2020 State of Computer

Science Education
Illuminating Disparities

About the Code.org About the CSTA About the ECEP Alliance
Advocacy Coalition

Advocacy
Coalition
Bringing together more than 70 The Computer Science Teachers The Expanding Computing
industry, nonprofit, and advocacy Association (CSTA) is a membership Education Pathways (ECEP) Alliance
organizations, the Code.org organization that supports and is an NSF-funded Broadening
Advocacy Coalition is growing promotes the teaching of computer Participation in Computing Alliance
the movement to make computer science. CSTA provides opportunities (NSF-CNS-1822011). As an alliance
science a fundamental part of for K–12 teachers and their students to of 22 states and Puerto Rico, ECEP
K–12 education. better understand computer science seeks to increase the number and
and to more successfully prepare diversity of students in computing
themselves to teach and learn.
Advocacy
and computing-intensive degrees
through advocacy and policy reform.
Coalition
Thank You for Helping to
Build a Movement
The Code.org Advocacy Coalition, Computer Science Teachers Association, and the Expanding Computing
Education Pathways Alliance wish to thank the hundreds of thousands of teachers, community members,
researchers, local champions and stakeholders, nonprofits, universities, corporations, and government
institutions who have supported the vision that every student in every school deserves the opportunity to To view this report as a downloadable PDF
learn computer science. Thank you for your support of this movement: and interact with data,
visit advocacy.code.org/stateofcs

For up-to-date policy data and advocacy resources,

visit advocacy.code.org
Pantone 285c
Pantone 1655c

And to all the members of the Code.org Advocacy Coalition:

AccessCSforAll CSTA New Jersey NCCSE For the latest K–12 computer science access data,
Afterschool Alliance
Alliance for California Computing
CSTA-New Mexico
Cyber Innovation Center
NCWIT
New Mexico Technology Council
visit code.org/yourschool
Education for Students and Schools District of Columbia Public Schools Nextech
American Association for University Educational Service District 105 NH High Tech Council
Women Elementary Institute of Science NOLA CODE For more information on joining the CSTA or CSTA chapters,
Anita Borg Institute
Arizona Technology Council
ExcelinEd
Expanding Computing Education
Orlando Science Center
Philadelphia Alliance for Capital and
visit csteachers.org
Association for Computing Machinery Pathways Technologies
BATEC Facebook Diversity Ready CT
Battelle
BootUP
The Friday Institute for Educational
Innovation
Rural Technology Fund For more information about ECEP state teams,
SAS
California STEM Network Getting Smart Science Foundation Arizona visit ecepalliance.org
CEASOM Regional Partnership Google The Southern Regional Institute and
Charles County Public Schools Hawaii Kids CAN Educational Technology Training Center
Chicago Suburban CSTA Idaho STEM Action Center Stand for Children
CodeHS IEEE STEMx
CodeVA Illinois Technology Association Teach for America
Colorado Succeeds KC Tech Council TechNet
Colorado Technology Association LEGO Education Technology Association of Louisville
Common Sense Media LULAC Illinois Education Council 5238 Kentucky
CompTIA Maryland Center for Computing Technology Association of Oregon
Computing Research Association Education The College Board
Connecticut Technology Council MassCAN United Data Technologies
Contra Costa County Office of Education Microsoft Utah STEM Action Center
CS4IL Missouri Mathematics and Science Utah Tech Council
Coalition Washington STEM
CS4RI
Nashville Technology Council West Virginia University Center for
CS4TX
National Education Association Excellence in STEM Education
CSTA
National Math and Science Initiative

A special thank you to the following individuals and institutions for their reviews and contributions to
relevant sections of this report:

Sarah Ciras, Landmark School Antonio Tijerino, Hispanic Heritage Foundation

Dr. Richard Ladner, University of Washington and Dr. Jayce Warner, University of Texas at Austin
AccessComputing Dr. Nicki Washington, Duke University
Amanda Rodda, Washington State School for the Blind
Dr. Daniel Showalter, Eastern Mennonite University We especially want to recognize Hannah Weissman for
her analysis of data for this report.
Table of Contents
Table of Contents
Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

National Momentum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Access and Participation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Computer Science Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

State Summaries. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Appendix 1: Nine Policies Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Appendix 2: Policy Rubrics and Lists of States. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Appendix 3: Data Sources Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Appendix 4: K–12 Computer Science Access Report Charts and Tables. . . . . . . . . . . . . . . . 96

CC BY-NC-SA 4.0. This work is licensed under the Creative Commons

Attribution-NonCommercial-ShareAlike 4.0 International License.
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Authorization to reproduce this report in whole or in part is granted.

Suggested citation: Code.org, CSTA, & ECEP Alliance. (2020). 2020 State of Computer Science Education: Illuminating Disparities.
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5
6
Executive Summary
Computer science education is more important than ever. The COVID-19 pandemic has
highlighted our society’s reliance on computing and its power to help businesses innovate
and adapt, yet at the same time has surfaced greater disparities for students studying
computer science. Access to computer science is key to addressing the equity issues in
society, yet only 47% of our nation’s high schools teach foundational computer science.

1
Percent of High Schools Teaching
Computer Science
Progress over the last several years highlights the
work we all need to do to reach parity. While
Only participation in AP computer science courses
47% Yes continues to skyrocket (the number of female
of high schools teach
computer science. students taking AP computer science exams has
No
quadrupled since 2014), the percentage of female
students has increased only from 22% to 29% of
exams. A deeper look at AP computer science exams
Computer science is far from immune to the effects by gender and each race and ethnicity further
of societal inequities and systemic racism: Black/ illuminates the disparities in participation by male and
African American students, Hispanic/Latino/Latina female students from underrepresented groups.
students, and Native American/Alaskan students are
less likely to attend a school that teaches a
National AP CS Participation by Race/
Ethnicity and Gender
foundational computer science course. Students in
Female Students
rural areas, students with disabilities, English
language learners, Native Hawaiian/Pacific Islander 18% 38% 30%

students, and economically disadvantaged students

7% 0.1% 0.2% 7%
are also underrepresented in computer science
courses. Male Students

16% 47% 25% 7%

National AP CS Access and Participation
by Race/Ethnicity 5% 0.1% 0.2%

Overall Student Demographics 0 20,000 40,000 60,000 80,000 100,000 120,000

15% 27% 47% Total Number of CS Exams Taken

0.4% 1% 5% 4% Black/African American

Native Hawaiian/Pacific Islander
Demographics in Schools Teaching AP CS Hispanic/Latino/Latina
Native American/Alaskan
13% 26% 48% 8% White
Asian
0.4% 0.5% 4% 2+ Races/Other

Demographics of Students Taking AP CS Exams * Includes both public and private schools

6% 17% 44% 26% 7%

0.1% 0.2%

0 25% 50% 75% 100%

Black/African American
Native Hawaiian/Pacific Islander
Credit: University of Washington, DO-IT

Hispanic/Latino/Latina
Native American/Alaskan
White
Asian
2+ Races/Other

* Includes only public schools

2 Executive Summary
States are working to broaden participation in policies, and most states have adopted five or more.
computer science by passing policies to make State leaders continue to guide implementation of
computer science a fundamental part of the K–12 each policy while considering diversity, equity, and
education system. Over the past year, 28 states inclusion. Overall, there continues to be a strong
passed 42 new laws and regulations promoting connection between the adoption of the nine
computer science. In addition to adopting more policies and the percentage of high schools teaching
policies, state education leaders extend and computer science in a state.
innovate on previously adopted policies: continuing
Policy Adoption and Access to
to fund computer science education, supporting
Computer
Policy Science
Adoption and Access to Computer Science
teachers and students, and providing leadership
and guidance. 100%

Percent of High Schools Teaching CS

The nine policies form a framework for state policy
developed by the Code.org Advocacy Coalition. 75%

The coalition is a group of industry, nonprofit, and

advocacy organizations working to make computer
50%
science a fundamental part of the K–12 education
system. When the organizations in the coalition
began their work in 2013, just 14 states plus DC had
25%
at least one of these nine policies in place; now all
50 states have adopted one or more of the nine
r2 = 0.35, p < 0.001
0%
1 2 3 4 5 6 7 8 9
9 Policies Number of Policies

1 2 3
Policy Principles
Create a state plan for Define computer science and Allocate funding for
K–12 computer science establish rigorous rigorous computer science  Clarity
K–12 computer teacher professional
 Capacity
science standards learning and
course support  Leadership

 Sustainability

4 5 6  Equity and
    Diversity*

Implement clear Create programs at  Establish dedicated

certification pathways for institutions of higher computer science positions *Equity and
computer science teachers education to offer in state and local Diversity is
computer science to education agencies incorporated in
preservice teachers
each of the nine
policies.

7 8 9
Require that all secondary Allow computer science to Allow computer science
schools offer computer satisfy a core graduation to satisfy an admission
science with appropriate requirement requirement at institutions
implementation timelines of higher education

Executive Summary 3
The 2020 State of Computer Science Education
report includes descriptions of policy trends, an
in-depth view of each state’s policy and
Call to Action: Illuminate Disparities
implementation, and data on disparities in access to
1. Create opportunities for diverse
and participation in computer science. For the first
participation and inclusive experiences in
time, the K–12 Computer Science Access Report has
addition to increasing capacity and access.
data for all 50 states and DC.
2. Disaggregate student data by race and
Computer science education cannot progress unless
ethnicity and discontinue the use of terms
disparities are illuminated. Many groups of students
such as “underrepresented minorities
are still invisible or uncounted in computer science.
(URM).”
Change is needed. We call on states and national
groups to ask difficult questions, challenge 3. Explore the intersection of demographic
assumptions and biases, and commit to collect data such as gender and race/ethnicity or
broader data on which students have access, which disability status and race/ethnicity.
students are recruited into computer science
4. Include broader data on student
classrooms, and which students are retained in
participation, such as students with
computer science pathways. In this time of
disabilities, English language learners, and
significant change and focus on inequity, the
economically disadvantaged students.
computer science education movement must strive
to be part of the solution.

