Just 60 percent of public schools in the U.S. have foundational computer science coursework available to students, according to the 2024 State of Computer Science Education report by the Code.org Advocacy Coalition, Computer Science Teachers Association and Expanding Computer Education Pathways.
That is roughly a 2.5 percent improvement year-over-year, but disparities in access and participation continue with rural, urban and smaller high schools less likely to have classes. Additionally, the report found that low-income youth, and Black, Hispanic/Latino and Native American/Alaskan higher schoolers are less likely to attend schools with foundational computer science.
Nationally, 6.4 percent of students in grades 9-12 were enrolled in foundational computer science in the past year. Only 33 percent of enrollees were girls. “If all students took one computer science course in their high school career, we would expect to see enrollment around 25 percent,” according to the report.
Even when it’s available, Hispanic/Latino students are 1.7 times less likely than their white and Asian peers to enroll in foundational computer science. Students with disabilities, English learners and economically disadvantaged students are underrepresented in computer science coursework compared to their overall population, the report found.
Thirty-seven percent of middle schools have computer science. “In middle and elementary schools, disparities in participation are less pronounced among most demographic groups,” the report states.
At a time when computer literacy is becoming increasingly important to navigate the world and job market, just 11 states require computer science credits to graduate.
California
The Golden State is not among those that require computer science as a graduation requirement — one of 10 policies recommended by the Code.org Advocacy Coalition to make the subject foundational.
“When states take action and pass policies, students have more opportunities to benefit from computer science,” according to the report.
California also doesn’t require high schools to offer any computer science and lacks preservice programs for teachers at institutions of higher education to encourage them to gain exposure to computer science.
The state is making progress in allowing computer science to count toward a core graduation requirement and meets policy recommendations related to:
- Creating a statewide plan for K-12 computer science
- Defining the subject and establishing standards
- Allocating funding for professional development for computer science teachers
- Implementing a certification pathway at the elementary and secondary levels
- Having dedicated computer science positions in the California Department of Education
- Allowing computer science to satisfy a college admission requirement
Fifty-two percent of California public high schools had foundational computer science in 2023–24 — up from 45 percent the year prior. Of the 50 states and District of Columbia, California is in the bottom 15 for its offerings.
In California, larger schools were the most likely to have these classes available at 88 percent followed by medium schools (62 percent) and smalls (26 percent). Geographically, 58 percent of urban and suburban schools offered the coursework compared to 34 percent of rural schools.
Sixty-seven percent of students who participated in related AP exams were boys. Girls and Black and Hispanic/Latino students were underrepresented (the state doesn’t track enrollment data for foundational computer science).
Students who take computer science appear to find it beneficial.
“Before the first day of my first computer science class, I didn’t feel confident that I could be good at coding. However, now I can confidently say that with a great teacher and supportive friends that share my interest, computer science is my favorite class and has helped me strengthen my creativity and problem-solving,” said one California 10th grader who is quoted in the report.
The report notes that the state Legislature has introduced computer science-related bills to require high schools to offer coursework and strengthen data reporting of the courses, but they did not pass. However, the first statewide, in-person computer science professional development week was held in July. Participants represented 35 counties.