For Immediate Release: June 22, 2016
Contact: Renee Rybak Lang, renee.lang@nasbe.org, 703-740-4841

States Aim to Meet ESSA’s “Well-Rounded Education” Criteria through Computer Science Standards

Alexandria, Va. – While educators and parents recognize computer science as a key skill for career readiness, only five states have adopted learning standards in this area. Tides are changing, however, as the Every Student Succeeds Act (ESSA) recognizes with its call on states to provide a “well-rounded education” for students, to include computer science standards. A new NASBE Policy Update outlines what states need to consider as they develop computer science standards and improve instruction, highlighting several promising state efforts already under way.

“States Move toward Computer Science Standards” notes the work of a coalition of organizations that includes Code.org, among others, and of the Southern Regional Education Board (SREB), both of which are driving the development of computer science standards. The coalition is working with 13 states on concepts and practices to consider when designing standards. SREB has created a Commission on Computer Science and Information Technology to collect state recommendations for boosting student interest in the computer sciences as well as curriculum design. SREB will publish their findings later this year, while a final version of the coalition’s framework is expected in September.

Georgia is among the first states to adopt computer science standards. In 2015, the state sought industry and educators’ input during its comprehensive review of existing courses and curricula, and it created a committee of business and industry leaders and others to write the state’s computer standards.

States that are planning to adopt standards will also have to wrestle with the lack of qualified computer science teachers and retaining existing staff. “Some states fear that they will pay to develop teachers’ knowledge of coding and programming and then lose them to industry jobs where they can earn higher pay,” says NASBE’s Eve Tilley-Coulson, author of the policy update. States can take cues from states like Maryland and Utah, which are taking steps to combat the teacher turnover problem. Utah is using state funds to help teachers get multilevel certifications, which creates a career ladder. Maryland is creating a Reserve Fund to supplement equipment and teacher professional development. Other states are following suit and pooling resources to support computer science implementation and teacher training.

“There is no single solution for addressing the dearth of students ready to enter the computer science industry,” says Tilley-Coulson. But state boards are taking important steps to close the gap between industry and K-12 instruction to deliver a “well-rounded education.”

Read “States Move toward Computer Science Standards.”

The National Association of State Boards of Education represents America’s state and territorial boards of education. Our principal objectives are to strengthen state leadership in education policymaking, advocate equality of access to educational opportunity, promote excellence in the education of all students, and ensure responsible lay governance of education. Learn more at www.nasbe.org.

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