Credit: University of Washington, DO-IT

4 Executive Summary
National Momentum
This fourth annual edition of the State of Computer Science Education, co-authored
by Code.org, the Computer Science Teachers Association (CSTA), and the Expanding
Computing Education Pathways (ECEP) Alliance, comes at a time of unprecedented
upheaval in our society and our state education systems.

The nation’s focus on confronting systemic racism of computing in our society. In response to these
has reinforced why principles such as equity, issues, the 2020 State of Computer Science
diversity, and inclusion must be central to expanding Education report seeks to illuminate disparities in
access to and participation in high-quality computer access and participation while providing an update
science education. At the same time, the transition on state progress in computer science education
to online learning during the COVID-19 pandemic policy and implementation.
has magnified inequities in broadband and device
This report contains:
access, increasing the “digital divide” for students
from groups underrepresented in computer science, • updated data on who has access to and
including: Black/African American students, participates in computer science courses,
Hispanic/Latino/Latina students, Native American/ including K–12 Computer Science Access
Alaskan students, and Native Hawaiian/Pacific Report data for all states;
Islander students; students with disabilities; English 1
• a summary of each recommended policy,
language learners; students from rural areas; and
including a map of states that have enacted
economically disadvantaged students.2 The online
each policy, examples of policy implementation,
platforms and businesses that people have relied
and related resources; and
upon during the pandemic reinforce the significance
• state-by-state summaries, including detailed
1
Defined as students who receive services under Individuals with information on state progress in the nine policy
Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation
Act areas and data on school offerings and
2
Defined as students who are eligible for free and reduced-price meals
under the National School Lunch Program participation.

5
In particular, this report illuminates disparities in science courses for students with disabilities,
access and participation in ways that have not been English language learners, and economically
visible before. In some cases, it is still invisible, and disadvantaged students. It is our goal to support
we call on states and national organizations to all states in this level of data collection.
collect data.
• Demographic breakdowns by race and
ethnicity and clear identification of students
from underrepresented groups, including
In the last 12 months, breakdowns for male and female students from

28 states have adopted

each racial and ethnic group. This data is also
represented in charts and graphs with the
a total of intention of making disparities visual. The term

42 policies “underrepresented minority” does not

adequately capture demographics for
marginalized racial and ethnic groups
underrepresented in computer science
Since the 2019 State of Computer Science Education or the obstacles they face. We are committing to
report, 28 states have adopted a total of 42 policies disaggregate student data by race and ethnicity
to support computer science education. This and call on others to do the same.
chapter includes a discussion of the nine policies,
momentum by state governors and the federal • Specific examples of how each state policy
promotes access to and equity within computer
government, and challenges and opportunities for
science courses.
the future.
Although this report highlights the available data,
the community’s understanding of student access
New This Year
to, and experiences in, rigorous computer science
Previous issues of this report failed to include courses remains limited. Most states do not collect
participation and access data for students with or make available demographic data on student
disabilities, English language learners, and enrollment in computer science courses. Current
disaggregated data on female and male students national and state data sources have other
from underrepresented racial and ethnic groups. In limitations, such as delayed reporting or including
an effort to improve our understanding of diversity, only lagging indicators of student learning, such as
equity, and inclusion in computer science, this year’s Advanced Placement® (AP) courses. No national
report attempts to illuminate the opportunities and data source on computer science courses and
accessibility of computer science courses for more enrollment includes data on students with
diverse students. disabilities (including students who receive services
under Individuals with Disabilities Education Act
Notable changes in this year’s report include:
(IDEA) or Section 504 of the Rehabilitation Act).3 To
• The inclusion of data that was not available in accurately examine disparities in computer science
previous years and is not currently available education and make improvements, states and
from any national sources. A few states track national organizations must begin to collect broader
and report enrollment in foundational computer
Blaser, B. & Ladner, R. E. (2020). Why is data on disability so hard to
3

collect and understand? In Proceedings of Research on Equity and

Sustained Participation in Engineering, Computing, and Technology
(RESPECT 2020). 8 pages.

6 National Momentum
data that reflects all stages of K–12 computer Nine Policies to Make Computer
science education, such as disaggregated
Science Fundamental
enrollment data for computer science courses and
experiences. The community must also examine These nine recommendations are intended to help
how leading indicators—such as teacher capacity, build and sustain a comprehensive state policy
equitable access to funding, biased early framework to broaden the teaching and learning of
mathematics course tracking, and local or state computer science. They support a vision built on five
policies that exclude students very early on from principles: Equity and Diversity, Clarity, Capacity,
computer science experiences—affect long-term Leadership, and Sustainability. All nine policies
enrollment and success in computer science. should promote access to and equity within rigorous
and engaging computer science courses. Each
policy is described in detail in Appendix 1.

1 2 3
Create a state plan for Define computer science and Allocate funding for
K–12 computer science establish rigorous rigorous computer science
K–12 computer teacher professional
science standards learning and
course support

4 5 6
Implement clear Create programs at  Establish dedicated
certification pathways for institutions of higher computer science positions
computer science teachers education to offer in state and local
computer science to education agencies
preservice teachers

7 8 9
Require that all secondary Allow computer science to Allow computer science
schools offer computer satisfy a core graduation to satisfy an admission
science with appropriate requirement requirement at institutions
implementation timelines of higher education

Policy Principles
 Clarity  Capacity  Leadership  Sustainability  Equity and Diversity*

*Equity and Diversity is incorporated in each of the nine policies.

National Momentum 7
These nine policies are widely agreed upon as to courses, and support for students from groups
necessary in making computer science fundamental underrepresented in computer science.
to a state’s K–12 education system. At the same time,
At the time of this report, Arkansas, Idaho, Indiana,
it is important to note that these policies are not a
Maryland, and Nevada have adopted all nine
checklist to complete. It is not intended that every
policies. Many other states have adopted seven or
state will be able to adopt every policy, nor is it
eight policies, including Alabama, Georgia, Iowa,
enough to adopt each policy in isolation without
Massachusetts, New Hampshire, Utah, Virginia,
considering implementation of those policies. We
Washington, West Virginia, and Wyoming. Several
encourage state policymakers, advocates, and
states have made great strides over the past year,
education leaders to take a holistic approach with
not only by adopting more policies, but also
respect to adopting and implementing the nine
ensuring that policies are aligned with one another
policies, ensuring that all students have the
and implementing actions outlined in previously
opportunity to learn computer science.
adopted policies. Maine, Tennessee, and West
Over the past year, many states have begun taking Virginia each adopted three policies since the last
this holistic approach. As more states have adopted report. Maine adopted a state plan, established a
more policies, new adoption has slowed in favor of computer science specialist position, and
deeper implementation of existing policies, established a policy for students to count a
expanding participation in computer science computer science course towards graduation.
courses, and increasing the quality of instruction. Tennessee adopted a state plan, a comprehensive
We have seen states focusing their attention on set of K–12 standards, and dedicated funding for
ensuring that the policies work well together and computer science. West Virginia similarly structured
supporting teachers and schools in enacting the the adoption of policies around the development of
policies. States have innovated in reaching beyond the state plan.
the nine policies to further prioritize equity, access

8 National Momentum
Number of Policies

7 3
3 3 3
1 2
9 7
2 4 4
7 3
6
7 5 6
1
9 6
6 9 3
7 3 9
5 4 7
2 7 2
4
6
6
5
4 5
3 9 6

5 8 8
5
3

6
7

0–3 Policies
2

4–6 Policies

7–9 Policies

National Momentum 9
Governors’ Partnership for K–12 Federal Policy
Computer Science National policy discussions and efforts within federal
The Governors’ Partnership for K–12 Computer agencies and on Capitol Hill continue to include the
Science is a group of bipartisan state leaders need for more computer science education. Before
committed to advancing policy and funding to the pandemic slowed education policy action,
expand access to, and increase equity in, K–12 members of Congress introduced several proposals
computer science education. As part of the to expand computer science education. The
partnership, governors commit to working towards Computer Science For All Act would invest in
ensuring all high schools offer computer science, professional learning, instructional resources, and
funding professional learning opportunities for initiatives to broaden computer science participation.
teachers, and developing a set of high-quality The Teacher Education For Computer Science Act,
academic K–12 computer science standards. introduced in both the House and Senate, would
encourage colleges to establish teacher preparation
programs in computer science. The Rural STEM
“Computer science has
Education Act would address specific challenges
quickly moved from a
faced by rural schools in offering computer science
narrow elective to a
courses. Republicans and Democrats in Congress
basic skill that every
champion these and other computer science
student needs.”
initiatives. In addition, advocates continue to push
for investments from the Department of Defense via
— Governor Kim Reynolds (R), Iowa, during the JROTC Cyber Training Act and the PROMOTES
the Condition of the State 2020 Speech
Act. Facing uncertain times and the November
elections, Congress is unlikely to turn to these
The Governors’ Partnership for K–12 Computer proposals until 2021.
Science has 17 members, including nine Republicans
State education agencies are investing in computer
and eight Democrats. Governors who are members
science with funds from the Every Student Succeeds
of the partnership are noted on their respective
Act, and are including computer science in their
state’s page in this report. More information about
Career and Technical Education plans they file with
the partnership can be found at governorsforcs.org.
the U.S. Department of Education. In July 2020, the
Department once again provided a competitive
“ Knowing the basics of
advantage to applicants that address computer
computer science can
science in early-phase Education Innovation and
open doors to virtually
Research grant proposals. The National Science
any career in our
Foundation is investing $20 million in Computer
fast-growing 21st-century
Science for All (CSforAll: Research and RPPs) to
economy. We are working
support research-practitioner partnerships and
to expand career-
other research to expand K–12 computer science and
connected learning and integrate computer
computational thinking for all students. The
science into the curriculum at every
community’s collective advocacy efforts continue to
grade level.”
seek—and secure—federal funds and policy changes
— Governor Ralph Northam (D), Virginia, during an that support expanding access to K–12 computer
announcement of grants for computer science
science education.

