraries, and necessary for certifications. Diversity in Teaching Profession community centers, these organizations The alarming lack of diversity in the teach- are attempting to mitigate the increasing Students who have interest in becoming ing workforce and its negative impact racial and gender gaps in STEM careers. computer science teachers lack the sup- on student achievement creates an issue

4 Students of color, and Latinos in particular, experience vast cultural and linguistic gaps between their home and school lives. Teachers must be well-prepared to help students mitigate the challenges in bridging these gaps.

that demands national attention and real curriculum, and school culture in a trans- prepared to help students mitigate the solutions. Though Latino children are al- formational way that raises expectations challenges in bridging these gaps. Re- most one in four students in our country’s for student learning and improves school ferred to as “equity pedagogy,” teachers public schools, Latinos represent only 8 climate. The Shanker Institute reports that, need to be prepared to employ methods percent of the teacher workforce.25 Short- “minority students derive academic ben- and materials that support the academic ages of teachers of color can be linked to efits from having access to demographi- achievement of students from diverse limited recruiting by universities and the cally similar teachers,” on a variety of groups. However, building equity peda- lack of proper funding to Hispanic Serv- outcomes, including increased test scores, gogy is not necessarily as simple as enroll- ing Institutions (HSIs), and other minority graduation rates, college matriculation ing in a single “diversity” or “multicultural serving institutions. Currently, HSIs award rates, school attendance, and enrollment education” course. Rather, teachers must approximately 90 percent of all teacher in academically demanding classes.30 Ra- examine how culture shapes all aspects education degrees earned by Latinos.26 cially diverse teachers also provide cultur- of teaching and learning—including con- Moreover, though research and policies ally relevant perspectives for all students, siderations of curriculum, assessment, have focused on substantially increasing not just students of color, which is just learning materials, instructional strategies, the numbers of teachers of color, high as important in fostering a better under- classroom management, school condi- levels of attrition offset these successes. standing and appreciation for diversity. tions, community circumstances, and While the lack of proportional diversity even one’s understanding of the subject exists in several professions, because Preparing Teachers in Cultural matter itself. teaching increasingly focuses on leading Competency a largely black and Latino student popula- A diverse teaching workforce is not Culturally responsive teaching is a peda- tion to succeed academically and socially enough to bridge the cultural and linguis- gogical strategy constructed to engage in a predominantly White society, race tic gaps that a growing number of educa- culturally and linguistically diverse youth. matters so much more. tors struggle with to better serve students Unlike deficit thinking which faults stu- in response to dramatic demographic dents’ personhood, communities, back- Research clearly shows the impact of changes that have created culturally di- grounds, and families therefore assuming teacher diversity on student outcomes. verse schools. Moreover, this cultural gap “the solutions for improvement or reform According to a report from the Center for between students and their teachers of- are beyond the teachers” and school sys- American Progress, when Black students ten factors into students’ academic per- tems, culturally responsive teaching views had teachers of color,27 fewer were placed formance and contributes to achievement these factors as assets on which learning in special-education classes, suspended, and opportunity gaps among different can occur. Culturally responsive educators or expelled and more were placed in gift- student groups. To close this cultural gap, develop and openly demonstrate their ed and talented programs and graduated teachers must be trained and well-versed own cultural competency about students’ from high school. Teachers of color are in cultural competencies—the skills and identities, use this knowledge as the foun- also known to be personally committed awareness related to issues such as cul- dation on which to build lessons, develop to the success of children of color.28 They ture, language, race, and ethnicity. Profes- meaningful and sustainable relationships affect a wide range of student academic sor Gloria Ladson-Billings states that cul- with students predicated on the notion outcomes serving as powerful role models tural competence is present in classrooms that they will succeed, and maintain a for all students, and proving that teaching where the teacher “understands culture heightened sensitivity to the school’s can be a viable career for people of color. and its role in education… takes responsi- sociopolitical context as a place that can In addition, teachers of color are more bility for learning about students’ culture emancipate or oppress.32 Building on this likely to work and remain in high-poverty, and community… uses student culture framework, culturally responsive comput- hard-to-staff, urban schools and districts as a basis for learning… [and] promotes a ing seeks to both diminish the separation than their White counterparts.29 flexible use of students’ local and global between the worlds of culture and STEM culture.”31 Students of color, and Latinos and to ensure technology responds not Diversifying the race, ethnicity, and gen- in particular, experience vast cultural only to identity issues, but also satisfies der of the teaching field will impact the and linguistic gaps between their home pedagogical demands of the curriculum.33 nation’s schools by shaping perspectives, and school lives. Teachers must be well-