10 National Momentum
Looking Forward: Challenges for state funding to expand computer science. Still,
states may increasingly turn to federal funding
and Opportunities
opportunities to support these programs or
The U.S. is in a very different place than it was a year incorporate computer science course funding into
ago, with many disparities in education not only existing school funding.
persisting, but also widening. Over the next year, we
anticipate the continuation of the following emerging Focus on Implementation of Existing
trends in computer science education policy. Policies
Student Access to Computer Science In 2020, many states shortened their legislative
Learning at Home sessions or limited hearings to bills and issues
In 2020, the COVID-19 pandemic and resulting directly related to public health or budget. As a
school closures illuminated existing disparities result, several promising computer science
between students who have access to broadband education bills did not pass. It is vital in the current
and devices and those who do not. In spring 2020, climate that states value what computer science
many schools turned to remote learning for all brings to all courses of study, as well as its impact on
students, which enabled curriculum providers to see students as a standalone subject. Many policies do
which students were able to continue learning not depend on funding and can make a meaningful
computer science at home. For example, Code.org’s difference in course access.
platform saw a widening of the gap for students
States can sustain their momentum by examining
from rural communities, schools with higher
existing state computer science policies and
percentages of students eligible for free and
ensuring that the policies work as intended to
reduced-price meals, and schools with larger
expand access and increase participation. State
populations of students from marginalized racial and
leaders can collect and analyze data around who
ethnic groups underrepresented in computer
has access to and/or participates in computer
science. This is indicative of the barriers students
science courses to develop strategies to reduce
face in access to broadband and devices for learning
barriers for students from underrepresented
at home. Even when schools reopen for in-person
populations.
instruction, the “homework gap” will persist.

No matter how many policies a state has adopted,

Changes in State Funding efforts must be bolstered by an understanding of
Due to the pandemic and the resulting decreased the inherent institutional biases that exist. Strategic
state revenue, states had to reduce their spending in efforts should include training on identifying
the FY 2020 and 2021 budgets. Several states institutional biases, as well as systems change
ultimately removed computer science from the FY strategies that reduce disparities. State computer
2021 budget, while others reallocated or froze science education leaders have a responsibility to
existing computer science funding. Computer drive change by illuminating the disparities in K–12
science education leaders will continue to advocate now in order to affect students’ lives in the future.

National Momentum 11
 Stories from the Field
Looking to re-engage stakeholders committed to advancing computer
science education for all students in North Carolina, a group of leaders
from K–12, higher education, and nonprofit organizations such as the
Friday Institute launched plans for a fully virtual statewide computer
science education summit. The 2020 summit will help CS4NC maintain computer science advocacy
and policy momentum while addressing challenges brought on during the COVID-19 pandemic. With
great uncertainty in the current situation, CS4NC hopes to provide stakeholders with a clear
understanding of how they can continue to provide computer science education in their schools and
implement the new NC K–12 Computer Science Standards.

Computer Science for California (CSforCA) is a state-wide coalition of

educators, industry leaders, nonprofit organizations, and higher education
institutions advocating for high-quality and equity-minded computer science
teaching and learning opportunities in K–12 public schools. The coalition’s
advocacy has been instrumental to the progress of equitable, scalable, and sustainable computer
science policy and programs in California, including the adoption of the state plan, K–12 computer
science standards, funding proposals, computer science supplementary authorization for teachers,
making computer science count, and informing other related legislation with research and practitioner
expertise.

The Connecticut Computer Science Advisory Committee and their network of colleagues have
demonstrated that lack of funding does not necessarily impede state change efforts. Without funding,
Connecticut has adopted K–12 computer science standards, supported computer science teacher
pathways (SB 957, 2019), and included computer science in the public school curriculum (SB 957).
Each success has increased access to computer science for all students and provides evidence to
support future funding requests to expand the work of the committee.

During the 2020 legislative session, C Spire, based in Mississippi,

launched a campaign to support a bill requiring all schools to offer
computer science by the 2022–2023 school year. The campaign website,
ourmsfuture.com, featured a bill tracker, a form to email legislators, and a video dramatization of
leaders in neighboring states “thanking” Mississippi for sending jobs to their economies. After
passing one side of the legislature, HB 1165 was put aside to focus on issues immediately related to
the COVID-19 pandemic.

Washington has a lot of ground to cover—literally! Although the CSTA

chapters in Spokane and Puget Sound areas support teachers in their
regions, a significant area of the state lacked coordinated efforts.
Supported by an ECEP co-sponsorship, the CSforAll WA team facilitated
meetings between CSTA chapter leaders and funded networking events that led to the formation of
the Mid-Columbia CSTA chapter. At the same time, the team supported the Office of the
Superintendent of Public Instruction to build a publicly accessible dashboard of computer science
education data and develop a K–12 Computer Science Education guidance document.

12 National Momentum
Access and Participation
This section provides nationwide data on student access to and participation in
computer science courses. The K–12 Computer Science Access Report provides
the percent of schools that teach a foundational computer science course nationally and
in each state, and disparities in access based on community type, income level, and
student race and ethnicity. Demographic data collected from a few states identifies
disparities in participation for students with disabilities, English language learners, and
students eligible for free and reduced-price meals. This section also provides data on
student access to and participation in AP computer science courses. Detailed
methodology for data collection, including data sources, can be found in Appendix 3.

13
K–12 Computer Science Access semester applying learned concepts through
programming (at least 20 hours of programming for
Report
grades 9–12 high schools). Although computer
Based on data from 25,554 public high schools in science is broader than programming, some direct
the U.S., 47% of public high schools teach at least programming experience is integral to learning the
one foundational computer science course. fundamental concepts. It is also used as a defining
characteristic to differentiate foundational computer
Defining a Foundational Computer science courses from other more advanced or
Science Course non-foundational courses, or from general
The Computer Science Teachers Association technology courses. Although some schools may
developed the following definition of computer integrate computer science and programming
science (Tucker, 2003) which was later reaffirmed in instruction in other courses, the Access Report only
the K–12 Computer Science Framework: includes courses that are coded as computer
science.
Computer science is the study of computers
and algorithms, including their principles, Percent of High Schools Teaching
their hardware and software designs, their
Computer Science
implementation, and their impact on society.

Learning computer science means learning how to

create new technologies, rather than simply using Only

them. Although many schools offer their students 47% Yes

of high schools teach
some exposure to computer science in a limited computer science.
No
capacity such as an Hour of Code, this report
focuses on schools that teach a foundational
computer science course. These are schools where
students learn computer science during the school Across the U.S., about 47% of public high schools
day and spend a minimum amount of time per teach computer science.

14 K–12 Computer Science Access Report

Percent of Public High Schools Teaching Computer Science

48%

67% 56%
36% 44% 60%
54% 19%
38% 75%
38% 52% 48%
41% 37%
86%
66% 59% 67%
44% 67%
77%
42% 68%
70% 45% 72%
47% 38% 75% 83%
27% 73% 41%
50%
45%
51%
50%
30% 37%
32% 89% 80%

48% 46% 55%

46%
23%

33%
62%

0–24% 25–49%
32%
50–74% 75–100%

Percent of High Schools Teaching Computer

Science by Community Type
Disparities in Access Percentinofrural
Students High Schools have
communities Teaching
less access
to computer science.
Computer Science by Community Type
Geographic and socioeconomic factors represent
two systems that require further consideration in
60%
Percent of High Schools Teaching CS

computer science advocacy. Data shows that in the 57%

nation as a whole, schools in rural communities and 50%
schools with higher percentages of economically
44% 43%
40%
disadvantaged students are less likely to teach 41%

computer science. Further, students from

30%
underrepresented racial and ethnic groups are less
likely to have the opportunity to attend a school that 20%

teaches it. Disparities by community type differ by

10%
state; details on this data by state are in Appendix 4.

0%
City Suburban Town Rural
Community Type

K–12 Computer Science Access Report 15

 Income Level and Access to Computer Science
Schools with higher percentages of students
receivingLevel
Income free and reduced
and lunch
Access toare less likely to
teach computer science.
Computer Science
60%
Percent of High Schools Teaching CS

55% 56%
50%

45%
40%

34%
30%

20% Race/Ethnicity
Race/Ethnicityand
and Access
Access toto
Computer Science
Computer Science
10%
100%

% Students Who Attend a School That Teaches CS

0%
0–24% 25%–49% 50%–74% 75%–100%
Percent of Economically 85%
80%
Disadvantaged Students in the School*
74% 75%
* Defined as students who are eligible for free and reduced-price 71%
meals under the National School Lunch Program; a proxy for the 66%
measure of poverty. 60%

53%
85% of Asian high school students in the U.S. and
40%
74% of white students attend a school that teaches a
foundational computer science course, compared to
53% Native American or Alaskan students, 66% of 20%

Black or African American students; 71% of Hispanic,

Latino, or Latina students; and 75% of Native
0%
Hawaiian or Pacific Islander students. Native Black/ Hispanic/ White Native Asian
American/ African Latino/ Hawaiian/
Alaskan American Latina Pacific
Islander
Race/Ethnicity

Credit: University of Washington, DO-IT

16 K–12 Computer Science Access Report

 English Language Learners and Participation
Disparities in Participation English Language Learners and
in Computer Science
Alabama, Arkansas, Connecticut, Florida, Hawaii, Participation in Computer Science
Indiana, Massachusetts, Mississippi, New Jersey, 12%
New Mexico, and Texas provided data on the 11.2%

Percent of Students Who Are

demographics of students enrolled in computer 10%

English Language Learners

science courses, including students with disabilities,
8%
English language learners, and economically
disadvantaged students.4 For state-by-state data, 6%
refer to Appendix 3. 5.6%
4%
Across these 11 states, 7.6% of students enrolled in
foundational computer science courses receive 2%

special education services under IDEA, 5.6% of

0%
students enrolled in foundational computer science State Population* Enrolled in CS Courses

courses are English language learners, and 41.3% of * Weighted average of state enrollment from AL, AR, CT, FL, HI, IN, MA,
MS, NJ, NM, TX from the U.S. Department of Education, Digest of
students are economically disadvantaged. Education Statistics Table 204.20, fall 2017

Students with Disabilities and Participation Economically Disadvantaged Students and

Students with
in Computer Disabilities and
Science Economically
Participation in Disadvantaged
Computer ScienceStudents
Participation in Computer Science and Participation in Computer Science
15% 60%
Special Education Services Under IDEA

for Free and Reduced-Price Meals

Percent of Students Who Receive

Percent of Students Who Qualify

54%
50%
12% 12.9%

40% 41%
9%
30%
7.6%
6%
20%

3%
10%

0% 0%
State Population* Enrolled in CS Courses State Population* Enrolled in CS Courses

* Weighted average of state enrollment from AL, AR, CT, FL, HI, IN, * Weighted average of state enrollment from AL, AR, CT, FL, HI, IN,
MA, MS, NJ, NM, TX from the U.S. Department of Education, Digest MA, MS, NJ, NM, TX from the U.S. Department of Education, Digest
of Education Statistics Table 204.70, 2017–2018 of Education Statistics Table 204.10, 2016–2017

As state advocates continue to increase access to

computer science courses, we need to ensure all
students are able to participate in foundational
courses. We call on all states to follow the leads of
these 11 states and collect comprehensive
demographic data on student enrollment in
computer science courses.

4
Generally, the courses included here are the same as those included in
the Access Report. Details on states that provided a different list of
courses or masked data are in Appendix 3.

K–12 Computer Science Access Report 17

 Stories from the Field
In the 2019–2020 school year, the Washington State School for
the Blind (WSSB) offered both AP CS A and AP CS Principles,
the latter integrating Code.org’s curriculum and Quorum, a
programming language designed for blind students. Students used
physical manipulatives to replicate pixels on a screen when learning
about images. Thanks to a general push to include computer science
as a core class, 20% of WSSB’s student population enrolled in
computer science.

Students with language-based learning disabilities at Landmark

High School in Beverly, MA, learn computer science using physical
devices which make computing concepts more tangible, like Arduino
and Raspberry Pi. Text is limited with block-based programming
languages such as Scratch or AppInventor and languages designed
to output graphics rather than text, such as Processing.

The Hispanic Heritage Foundation’s (HHF) CSL (Code as a Second Language) program will teach
100,000 students from underrepresented racial and ethnic groups in 75 regions to code by the end of
2021. The program trains college students and young Latino/Latina professionals to teach coding
using culturally- and age-relevant pedagogy. In Minneapolis, a Somalian CSL Fellow from the
community introduced a group of Somali refugees to coding. CSL en Español is a K–12 in-school,
Spanish-language coding class, where students reported that learning coding was much easier than
learning English.

CSTA, the California Reading and Literature Project, UC San Diego, and
the CSTA Chapters in Arizona, San Diego, and New Mexico are partnering
on a 4-year grant from the U.S. Department of Education to increase the
number of English learners (ELs) that participate and earn qualifying scores
in AP Computer Science Principles. The program leverages a proven
framework to:

1. Contextualize computer science content around issues that engage ELs’

funds of knowledge

2. Develop student computer science understanding

3. Foster productive and receptive forms of discourse around computer science

4. Elevate language and literacy development in computer science

After development in the southwest, CSTA plans to expand the programming to its network of
chapters across the U.S.

18 K–12 Computer Science Access Report

Student Participation in AP Participation by Gender
AP Computer Science Although the numbers of female students and male
students have increased each year, the percent of all
Over the past several years, the number of students
computer science exams taken by female students
taking AP computer science exams has skyrocketed.
has also increased. This indicates that female
In the 2018–2019 school year, 6,388 schools taught
student participation is growing faster than male
AP computer science, and U.S. students took
participation and the overall exam participation is
158,577 AP computer science exams, up from 5,400
inching closer to parity. The largest growth of female
schools and 130,904 students in the 2017–2018
student participation—in both numbers of students
school year. The number of female students and
and percent—occurred in the 2016–2017 school year,
students from each underrepresented racial and
when AP Computer Science Principles was
ethnic group taking AP computer science exams has
introduced.
increased every year since 2014, with a significant
increase in participation after the 2016–2017 launch However, as highlighted by Barbara Ericson’s
of AP Computer Science Principles. research,5 looking at participation by gender alone
only tells a portion of the full story. Although female
The graphs in this section describe the nuances in
students’ participation is increasing, these numbers
AP computer science exam participation. Previously,
do not capture the intersecting parts of identity.
this report did not describe participation by each
The following graph shows the rate of female
race and ethnicity, or by gender and race and
students’ participation by race and ethnicity.
ethnicity. It is important to have a full picture of
Breaking down gender categories provides a more
student participation across race, ethnicity, and
complete view of disparities. At this time, there are
gender because summaries obscure the trends and
no comprehensive data sources with non-binary
current participation rates for each group. Though
participation.
the broader groups show positive trends, the trends
are different for each racial and ethnic group and
for each intersectional (gender and race and
ethnicity) group.

AP Computer Science Exam

Participation by Gender
Female Male

160,000

120,000 Credit: University of Washington, DO-IT

80,000

40,000 29%
28%
26%
20% 22% 23%
0
2014 2015 2016 2017 2018 2019
* Includes both public and private schools

5
cs4all.home.blog

K–12 Computer Science Access Report 19

National AP CS Participation by Race/ CS exams), despite making up almost 1% of the
Ethnicity and Gender female student population.
Female Students • White female students took 38% of AP computer
18% 38% 30% science exams taken by all female students (and
only 11% of all AP CS exams), despite making up
7% 0.1% 0.2% 7%
50% of the female student population.
Male Students • Asian female students took 30% of AP computer
16% 47% 25% 7% science exams taken by all female students (and
only 8.8% of all AP CS exams), despite making up
5% 0.1% 0.2%
5% of the female student population.
0 20,000 40,000 60,000 80,000 100,000 120,000
Male students from different races and ethnicities
Total Number of CS Exams Taken
Black/African American are also represented differently:
Native Hawaiian/Pacific Islander
Hispanic/Latino/Latina
Native American/Alaskan • African American or Black male students took
White
Asian
5% of AP computer science exams taken by
2+ Races/Other
male students (and only 3.5% of all AP CS
* Includes both public and private schools exams), despite making up 15% of the male
student population.
AP Participation by Race/Ethnicity and
Gender • Native Hawaiian or Pacific Islander male students
took 0.15% of AP computer science exams taken
Although female students took 29% of AP computer
by male students (and only 0.1% of all AP CS
science exams overall in the 2018–2019 school year,
exams), despite making up almost 0.4% of the
female students from different races and ethnicities
male student population.
are represented differently.
• Hispanic or Latino male students took 16% of AP
• Black or African American female students took computer science exams taken by male students
7.5% of AP computer science exams taken by all
(and only 11.4% of all AP CS exams), despite
female students (and only 2.2% of all AP CS
making up 27% of the male student population.
exams), despite making up 15% of the female
student population.
• Native American or Alaskan male students took
0.25% of AP computer science exams taken by
• Native Hawaiian or Pacific Islander female male students (and only 0.17% of all AP CS
students took 0.11% of AP computer science
exams), despite making up almost 1% of the male
exams taken by all female students (and only
student population.
0.03% of all AP CS exams), despite making up
almost 0.4% of the female student population.
• White male students took 47% of AP computer
science exams taken by male students (and 33%
• Hispanic or Latina female students took 18% of of all AP CS exams), despite making up 50% of
AP computer science exams taken by all female
the male student population.
students (and only 5.2% of all AP CS exams), despite
making up 27% of the female student population.
• Asian male students took 25% of AP computer
science exams taken by male students (and 17%
• Native American or Alaskan female students of all AP CS exams), despite making up 5% of the
took 0.17% of AP computer science exams taken
male student population.
by all female students (and only 0.05% of all AP

20 K–12 Computer Science Access Report

AP Access and Participation by Race/ a school that teaches it, Hispanic/Latino/Latina
Ethnicity students are 1.1 times less likely, and Native Hawaiian
or Pacific Islander students are just as likely.6
This graph compares the percent of students from
each race or ethnicity within the overall student The second and third bars can be compared to see
population, the population of students in schools students’ overall participation in AP computer
teaching AP computer science, and the population science courses. Students from marginalized racial
of students taking AP computer science exams. and ethnic groups are underrepresented in taking
AP computer science exams, even when they attend
National AP CS Access and Participation
a school that teaches it. They are also less likely to
by Race/Ethnicity
take an exam than their white and Asian peers:
Overall Student Demographics
15% 27% 47% • Native Hawaiian or Pacific Islander students are
0.4% 1% 5% 4% 3.5 times less likely to take an AP computer
Demographics in Schools Teaching AP CS science exam compared to their white and Asian
13% 26% 48% 8% peers who attend a school that teaches it.
0.4% 0.5% 4%
• Black or African American students are almost
Demographics of Students Taking AP CS Exams 3 times less likely.
6% 17% 44% 26% 7%
• Native American or Alaskan students are almost
0.1% 0.2%
3 times less likely.
0 25% 50% 75% 100%
Black/African American
• Hispanic, Latino, or Latina students are almost
Native Hawaiian/Pacific Islander 2 times less likely.7
Hispanic/Latino/Latina
Native American/Alaskan
White
Encouragingly, the numbers of students taking an
Asian
AP computer science exam has increased for every
2+ Races/Other
race and ethnicity since the 2013–2014 school year:
* Includes only public schools

The first and second bars can be compared to see • Native American or Alaskan students increased
from 131 to 353.
the overall access that students have to AP
computer science courses. Nationally, students of • Black or African American students increased
most racial and ethnic groups have access to from 1,469 to 9,080.
computer science in a percentage similar to their • Hispanic, Latino, or Latina students increased
overall demographics, except for Native American from 3,270 to 26,329.
or Alaskan students. This unequal access is
• Native Hawaiian or Pacific Islander students were
highlighted by the disparity index. Native American
not included as a demographic until the 2015–
or Alaskan students are 2 times less likely to attend
2016 school year, but similarly increased from
a school that teaches AP Computer Science than
71 students to 215 in the 2018–2019 school year.
their white and Asian peers. Black or African
American students are 1.2 times less likely to attend • White students increased from 19,520 to 69,897.
• Asian students increased from 11,060 to 41,505.