5 Culturally responsive educators develop and openly demonstrate their own cultural competency about students’ identities, use this knowledge as the foundation on which to build lessons, develop meaningful and sustainable relationships with students predicated on the notion that they will succeed, and maintain a heightened sensitivity to the school’s sociopolitical context as a place that can emancipate or oppress.32

Existing Policy and Initiatives opment in STEM subjects and the estab- a “new basic” skill necessary for economic lishment of a STEM Master Teacher Corps. opportunity and social mobility and STEM Education Act of 2015 Notably, computer science was included hopes to build on the effort of a grow- This bill, signed into law in October 2015, with other core subjects, such as writing, ing movement led by parents, teachers, strengthens efforts at the federal level to science, and mathematics, in ESSA’s defini- states, districts, and the private sector to ensure that computer science skills are tion of a “well-rounded education.” expand computer science education. This included among STEM subjects. The STEM Initiative will provide $4 billion in funding Education Act expands the definition of Title II of ESSA also pertains to teacher for states, and $100 million directly STEM to specifically include computer quality programs and state grants for for districts to increase access to K–12 science to encourage students to study teacher preparation programs. The new computer. The funding will allow more these subjects and train more teachers in bill includes provisions that would allow states and districts to offer hands-on the field. Further, the Act directs the NSF states to set up new degree-granting computer science courses across all of to continue to award competitive, merit- academies for teachers outside of tradi- their public high schools, get students reviewed grants to support informal STEM tional higher education systems and en- involved early by creating high-quality education—work that takes place outside courages the creation of residency computer science learning opportuni- of the classroom at places like museums, programs, in which teacher recruits are ties in elementary and middle schools, science centers and afterschool programs. paired with veterans for a year of in- and ensure all students have the chance classroom training in addition to their to participate, including girls and under- The Act also amends the NSF Noyce Mas- coursework. In theory, these provisions represented minorities. In addition, with ter Teaching Fellowship program to allow could attract more teachers, but critics more than $135 million in investments teachers in pursuit of master’s degrees worry that public money will support by the NSF and the Corporation for Na- to participate in the program, which will teacher preparation programs that are not tional and Community Service (CNCS), allow more teachers the opportunity to held accountable. Worse, lower standards the Initiative seeks to properly support compete for the grants, and requires that for teacher education programs that pre- and train teachers—the “most critical in- computer science be officially added as pare teachers for high-poverty schools. gredient to offering computer education a subject for the scholarship program. in schools.”34 This initiative, among oth- The Act also mandates federal financial The framework for K–12 education pol- ers, shows President Obama’s investment support for developmental activities, in- icy starts with the federal government in computer science education and the cluding research and development that through ESSA, but this is only a frame- critical need to prepare our students in improves understanding of learning and work as most decision-making on policy emerging technologies but further engagement in informal environments, as is vested in the state and local level. For policies are necessary for nationwide well as engagement for elementary and example, while the U.S. Department of integration. secondary school students, teachers, and Education distributes billions of dollars in the public. education aid across the United States, it Problems with Existing Policy cannot tell states specifically what courses Many reasons exist why computer science Every Student Succeeds Act (ESSA) to teach or how to teach them. Addition- education has not been more adequately When the President signed the Every Stu- ally, the current divisive political orienta- implemented into our education system. dent Succeeds Act into law on December tion at the state level focuses on the local Given today’s dependence on technol- 10, 2015, it replaced the thirteen-year-old control of schools and the rejection of ogy, few educators and policymakers ar- “No Child Left Behind” legislation as the federal influence on curriculum and teach- gue against computer science education. nation’s major K–12 education law. The ing methods. However, creating policies and properly Act massively broadens state-level access implementing this coursework engenders to federal funding that can be utilized to White House Computer Science for All many questions such as: Where do we get support STEM education activities both in Initiative the resources? How do we properly pre- and outside the classroom. The Act con- On January 30, 2016, President Obama an- pare teachers? How do we stay up-to-date tains more than a dozen significant STEM nounced his Computer Science for All Ini- with rapidly advancing technologies? The provisions that support professional devel- tiative that recognizes that computing is high ambiguity in the implementation of