See Appendix 3 for details on the disparity index calculations.

6

ibid.
7

K–12 Computer Science Access Report 21

On the other hand, the proportion of students from was included as a demographic category), and
each demographic has not had equivalent growth: 0.14% in 2019.

• Hispanic, Latino, or Latina students have seen • Worryingly, Native American or Alaskan students
dropped from 0.35% of exams in 2014 to 0.22%
the largest growth, from 8.8% of exams in 2014
of exams in 2019, with the largest drop around
to 16.6% in 2019, with the largest increase
the introduction of Computer Science Principles.
coinciding with the introduction of AP Computer
Science Principles. • Asian and white students, who are
overrepresented in AP CS exams, decreased
• Black or African American students made up
from 30% to 26% of exams and 52% to 44%,
3.9% of AP computer science exams in 2014 and
respectively.
5.7% in 2019—showing slight growth.

• Native Hawaiian or Pacific Islander students’ It is important to look into these changes on a
representation remained relatively stable at state-by-state level to fully understand what is
0.13% of AP computer science exams in 2016 (the happening. State data can also help to identify the
first year that Native Hawaiian/Pacific Islander barriers students face and the opportunities
students are provided.

Credit: University of Washington, DO-IT

22 K–12 Computer Science Access Report

Computer Science Policy
This section presents the most reliable data currently available on the nine model state
policies developed by the Code.org Advocacy Coalition for expanding computer science
education. For more information regarding the nine policies, refer to Appendix 1. For the
policy rubrics and lists of states, refer to Appendix 2.

Each policy page includes: nine policies can promote access to and equity within
rigorous and engaging computer science courses
• a map depicting which states have enacted the
when stakeholders make equity an explicit focus of
policy,
policy development and implementation monitoring.
• the number of states with the policy each year
Although a “no” indicates that a state has not met all
since 2017,
of the criteria in the rubric, in some cases, a state may
• highlights describing best practices related to have met some of the criteria. Where possible, we
the policy, and note a state’s progress toward meeting a policy.
• related resources to assist states in developing
For additional resources and the most up-to-date
the policy.
policy status, please refer to advocacy.code.org and
Each page includes examples of the ways states have bit.ly/9policies.
prioritized equity and diversity within the policy. All
 State Plan for K–12
11 Computer Science Education

Yes
In Progress
No

18
13

13

2017 2018 2019 2020

Highlights science education equitably and sustainably, and to

prepare all teachers to teach computer science
Since the last report, Connecticut, Maine, New
aligned with the state’s standards. The plan’s sections
Jersey, Tennessee, and West Virginia have adopted
are: Equity and Access, Supporting Educators to
state plans.
Teach Computer Science, and Expanding Computer
State plans have included timelines, goals, and Science Course Offerings. Each section includes a
strategies for providing equitable access for all description of activities, immediate actions and those
students, professional learning for teachers, and pending funding, and guidance for schools, districts,
awareness of the importance of computer science county offices of education, community and business
in the community. Many plans also address funding, partners, and other entities to consider as they work
standards, and certification. A wide range of to improve computer science education.
stakeholders are involved in developing these
plans, including teachers, parents, students, Resources
administrators, institutions of higher education, State Computer Science Planning Toolkit
nonprofit organizations, and industry partners. bit.ly/statetoolkit

In May 2019, the California State Board of Education State Summit Toolkit
adopted the California Computer Science Strategic ncwit.org/organize
Implementation Plan. The goal of the plan is for all
Stakeholders Involved with BPC
schools to offer rigorous and relevant computer
ecepalliance.org/resources/stakeholders-involved-bpc

24 Computer Science Policy

 21 K–12 Computer Science Standards

Yes
In Progress
No

37
13

34

22

2017 2018 2019 2020

a mix of grade-level standards and grade bands, such

Highlights as K, 1, 2, 3, 4, 5 at the elementary school level and
grade bands at the middle and high school levels.
Since the last report, North Carolina, Tennessee, and
Some states, including the eight states that officially
Wyoming have adopted K–12 computer science
adopted the grade-banded CSTA K–12 Standards,9
standards.
use grade bands such as K–2, 3–5, 6–8, and 9–12.
Most states developed their own comprehensive K–12
The Ohio Learning Standards for Computer Science
computer science standards informed by the K–12
consist of expectations for individual grades K, 1, 2, 3,
Computer Science Framework and the CSTA K–12
4, 5, 6, 7, and 8, and the 9–12 grade band, which
Standards8—resources recognized for their inclusive
include foundational and advanced levels. Ohio’s
vision of computer science and attention to concepts
Computer Science Model Curriculum provides
of equity, including bias, accessible technology, and
in-depth guidance for implementing the standards,
inclusivity. States have also issued guidance on how
such as learning progressions and key concepts and
to teach standards to all students, especially those
practices associated with each standard. The model
underrepresented in computer science. Examples
curriculum is not a complete curriculum, nor is it
include using culturally relevant pedagogy, universal
mandatory; it is intended to help educators plan and
design for learning, and accessible technology for
develop their local curricula.
students with disabilities.

State-specific adaptations include emphasizing Resources

aspects of the standards to reflect local economic K–12 Computer Science Framework
priorities, such as cybersecurity, or implementation k12cs.org
scenarios, such as integration with other subjects. The
CSTA K–12 Computer Science Standards
structure of state standards differ, but many employ
csteachers.org/standards
8
28 states referenced the CSTA standards in their state standards
documents.
9
CT, DE, HI, IA, MI, NM, PA, and WA
Computer Science Policy 25
 31
State-Level Funding for K–12
Computer Science Professional Learning
Yes * The state includes computer
science among a variety of
Other* authorized funding priorities
rather than dedicating a
No specific amount to computer
science.

29
13 26

19

2017 2018 2019 2020

Prioritizing students from underrepresented groups

Highlights in grant programs ensures the equitable distribution
of funding. Maryland established a computer
Since the last report, Kentucky, Tennessee, and
science grant program (HB 281, 2018) that prioritizes
West Virginia have allocated state-level funding for
applications that serve underrepresented populations
K–12 computer science professional learning.
including students with disabilities. HB 2303 (2019) in
States have directed funding towards computer Arizona amended the computer science professional
science education for a variety of purposes, such as development program to prioritize rural schools and
standards development, state plans, and teacher schools with at least 60% of the students eligible for
retention, but all state funding recognized in this free and reduced-price lunches.
report emphasizes teachers’ professional learning.
Although the COVID-19 pandemic coincided with
For FY 2021, states allocated over $55 million for
state budget adoption, Alabama and Virginia
computer science professional learning.
increased funding for computer science, while
In FY 2020, Florida allocated $10 million to train, several other states, including Arkansas, Iowa,
recruit, and retain computer science teachers by Mississippi, and New York, sustained ongoing funds.
preparing teachers for computer science certification Unfortunately, budget actions in a few other states
and providing bonuses for teachers earning their reduced or re-allocated previous computer science
certification. In FY 2019, Pennsylvania allocated funding, including funds dedicated to professional
$20 million for STEM and computer science education learning and the hiring of state supervisor positions.
for the expansion of existing large-scale programs
and for schools or districts with little to no Resources
computer science.
Models for Funding Professional Learning
bit.ly/modelsforfundingcs

26 Computer Science Policy

 41 State Computer Science Teacher Certification

Yes
No

40
38
13

34

28

2017 2018 2019 2020

*totals include DC

Highlights Arkansas has a unique approach to certification with

Since the last report, Rhode Island and South Dakota an initial full licensure, an add-on endorsement, and a

have adopted computer science teacher certifications. temporary approval code. Until the 2021–2022 school
year, any teacher with a grade-appropriate license
States often have multiple pathways to certification. can apply for the approval code with documentation
Approaches include initial computer science licensure of approved professional development, prior
for preservice teachers and add-on computer science computer science teaching, coursework in computer
endorsements for inservice teachers. Recently, science, or meeting other department requirements.
several states amended existing requirements in After the 2020–2021 school year, all computer
order to reduce barriers for teachers and increase the science teachers will be required to hold the
number of certified teachers. Arizona’s previous Computer Science Endorsement (obtained as either
computer science endorsement spanned preK–12 and an initial full license or an add-on endorsement).
required 30 semester hours in computer science, Arkansas provides financial incentives for teachers to
proving a burden to many teachers. Arizona now has obtain the endorsement.
two new endorsements, preK–8 and 6–12, that require
nine and twelve semester hours respectively, and Resources
include topics such as inclusive pedagogy. These
Teacher Pathways Recommendations
requirements can be met through an accredited
bit.ly/csteacherpathway
institution or through a program approved by the
local education agency. The endorsements also CSTA Standards for Computer Science Teachers

allow 15 clock hours of professional learning or an csteachers.org/page/standards-for-cs-teachers

analogous micro-credential to count towards Micro-credentials in Computer Science

coursework requirements. advocacy.code.org/micro-credentials.pdf

Computer Science Policy 27

 51
State-Approved Preservice Teacher
Preparation at Institutions of Higher Education
Yes
In Progress
No

20
19
13

13
12

2017 2018 2019 2020

Highlights Nevada requires all teacher candidates in the Nevada

System of Higher Education to receive appropriate
Since the last report, Alabama, New Hampshire,
education and training in computer science and
and New York have approved preservice teacher
allows the Board of Regents to apply for funds from
preparation programs or created standards for the
the Account for Computer Education and Technology
approval of programs.10
to develop the curriculum and standards for
In addition to approving, funding, or creating computer science teaching. Connecticut requires
preservice programs at institutions of higher that all teacher preparation programs include
education, some states require that preservice instruction in computer science that is grade-level
teachers across all subject areas and grade levels and subject-area appropriate. Arkansas and Indiana
receive exposure to computer science to ensure that require all elementary education preservice teachers
they have the knowledge and skills to integrate to have an understanding of fundamental concepts
computer science into their classroom practice. and processes in science and engineering, including
In 2018, only 62 preservice teacher candidates computer science. Additionally, Arkansas provides
nationwide graduated prepared to teach computer funding to support preservice teachers who agree to
science. 11
teach computer science in underserved communities.

Resources
Priming the Computer Science Teacher Pump
computingteacher.org
In the 2019 report, Iowa and Michigan were listed as having preservice
10

teacher preparation. As a result of eliminating the requirements for

computer science teacher certification, Michigan no longer has the
related preservice programs. Iowa has programs only for existing
teachers, and are working to address preservice.
11
Title II Reports (2019), title2.ed.gov

28 Computer Science Policy

 61 State-Level Computer Science Supervisor

Yes
In Progress
No

29
13

21

14

2017 2018 2019 2020

Highlights Education and at the Maryland Center for Computing

Education (MCCE) based at the University System of
Since the last report, Alabama, Kansas, Kentucky,
Maryland. The responsibilities of the MCCE include
Maine, Michigan, Minnesota, Rhode Island, and
implementing the state plan, managing state grant
West Virginia have established state-level computer
funds, and developing preservice programs. The
science supervisor positions.
Maryland State Department of Education employs
State computer science supervisors recommend and two computer science specialists: a Career Programs
guide the development of state regulations and Coordinator with oversight of STEM and computer
legislation, professional learning, standards science pathways, and a specialist responsible for
development, and teacher certification. States can computer science resources and courses. The latter
ensure that the computer science supervisor position position provides technical assistance to educators,
supports local education agencies in improving collects data on computer science programs, and
equitable access to computer science through a job collaborates with other content specialists to
description that emphasizes this role or a specific integrate computer science across other content
section in the state plan for computer science that areas. Other states employing multiple dedicated
the employee is responsible for implementing. computer science positions include Alabama,
Arkansas, and Rhode Island.
Multiple state-level positions dedicated to computer
science allow for a focused and coordinated effort
reflecting different aspects of a state’s computer
Resources
science initiative, whether within a state education Model Computer Science State Supervisor Job
Description
agency or across different state entities. Maryland
bit.ly/csjobdescription
has positions at the Maryland State Department of

Computer Science Policy 29

 71
A Requirement for All High Schools
to Offer Computer Science

Yes
No

20
19
13

15

2017 2018 2019 2020

Highlights in each local school system must offer a computer

science course, and by the 2024–2025 school year,
Since the last report, Iowa has established a
all high schools must offer a course. The department
requirement for all high schools to offer computer
reports annually the number of teachers trained and
science.
the number and demographics of students served.
States have adopted policies requiring all high A few states, such as Indiana and Washington, require
schools to offer computer science within an a public report of computer science enrollment
appropriate timeline. Many states have extended the disaggregated by factors such as gender, race,
goal to elementary and middle schools, and require ethnicity, eligibility for free and reduced-price meals,
annual reporting for transparency and accountability. and eligibility for disability services. Nevada requires
that schools make efforts to increase enrollment of
Georgia is currently phasing in a requirement that all
students with disabilities in computer science.
middle and high schools offer computer science. By
the 2022–2023 school year, at least one high school
in each local school system must offer a computer
Resources
science course and all middle schools must offer All High Schools Offer Computer Science

exploratory computer science. By the 2023–2024 bit.ly/allhsofferexamples

school year, at least 50 percent of the high schools

2014-15 2015-16 2017-18 2018-19 2019-20 2020-21 2021-22 2022-23 2024-25

Texas Arkansas Virginia Florida Connecticut Alabama Hawaii Iowa Georgia
New Jersey Idaho Delaware Indiana Nevada
South Carolina New Hampshire Maryland Washington
West Virginia Wyoming
This timeline shows states’ target school years for all high schools to offer computer science.

30 Computer Science Policy

 81
Computer Science Can Satisfy a Core
High School Graduation Requirement
Statewide
District Decision*
No
* The state has passed policy that is permissive and
encouraging, but it is not a requirement for schools to
allow computer science to satisfy a core graduation
requirement.
13

47 48

39

28

2017 2018 2019 2020

*totals include DC

Highlights requirements. Washington removed a restriction that

required students to take certain courses before
Since the last report, Maine has allowed computer
computer science could count as a mathematics
science to satisfy a core high school graduation
credit. Florida no longer requires students to earn an
requirement.
industry certification for a course to count towards a
States are allowing computer science to count mathematics or science credit.
towards a core graduation requirement, regardless of
Nevada and South Carolina are the only two states to
their high school pathway, and are providing
have computer science graduation requirements;
guidance to districts on policy implementation. For
both states revised existing graduation requirements
example, Missouri allows students to fulfill one unit of
in technology to focus on computer science.
any mathematics, science, or practical arts unit
Mississippi also has a technology graduation
required for graduation with a district-approved
requirement that can be fulfilled with computer
computer science course. The state developed the
science courses. These states continue to fund and
policy alongside new K–12 computer science
coordinate statewide professional learning to re-train
standards and teacher certification requirements, and
general technology or computer literacy teachers in
posted a guidance document that defines computer
computer science.
science, explains course code reporting, and outlines
teaching qualifications for the course to count.
Resources
Some states have reduced restrictions within existing Outcomes of K–12 Computer Science Policy in States
policies to increase flexibility. Multiple computer bit.ly/cspolicyoutcomes
science courses can be approved by districts (e.g., Computer Science Flex Credit
AP, non-AP, CTE) to count towards graduation bit.ly/csflexcredit

Computer Science Policy 31

 Computer Science Can Satisfy a Core
1
9 Admission Requirement at Institutions of
Higher Education
Yes
No

20
13
18
17

13

2017 2018 2019 2020

Highlights students. For example, beginning in fall 2022,

students applying to Mississippi State Institutions of
Since the last report, Iowa and Oklahoma have
Higher Learning must have one credit in computer
allowed computer science to satisfy a core admission
science or technology, which aligns with the state’s
requirement at institutions of higher education.
computer science or technology requirement for high
In many states, computer science may count towards school graduation.
a specific core graduation requirement (e.g., math or
science), but not count towards the same subject Resources
requirement for admission to an institution of higher
University of California Data Confirms Computer
education. This misalignment may disadvantage Science is Foundational
students who choose to apply a computer science bit.ly/ucdataconfirmscs
credit towards one of their graduation requirements.
By aligning high school graduation requirements and
higher education admission requirements, states
clarify the use of computer science credits for

32 Computer Science Policy

State Summaries
This section provides information for each state in the nation, including:

• the state’s status on each of the nine policies,

• data on school offerings and participation,
• membership in the Governors’ Partnership for K–12 Computer Science,
• membership in the Expanding Computing Education Pathways (ECEP) Alliance, a
National Science Foundation-funded Broadening Participation in Computing
Alliance, and
• the existence of state CSTA chapters.

Further Information for full methodology and Appendix 4 for more

Refer to ecepalliance.org for more information details on student access by state.

about connecting with a state team and to learn The data about AP computer science exam
more about how your state can increase the number participation comes from the College Board State
and diversity of K–16 students in computing and Summary Reports (research.collegeboard.org/
computing-related degrees. Refer to csteachers.org/ programs/ap/data) and combines AP Computer
chapters to find your CSTA chapter. Science Principles and AP Computer Science A.
Participation by gender includes public and private
Data Sources school data; participation by race/ethnicity includes

The data included in the state summaries public schools only.

represents the most current information that is Data sources for access and participation are the
publicly accessible. Refer to advocacy.code.org for National Center for Education Statistics and the
up-to-date state policy information and data. Graphs College Board. AP data is used because it provides a
portraying less than 1% are enlarged for visibility. national data set on participation and diversity in

The percent of schools in the state teaching a computer science courses, although it only tells

computer science course each year and by school part of the story of computer science access and

characteristic comes from the Access Report and participation. See Appendix 3 for details about how

includes only public high schools. See Appendix 3 access and participation descriptions are calculated.

33
 High Schools Teaching CS
Alabama 100%

The Governor's Computer Science Advisory Council made a series of 80%

State Plan
policy recommendations in 2019, including goals and strategies, but
In Progress these recommendations did not include timelines. 60%

Standards The state adopted K–12 computer science and digital literacy standards 40% 46%
in 2018. The “Equitable Access” Position Statement in the standards 38%
document includes examples of ways to broaden participation in 20%
Yes computer science education, and the standards address concepts of
equity, such as bias, accessible technology, and inclusivity.
0%
2017-2018 2019-2020*
Funding HB 187 (FY 2021) and SB 199 (FY 2020) appropriated $3.771M and
$2.771M for CS education: $614K for the Middle School Programming *Data was not collected for the 2018–2019 school year
Initiative, $300K for CS educator training, $1 and $2M for CS4AL, and
$857K for the Technology in Motion Program to train K–12 teachers in
Yes
computer science. HB 175 (FY 2019) appropriated $613K for the
Middle School Programming Initiative, and an additional $300K was High Schools Teaching CS
allocated for professional development. SB 129 (FY 2018) allocated by School Type
$675K for the Middle School Programming Initiative.