6 When the New York City Department of Education unveiled a 10-year plan to make computer science education available in all public schools, Mayor Bill de Blasio cited training teachers as a particular challenge because “there is no state teacher certification in computer science, and no pipeline of computer science teachers coming out of college.”37 computer science education makes policy Beyond federal policy, only a few states tion. Further, these standards must not be difficult to implement in practice. have pathways for teacher certification developed solely for secondary schools. and preparation in computer science. Students should start receiving computer Though several national and international When the New York City Department of science training at a young age in order to organizations have created technology Education unveiled a 10-year plan to make build on their skills throughout their K–12 content standards, most U.S. states do computer science education available education, much like in mathematics. not have well-defined computer science in all public schools, Mayor Bill de Blasio standards. Without these standards, com- cited training teachers as a particular chal- In addition, states and local districts must puter science curricula frequently lack lenge because “there is no state teacher update laws and regulations to allow stu- the necessary components—primarily certification in computer science, and no dents to count computer science courses learning to code—and instead focus on pipeline of computer science teachers toward their graduation requirements. more basic aspects like computer graph- coming out of college.”37 Moreover, states Currently, only 29 states allow students to ics and creating template-based websites. frequently have requirements that their count computer science courses toward In a Google study, only 53 percent of the own preparation programs cannot meet. high school graduation.39 Many computer computer science opportunities offered In Florida, for example, computer science science courses are counted toward elec- in schools included computer program- teacher candidates have to take a K–8 tive credits for students’ graduation re- ming.35 So even the students who have Computer Science methods course that quirements; however, these credits should access to computer science often lack the is not offered in any teacher preparation instead count toward core graduation essential elements to learn relevant skills. program in the state.38 Lastly, because credits preferably in computer science or Computer science is not considered a computer science curricula are unde- technology, but also in mathematics or “core” subject and its funding is frequently fined and lacks standards, it is difficult for science. Currently little incentive exists limited if not non-existent. Despite roll- teachers to be fully prepared to teach and for students to take or for schools to offer backs in testing in ESSA, schools often moreover, many of the current teachers computer science, because it is not con- cannot devote time and resources to often lack sufficient preparation to teach sidered a “core” subject. Further, schools teaching classes that are not evaluated by advanced and AP classes. are unable to introduce new courses or standardized testing measures and evalu- invest in current ones with their limited ation. Finally, despite a technology-driven resources, because computer science is economy and its continued inaccessibility Recommendations not a requirement. in most schools, computer science is not considered a high-need subject, meaning Define Computer Science Finally, computer science should be des- there are few incentives to become a com- Though included among core subjects, ignated as a high-need subject, much like puter science teacher and few meaningful states must create a set of computer sci- math and English as a second language. incentives for schools to engage in the ence standards that inculcate excellence Though 67 percent of parents believe cumbersome processes to change their and clearly define skills and knowledge students should be required to learn com- graduation requirements. that students should acquire during their puter science and the demand is highest K–12 education. Curricular standards act among parents of low-income students,40 Many teacher preparation programs do as both aspirational and operational and low-income schools do not have the re- not include technology or computer sci- serve to define the skills and knowledge sources or teachers to provide this educa- ence requirements, and the pathways for of the discipline to be acquired by every tion. By designating computer science as those that do want to become computer student. Though many organizations a high-need subject, school districts and science teachers have no clearly designa- including CSTA and ISTE have created educator training programs can use funds tion. Both of the major federal education computer science curriculum standards, specifically allocated for these subjects. policies, ESSA and the Higher Education states must create a set of well-defined Moreover, many scholarships, grants, and Act (HEA),36 have specific provisions and K–12 standards that inspire and define loan forgiveness programs, including regulations regarding teacher preparation computer science and can be adopted AmeriCorps grants for Teach for America and quality, but neither specifically men- by all schools to ensure that students are members and the TEACH grant, specifi- tions computer science in these contexts. receiving quality computer science educa- cally target teachers teaching high-need

7 By creating clear, navigable, and rewarding professional paths tied to content knowledge for computer science teachers, we can grow their ranks. By first developing state certifications, more pre-service students can be better prepared to become teachers.