Teachers with existing licensure can add 6–12 computer science as an 100%
Certification
additional teaching field by passing the Praxis CS exam. Teachers can 80% Under
also obtain a course-specific permit by completing an approved 25% FRM
Yes training or college credit for the specific course. State funding for 60%
computer science can support credentialing for teachers. Over
40% City Rural 75% FRM

Preservice In September 2019, the State Board of Education passed Teacher 20%
Educator Standards for Computer Science, which are used to approve
Yes programs at institutions of higher education. 0%
Percent of School Type That Teach CS

CS Supervisor The State Department of Education has an Education Specialist and

an Educator Administrator for Digital Literacy and Computer Science.
Yes AP CS Student Participation
All HS Offer Act 389 requires all high schools, middle schools, and elementary 2500 Female Male
schools to offer CS by the 2020–2021 school year. There is public
Yes reporting of CS enrollment demographics at the state level.
2000

Grad Credit Courses including AP Computer Science A or AP Computer Science

Principles can count as a mathematics or science credit for graduation. 1500
Yes
1000
IHE Admission AP CS A or AP CS Principles count towards mathematics or science
37%
admission requirements, as determined by each public institution of 500 32%
Yes higher education. 30%

0
Alabama is a member of the ECEP Alliance, has a CSTA chapter, and Governor 2016-2017 2017-2018 2018-2019
Kay Ivey is a member of the Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
32% 8% 54% LEGEND Female Students
Black/African
0.1% 0.9% 1% 2% American 18% 62%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
7% 1% 8% 4%
Hispanic/
29% 7% 59% Latino/Latina
Male Students
Native American/
0.1% 1% 2% 2% Alaskan
White
10% 69% 8%
Demographics of Students Taking AP CS Exams
Asian
13% 7% 66% 8% 2+ Races/Other 0.2% 7% 0.5% 8% 6%

0.1% 0.7% 5% 0 300 600 900 1200 1500

Total Number of CS Exams Taken

Hispanic/Latinx students are 1.5 times less likely than their white and Asian peers to attend a school that
offers AP CS. Black students are 2.6 times less likely than their white and Asian peers to take an AP CS exam
when they attend a school that offers it.

34 State Summaries
 High Schools Teaching CS
Alaska 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The state adopted K–12 computer science standards based on the 40%
CSTA standards in 2019. Standards within each grade band address
32%
Yes
concepts of equity, such as bias, accessible technology, and 20%
inclusivity. 19%

The state does not yet provide dedicated state funding for rigorous 0%
Funding 2018-2019 2019-2020*
computer science professional development and course support.
No *2019 data combines historic data from 2018 with
new 2019 AP and survey data
Certification The state does not yet have a computer science teacher certification.
High Schools Teaching CS
No
by School Type
Preservice The state has not yet established guidelines or approved programs at
institutions of higher education to offer computer science to preservice 40%
No teachers. City
30%
Rural Under
CS Supervisor The state does not yet have a dedicated computer science education 25% FRM Over
supervisor position. 20% 75% FRM
No
10%
All HS Offer The state does not yet require that all secondary schools offer
computer science. 0%
Percent of School Type That Teach CS
No

Grad Credit The state passed a permissive and encouraging policy to allow AP CS Student Participation
computer science to count as a mathematics, science, or local CTE/ Female Male
Dist. Decision technology credit for graduation, but it is a district decision. 120

IHE Admission The state does not yet allow computer science to count as a core 100
admission requirement at institutions of higher education.
No 80

60
Alaska has a CSTA chapter.
40

20 25% 25%
25%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
7% 23% 47% 11% LEGEND Female Students
Black/African
3% 3% 6% American 62%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
10% 7% 17% 3%
Hispanic/
7% 11% 57% 8% 12% Latino/Latina
Male Students
Native American/
3% 3% Alaskan
White 70% 16%
Demographics of Students Taking AP CS Exams
Asian
6% 6% 69% 8% 12% 2+ Races/Other 5% 5% 5%

0 20 40 60 80 100
Total Number of CS Exams Taken

Native American/Alaskan students are 2.5 times less likely than their white and Asian peers to attend a
school that offers AP CS, and 2.5 times less likely to take an AP CS exam when they attend a school that
offers it.

State Summaries 35
 High Schools Teaching CS
Arkansas 100%

89%
The Arkansas Department of Education developed a state plan in 80%
State Plan 78%
2016. In 2020, the Computer Science and Cybersecurity Task Force
Yes will release a new set of recommendations for the Department. 60% 64%

Standards The state adopted K–8 computer science standards in 2015 and 9–12 40%
standards in 2016. All students learn the K–6 standards and take a
Yes coding block in 7th or 8th grade. 20%

Funding Act 154 (FY 2021), Act 877 (FY 2020), Act 243 (FY 2019), Act 1044
(FY 2018), and Act 189 (FY 2016 and 2017) allocated $2.5M annually 0%
2017-2018 2018-2019 2019-2020
for the Computer Science Initiative. One grant program for schools
Yes prioritizes programs that broaden participation in computer science
courses.
High Schools Teaching CS
Teachers with existing licensure can add a 4–12 endorsement by
Certification
passing the Praxis CS exam; teachers can also earn an initial license in by School Type
computer science. Until the 2021–2022 school year, any teacher with a
Yes grade-appropriate license can obtain an approval code. State funding 100%
for computer science can support credentialing for teachers. 80%
City Rural Under
25% FRM
The state has approved secondary computer science preparation Over
Preservice 60% 75% FRM
programs and requires all preservice elementary teachers to receive
instruction in computer science education. ForwARd Arkansas 40%

Yes
scholarships are available for students studying to become licensed
20%
computer science instructors and commit to teaching in a ForwARd
Community school district. 0%
Percent of School Type That Teach CS
CS Supervisor The Department of Education has an office of computer science with
four staff members focusing on computer science, including the State
Director of Computer Science Education. There are also multiple
Yes
statewide computer science specialists. AP CS Student Participation
Female Male
All HS Offer Act 187 (2015) required all high schools to offer computer science by 1500
the 2015–2016 school year. Each school reports computer science
Yes enrollment by grade and race. 1200

Grad Credit Any computer science course can count as a mathematics or science
credit for high school graduation. 900
Yes
600
IHE Admission Any computer science course can count as a mathematics or science
credit required for admission at institutions of higher education, which 300 31% 28%
Yes aligns with the high school graduation policy. 26%
0
Arkansas is a member of the ECEP Alliance, has a CSTA chapter, and Governor Asa 2016-2017 2017-2018 2018-2019
Hutchinson is a member of the Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
20% 13% 61% LEGEND Female Students
Black/African
1% 0.6% 2% 3% American 16% 55%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
0.3% 10% 0.3% 11% 8%
Hispanic/
20% 17% 56% Latino/Latina
Male Students
Native American/
1% 0.6% 3% 2% Alaskan
White
8% 12% 63% 9%
Demographics of Students Taking AP CS Exams
Asian
10% 11% 61% 10% 8% 2+ Races/Other 0.6% 8%

0.1% 0.5% 0 200 400 600 800 1000

Total Number of CS Exams Taken

Students of all racial and ethnic groups have access to AP CS on par with their state population, but Native
American students are 1.5 times less likely, Hispanic/Latinx students are 2 times less likely, and Black students
are 2.5 times less likely than their white and Asian peers to take an AP CS exam when they attend a school
that offers it.

36 State Summaries
 High Schools Teaching CS
Arizona 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The state adopted K–12 computer science standards with a focus on 40%
equity in 2018. The state intends to close the access gap for underserved
populations, and standards within each grade band address concepts of 20%
30%
Yes
equity, such as bias, accessible technology, and inclusivity.
0%
Funding State budgets (FY 2019–2021) included $1M annually for professional 2019-2020
development, prioritizing schools that currently do not provide
computer science instruction. The program requires a 50% match of
state funding with private monies or in-kind donations. In addition, HB
2303 (FY 2019) prioritized rural schools and schools with at least 60% High Schools Teaching CS
Yes of the students eligible for free and reduced-price lunches. HB 2537 by School Type
(FY 2018) allocated $200K to support standards and professional
development. SB 1568 (FY 2017) allocated $500K, with a focus on 35%
Native American students. City
Under
Teachers with existing licensure can obtain the PreK–8 or 6–12 25% Over
Certification Rural 25% FRM
endorsement by completing a district-approved program or academic 75% FRM

coursework. The PreK–12 special subject endorsement requires 15%

Yes
completing academic coursework.
5%
Preservice The state has not yet established guidelines or approved programs at
institutions of higher education to offer computer science to preservice 0%
Percent of School Type That Teach CS
No teachers.

CS Supervisor The state does not yet have a dedicated computer science education
supervisor position. AP CS Student Participation
No Female Male
2000
All HS Offer The state does not yet require that all secondary schools offer
computer science.
No 1500

Grad Credit The state passed a permissive and encouraging policy to allow
computer science to count as a mathematics credit for graduation, 1000
Dist. Decision but it is a district decision.
500
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education. 26%
24%
No 22%
0
2016-2017 2017-2018 2018-2019
Arizona has a CSTA chapter and Governor Doug Ducey is a member of the
Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
5% 46% 38% LEGEND Female Students
Black/African
0.4% 4% 3% 3% American 26% 35% 27%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/
4% 0.3% 0.3% 9%
37% 46% 6% Latino/Latina
Male Students
Native American/
5% 0.4% 2% 3% Alaskan
White 23% 46% 22% 8%
Demographics of Students Taking AP CS Exams
Asian
25% 42% 23% 7% 2+ Races/Other 2% 0.2% 0.4% 6%

2% 0.2% 0.4% 0 200 400 600 800 1000 1200

Total Number of CS Exams Taken

Native American students are 2.5 times less likely than their white and Asian peers to attend a school that
offers AP CS, and 7 times less likely to take an AP CS exam when they attend a school that offers it. Black
students are 3 times less likely than their white and Asian peers to take an AP CS exam when they attend a
school that offers it.

State Summaries 37
 High Schools Teaching CS
California 100%

The State Board of Education adopted the Computer Science 80%

State Plan
Strategic Implementation Plan in 2019. The plan includes practices
and recommendations for equitable outcomes, such as providing 60%
Yes culturally responsive training materials to support educators.
40% 45% 47%

Standards The state adopted K–12 computer science standards in 2018. The
introduction includes “Issues of Equity,” describing equity, access, and 20%
representation. Standards within each grade band address concepts
Yes
of equity, such as bias, accessible technology, and inclusivity. The
California NGSS Curriculum Framework also includes major sections 0%
2016-2017 2017-2018
on computational thinking and computer science for educators.