subjects. In addition, alternative teacher preparation programs. Further, by des- puter science and other subjects. Though preparation programs, that often recruit ignating computer science as a high- federal policies have limitations, Congress more diverse teachers,41 require teachers need field, existing incentives for teacher has introduced legislation to include to teach high-need subjects.42 endorsements in mathematics can be computer science in teacher training pro- replicated for computer science teacher grams. The Computer Science in STEM Act Recruit and Prepare a Diverse endorsements. Currently, teachers with of 2015,45 an attempt to amend current Teaching Workforce Federal Perkins Loans—needs-based legislation, includes provisions that in- Teacher preparation programs and school loans through the U.S. Department of crease access to computer science teacher districts must be purposeful and intention- Education—teaching high-need subjects, training programs and improves the al about recruiting teachers from diverse typically math, science, and ESL, can begin teacher certification or licensure require- backgrounds. Other industries, including to cancel loans after just one full year of ments and processes. While this bill awaits the tech industry, actively recruit to ensure teaching and receive full loan forgiveness consideration in legislative committee, diverse, high-achieving candidates are con- after five years of teaching in a low-in- the public should consider that, if passed, sidered and granted employment within come school.43 The STEM K to Career Act,44 it would help states create pathways for their companies. Federal policies should amends HEA to require the U.S. Depart- computer science educators. provide incentives and funding for the ment of Education to forgive student loan states to address the high school computer obligations of borrowers employed as full- Create Clear Pathways for Computer science shortage by investing in teacher time teachers of STEM in low-income ele- Science Teachers recruitment, preparation, and retention. By mentary or secondary schools, but this bill By creating clear, navigable, and reward- creating scholarships, grants, and student is still in in legislative committee consid- ing professional paths tied to content loan forgiveness programs as incentives, eration. By forgiving these loans, students knowledge for computer science teach- students from low-income backgrounds from low-income backgrounds—dispro- ers, we can build and retain them. By first can study computer science and continue portionally students of color—have the developing state certifications, more pre- into teaching instead of choosing higher opportunity to go into teaching without service students can be better prepared paying private sector jobs. Scholarships worrying about finding a higher income to become teachers. As certification re- and grants that target students of color to pay unreasonable amounts of loans. quirements become developed, existing and women can generate further incen- teachers should be grandfathered into tives for studying computer science. By Finally, states should create competitive any new classifications. After clarifying the ensuring science classrooms in universities programs for educator training programs certification process, states should also welcome and support students of color to encourage pre-service teachers to take incentivize partnership opportunities be- and women and by changing perceptions computer science courses, integrate com- tween local school districts and schools of the computer science field, we can re- puter science content in education tech- of education to create direct pathways for cruit and retain students within computer nology courses, or create specific meth- teachers into high-need school districts. science and computer science education. ods courses to prepare computer science In addition, computer science profes- teachers. Furthermore, by targeting HSIs, sionals should be encouraged to become The computer science teacher shortage and other minority serving institutions, teachers through expedited certification can also be addressed by exposing more states can ensure that schools of educa- processes, ensuring that a transition to the pre-service teachers to computer science tion are recruiting diverse cohorts and classroom be as seamless as possible. during their required coursework. Pre- properly preparing them for computer service education technology courses science teaching. The shortage of Latino Career pathways represent critical strate- could easily integrate computer science teachers correlates with the lack of fund- gies for recruiting and retaining quality content. Students preparing to be math- ing for teacher education for the nation’s teachers, not just within the computer ematics, science, or broader technology HSIs serving the largest concentrations science field. By first creating a clear path- teachers could easily become computer of Latino higher education students. By way into the computer science teaching science teachers in many states if they increasing funds to HSIs, their educa- field and by ensuring that teachers have were exposed to relatively minimal com- tor training programs can prepare larger career ladders to lead and grow profes- puter science coursework within teacher numbers of Latino teachers for both com- sionally, students and young professionals

8 Teachers should learn to design programs and curricula that take into account the Latino perspective on education issues, resources, and support systems in the communities. Teachers should be trained in culturally responsive teaching and culturally responsive computing.

interested in computer science can go into and using them as examples for increased 3 “STEM 101: Intro to Tomorrow’s Jobs.” Bureau teaching instead of being enticed into high culturally responsive computer science, we of Labor Statistics. Spring 2014. http://www. tech private sector jobs. Moreover, states can train teachers to best support all stu- bls.gov/careeroutlook/2014/spring/art01.pdf. must invest in computer science teachers dents, primarily those from disadvantaged 4 Toossi, Mitra. “Labor force projections to by providing competitive wages that com- backgrounds. 2020: a more slowly growing workforce.” pensate for highly skilled, culturally com- Monthly Labor Review (2012): 43. http://www. petent training. bls.gov/opub/mlr/2012/01/art3full.pdf Conclusion 5 STEM 101: Intro to Tomorrow’s Jobs.” Bureau Train Teachers in Cultural Competency Enhanced teacher preparation can both of Labor Statistics. Teacher preparation programs must in- strengthen our national economy in the clude training teachers in cultural com- long-term and close opportunity gaps 6 Searching for Computer Science: Access petency no matter the content-subject in STEM classrooms: 1) define computer and Barriers in U.S. K-12 Education.” Google- matter. Because schools are becoming science; 2) recruit and prepare diverse Gallup. August 20, 2015. http://services. google.com/fh/files/misc/searching-for- more and more culturally and linguisti- computer science teachers; 3) create clear computer-science_report.pdf. cally diverse, teachers must be culturally pathways for computer science teachers, aware and sensitive to the needs of each and 4) train teachers in cultural competen- 7 “What’s Wrong with This Picture?” Code.org. individual student. Given the excessive cies, particularly STEM teachers. In adopt- N.p., n.d. https://code.org/promote/ma lack of representation in the technology ing these principles, the U.S. can begin 8 Ibid. sector and access to computing technolo- preparing and retaining a diverse teach- gies, computer science education must ing workforce who can solidify the critical 9 Popham, W. James. The Truth about Testing: be particularly designed to bridge access understandings within computer science An Educator’s Call to Action. Alexandria, VA: and opportunity gaps by incorporating that will better equip students for 21st Association for Supervision and Curriculum real-world, culturally relevant curricula. century life and careers. This report and Development, 2001. Teachers should learn to design programs recommendations herein prompt discus- 10 Lee, Robert. “Teaching Algebra through and curricula that take into account the sion and research for further changes. Functional Programming: An Analysis of the Latino perspective on education issues, More recommendations surrounding Bootstrap Curriculum.” (2013). resources, and support systems in the com- computer science and technology educa- munities. Teachers should be trained in tion will arise as the landscape of comput- 11 Landivar, Liana Christin. “Disparities in STEM Employment by Sex, Race, and Hispanic culturally responsive teaching and cultur- er science education remains opportune Origin.” September 2013. http://www. ally responsive computing. Programs like in this early part of the 21st century. census.gov/prod/2013pubs/acs-24.pdf. COMPUGIRLS, a free technology program designed for minority girls at Arizona State 12 Vuong, Madeline. “Facebook, Amazon, University, exemplify the extraordinary Endnotes Code.org, Google, Microsoft and Others Create Coalition to Lobby for K-12 Computer need and success in intersecting computer Science Funding.” GeekWire. 08 Mar. 2016. science with culturally responsive teaching. 1 “FACT SHEET: President Obama Announces http://www.geekwire.com/2016/tech- COMPUGIRLS aims to increase the number Computer Science For All Initiative.” The giants-ngos-create-coalition-lobby-k-12- White House, Office of the Press Secretary. computer-science-funding/ of women entering computer science fields January 30, 2016. https://www.whitehouse. by offering adolescent girls from under- gov/the-press-office/2016/01/30/fact-sheet- 13 Ashcraft, Catherine, Elizabeth Eger, and resourced school districts a series of cul- president-obama-announces-computer- Michelle Friend. “Girls in IT: the facts.” turally relevant computer science courses. science-all-initiative-0. National Center for Women & IT. Boulder, CO Supported by a grant from the NSF, COM- (2012). 2 Leu, Donald J., Elena Forzani, Chris Rhoads, PUGIRLS provides fun summer and after- Cheryl Maykel, Clint Kennedy, and Nicole school classes through which participants 14 Morgan, Rick, and John Klaric. “AP Timbrell. “The new literacies of online Students in College: An Analysis of Five- learn the latest technologies in digital me- research and comprehension: Rethinking the Year Academic Careers.” CollegeBoard. dia, games, and virtual worlds and become reading achievement gap.” Reading Research 2007. http://research.collegeboard.org/ a voice for social justice and change in the Quarterly 50, no. 1 (2015): 37-59. sites/default/files/publications/2012/7/ world.46 By supporting programs like these researchreport-2007-4-ap-students-college- analysis-five-year-academic-careers.pdf.

9 15 “What’s Wrong with This Picture?” Code.org 26 Goral, Tim. “Why K12 Education Needs 40 “Searching for Computer Science: Access Diverse Teachers.” District Administration and Barriers in U.S. K-12 Education.” Google- 16 Warschauer, M., and T. Matuchniak. “New Magazine. August 2015. http://www. Gallup. Technology and Digital Worlds: Analyzing districtadministration.com/article/why-k12- Evidence of Equity in Access, Use, and education-needs- diverse-teachers. 41 In Teach for America’s 2014 cohort, 50% of Outcomes.” Review of Research in Education newly recruited corps members identified 34, no. 1 (2010): 179-225. 27 The term “person of color” is used primarily as people of color, 47% received Pell Grants, in the United States to describe all non- and 40 new teachers had DACA status. 17 “Teachers See Digital Divide among white groups, emphasizing common, Students.” Pew Research Center RSS. Pew although not universal, experiences of 42 “TEACH FOR AMERICA WELCOMES MOST Research Center, March, 17 2013. http:// exclusion and alienation. DIVERSE TALENT IN 25-YEAR HISTORY” www.pewresearch.org/daily-number/ Teach for America. August 11, 2014. teachers-see-digital-divide-among- 28 Partee, Glenda L. Retaining Teachers of Accessed February 21, 2016. http:// students/. Color in Our Public Schools: A Critical www.teachforamerica.org/sites/default/ Need for Action. Rep. Center for American files/2014.national.corps_.announcement. 18 “Searching for Computer Science: Access Progress, June 2014. Web. final_.08.13.14.pdf. and Barriers in U.S. K-12 Education.” Google- Gallup. 29 Ibid. 43 Through the Federal Teacher Loan Forgiveness program, teachers can have up 19 Data from the Federal Communications 30 “The State of Teacher Diversity in American to $17,500 of student loans forgiven after Commission (FCC) suggests that almost Education.” Albert Shanker Institute. teaching in low-income schools for five one in three households do not subscribe years but most teachers have only $5,000 of to broadband services at any speed— 31 Ladson-Billings, Gloria. “Yes, but how do loans forgiven. for reasons such as lack of affordability we do it? Practicing culturally relevant and lack of interest. The FCC has made pedagogy.” White teachers/diverse 44 HR 2082: This bill amends HEA to require the several recommendations for increasing classrooms: A guide to building inclusive Department of Education to forgive student broadband access, including modernizing schools, promoting high expectations, and loan obligations of borrowers employed as the federal Lifeline program that give low- eliminating racism (2006): 29-42. full-time teachers of (STEM) in elementary income people access to telephone services or secondary schools in which the number to include broadband services. 32 Ibid. of low-income children exceeds a certain percentage. This bill is currently in both 20 “Searching for Computer Science: Access 33 Eglash, Ron, Audrey Bennett, Casey the House Ways and Means and House and Barriers in U.S. K-12 Education.” Google- O’donnell, Sybillyn Jennings, and Margaret Education and Workforce committees. Gallup. Cintorino. “Culturally situated design tools: Ethnocomputing from field site to 45 HR 2057: This bill amends the America 21 Darling-Hammond, Linda, and John classroom.” American anthropologist 108, COMPETES Reauthorization Act of Bransford. Preparing Teachers for a Changing no. 2 (2006): 347-362. 2010 to include computer science in World: What Teachers Should Learn and Be that Act’s definition of “STEM” as the Able to Do. San Francisco, CA: Jossey-Bass, 34 “FACT SHEET: President Obama Announces academic and professional disciplines of 2005. Computer Science For All Initiative.” The science, technology, engineering, and White House, Office of the Press Secretary. mathematics, which was included in 22 “Mission & Vision.” Girls Who Code, 2012. the STEM Education Act passed in 2015. http://girlswhocode.com/about-us/ 35 “Searching for Computer Science: Access Moreover, the bill includes 1) programs to and Barriers in U.S. K-12 Education.” Google- increase disadvantaged students’ access 23 “Bugs in the System.” Computer Gallup. to computer science courses, 2) computer Science Teachers Association. science teacher training programs, 3) August 22, 2013. http://csta.acm.org/ 36 Title II of the Higher Education Act pertains improved teacher certification or licensure ComputerScienceTeacherCertification/sub/ to teacher quality programs and regulations requirements and processes, which were CSTA_BugsInTheSystem.pdf. and includes teacher partnership grants, left out of legislation that has passed. some institutional aid, and specific graduate This bill is currently in committee. The 24 Wilson, Cameron, Leigh Ann Sudol, Chris fellowship programs. bill was introduced by Representative Stephenson, and Mark Stehlik. “Running on Tony Cárdenas, who is himself a Latino empty: The failure to teach K-12 computer 37 Taylor, Kate, and Claire Cain Miller. “De Blasio Congressman with a STEM background. science in the digital age.” Association to Announce 10-Year Deadline to Offer for Computing Machinery. Computer Computer Science to All Students.” The New 46 Scott, Kimberly A., and Denice Ward Hood. Science Teachers Association. (2010) http:// York Times. The New York Times, 15 Sept. “CompuGirls: Designing a Culturally runningonempty.acm.org/fullreport2.pdf 2015. Web. Relevant Technology Program.” 49, no. 6 (2009): 34-39. 25 “The State of Teacher Diversity in 38 “Bugs in the System.” Computer Science American Education.” Albert Shanker Teachers Association. Institute. September 21, 2015. http:// www.shankerinstitute.org/resource/ 39 “What’s Wrong with This Picture?” Code.org. teacherdiversity.

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