Funding The state has not provided dedicated state funding for computer
science. Although SB 75 (FY 2019) appropriated $22.1M to the High Schools Teaching CS
Educator Workforce Investment Grant Program, including $5M to by School Type
No support professional learning for computer science teachers, the state
reallocated this funding for COVID-19 relief in April 2020.
60%

Teachers with existing licensure can obtain a supplementary Under

Certification 25% FRM
authorization for PreK–12 through academic coursework. 40% City
Yes Over
Rural 75% FRM

The state has not yet established guidelines or approved programs at 20%
Preservice
institutions of higher education to offer computer science to preservice
No teachers.
0%
Percent of School Type That Teach CS
CS Supervisor SB 75 (2019) created the Computer Science Coordinator position, but
cut the position in May 2020 due to COVID-19 budget reallocations.
No
AP CS Student Participation
All HS Offer The state does not yet require that all secondary schools offer Female Male
computer science. 30,000
No
25,000

Grad Credit The state passed a permissive and encouraging policy to allow 20,000
computer science to count as a science or mathematics credit for
Dist. Decision graduation, but it is a district decision. 15,000

IHE Admission Approved computer science courses can count as the recommended 10,000
third-year science course (area D) or as a mathematics credit (area C) 30%
31%
required under the University of California system admissions criteria, 5,000 29%
Yes
which aligns with the high school graduation policy.
0
2016-2017 2017-2018 2018-2019
California is a member of the ECEP Alliance and has CSTA chapters.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
54% 23% 12% 6% LEGEND Female Students
Black/African
5% 0.5% 0.5% American 26% 19% 44%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
2% 0.2% 0.1% 8%
Hispanic/
48% 26% 16% Latino/Latina
Male Students
Native American/
5% 0.5% 0.3% 4% Alaskan
25% 25% 40% 8%
White
Demographics of Students Taking AP CS Exams
Asian
26% 22% 41% 8% 2+ Races/Other 2% 0.3% 0.2% 8%

2% 0.2% 0.2% 0 5,000 10,000 15,000 20,000 25,000

Total Number of CS Exams Taken

Native American, Hispanic/Latinx, and Pacific Islander students are each 3 times less likely and Black
students are 4 times less likely than their white and Asian peers to take an AP CS exam when they attend a
school that offers it.

38 State Summaries
 High Schools Teaching CS
Colorado 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines. However, HB 17-1184 (2017)
No directed the department to create a resource bank for CS materials. 60%

Standards Although the state does not yet have a discrete set of rigorous 40%
computer science standards across K–12, the state adopted high 38%
No school computer science standards in 2018. 20%

Funding HB 20-1360 (FY 2021) and SB 19-207 (FY 2020) appropriated

$801,657 and $1,048,600 for Computer Science Education Grants for 0%
2017-2018
Teachers, which give priority to applications serving rural areas, areas
with high numbers of students eligible for free and reduced-price
meals, or areas with high numbers of students from underrepresented
racial and ethnic groups. HB 18-1322 (FY 2019) allocated $500K for High Schools Teaching CS
Yes
K–5 teacher professional development. SB 17-296 (FY 2018 and 2019) by School Type
allocated up to $500K annually for teachers pursuing postsecondary
computer science education. HB 16-1289 (FY 2017) offered schools 50%
$1K for each student enrolled in AP computer science. Under
40% 25% FRM
Certification The state does not yet have a computer science teacher certification. City
30% Rural
Over
No
20% 75% FRM

Preservice The state has not yet established guidelines or approved programs at 10%
institutions of higher education to offer computer science to preservice
No teachers. 0%
Percent of School Type That Teach CS

CS Supervisor The Department of Education has a Computer Science Content

Specialist.
Yes AP CS Student Participation
Female Male
All HS Offer The state does not yet require that all secondary schools offer 2500
computer science.
No 2000

Grad Credit The state passed a permissive and encouraging policy to allow
computer science to count as either a mathematics or science credit 1500
Dist. Decision for graduation, but it is a district decision.
1000
IHE Admission A computer science course with a mathematics prerequisite can
count as a mathematics credit required for admission at institutions of 500 26%
higher education. 24%
Yes
19%
0
Colorado has a CSTA chapter. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
34% 53% LEGEND Female Students
Black/African
5% 0.3% 0.7% 3% 4% American 21% 55% 15%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
3% 0.2% 0.2% 6%
Hispanic/
26% 60% Latino/Latina
Male Students
Native American/
4% 0.2% 0.7% 4% 4% Alaskan
17% 64% 11% 8%
White
Demographics of Students Taking AP CS Exams
Asian
19% 61% 12% 6% 2+ Races/Other 2% 0.6% 6%

2% 0.4% 0.5% 0 500 1000 1500 2000

Total number of CS Exams Taken

Hispanic/Latinx students are 1.5 times less likely than their white and Asian peers to attend a school that
offers AP CS, and 1.5 times less likely to take an AP CS exam when they attend a school that offers it. Black
students are 2.3 times less likely and Native American students are 1.7 times less likely than their white and
Asian peers to take an AP CS exam when they attend a school that offers it.

State Summaries 39
 High Schools Teaching CS
Connecticut 100%

The State Board of Education adopted a computer science plan in 80%

State Plan
2020. The plan includes recommendations to reduce gaps in access
to computer science courses for female students, students with high 60% 67%
needs, and students from marginalized racial and ethnic groups
Yes
underrepresented in computer science. The plan also targets diverse 40%
representation in computer science teachers.
20%
Standards The state adopted the CSTA K–12 Computer Science Standards in
2018. Standards within each grade band address concepts of equity,
such as bias, accessible technology, and inclusivity. 0%
Yes 2018-2019

Although SB 957 (2019) created a fund for computer science, no

Funding
funding has been dedicated yet. High Schools Teaching CS
No by School Type
Certification Teachers with existing licensure can obtain the K–6 or 7–12 100%
endorsement through academic coursework or passing the Praxis
Yes CS exam (approved in December 2019). 80%
Rural Under
60% 25% FRM

Preservice SB 957 (2019) required teacher preparation programs to include, as City

part of the curriculum for all preservice candidates, instruction in 40%
Yes computer science that is grade-level and subject-area appropriate.
20% Over
75% FRM
CS Supervisor The Department of Education has a Computer Science Education 0%
Consultant. Percent of School Type That Teach CS
Yes
AP CS Student Participation
All HS Offer SB 957 (2019) added computer science to the list of subjects that
public schools must teach, with implementation by the 2019–2020 3500 Female Male
Yes school year.
3000
Grad Credit The state does not yet allow computer science to count for a core 2500
graduation requirement.
No 2000

1500
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education. 1000
No 29%
500 28%
27%
Connecticut is a member of the ECEP Alliance and has a CSTA chapter. 0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
13% 26% 52% LEGEND Female Students
Black/African
0.1% 0.3% 5% 4% American 11% 50% 25%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
7% 0.1% 0.2% 7%
Hispanic/
12% 21% 58% 6% Latino/Latina
Male Students
0.1% 0.3% Native American/
3% Alaskan
White
10% 59% 21% 8%
Demographics of Students Taking AP CS Exams
Asian
11% 58% 20% 6% 2+ Races/Other 4% 0.04% 6%

5% 0.04% 0.1% 0 500 1000 1500 2000 2500

Total Number of CS Exams Taken

Black students are 2.7 times less likely and Hispanic/Latinx students are 2.4 times less likely than their white
and Asian peers to take an AP CS exam when they attend a school that offers it.

40 State Summaries
 High Schools Teaching CS
Delaware 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
68%
No 60% 65%

Standards The state adopted the CSTA K–12 Computer Science Standards in 40%
2018. The “Equity” section in the Implementation Guidelines includes
examples of ways to broaden participation in computer science 20%
Yes education, and standards within each grade band address concepts
of equity, such as bias, accessible technology, and inclusivity.
0%
2018-2019 2019-2020
Funding The state does not yet provide dedicated state funding for rigorous
computer science professional development and course support. High Schools Teaching CS
No
by School Type
Certification The state does not yet have a computer science teacher certification.
100%
No Rural
80%

Preservice The state has not yet established guidelines or approved programs at 60%
institutions of higher education to offer computer science to preservice
No teachers. 40% City

20%
CS Supervisor The state does not yet have a dedicated computer science education
supervisor position. 0%
No Percent of School Type That Teach CS

All HS Offer HB 15 (2017) required all high schools to offer computer science by AP CS Student Participation
the 2020–2021 school year.
Yes 500 Female Male

Grad Credit An Advanced Placement, honors, college prep, or integrated computer 400
science course meeting the computer science and mathematics
Yes standards can count as the fourth mathematics credit for graduation.
300

IHE Admission The state does not yet allow computer science to count as a core
200
admission requirement at institutions of higher education.
No
100 25%
22%
Delaware has a CSTA chapter. 31%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
30% 18% 44% LEGEND Female Students
Black/African
0.1% 0.4% 4% 4% American 40% 29%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
11.7% 9% 10%
Hispanic/
26% 12% 52% 7% Latino/Latina
Male Students
Native American/
0.1% 0.4% 3% Alaskan
9% 8% 53% 20% 9% 8%
White
Demographics of Students Taking AP CS Exams
Asian
11% 8% 49% 20% 9% 2+ Races/Other 1.4%

1.3% 0 50 100 150 200 250 300 350 400

Total Number of CS Exams Taken

Hispanic/Latinx students are 2 times less likely than their white and Asian peers to attend a school that offers
AP CS, and 2 times less likely to take an AP CS exam when they attend a school that offers it. Black students
are 3 times less likely than their white and Asian peers to take an AP CS exam when they attend a school that
offers it.

State Summaries 41
 High Schools Teaching CS
District of Columbia 100%

DC has not yet created a plan for K–12 computer science that includes 80%
State Plan
goals, strategies, and timelines. Although a computer science working
group established in 2016 was tasked with creating a vision for 60%
No computer science in the District, no recommendations were put forth.
40%
41%
Standards DC does not yet have a discrete set of rigorous computer science
standards across K–12. 20%
No 20%

0%
Funding The state does not yet provide dedicated state funding for rigorous 2018-2019 2019-2020*
computer science professional development and course support.
*2019 data includes CTE courses that were not
No
included in 2018

Teachers with existing licensure can obtain a 7–12 certification by

Certification
passing the Praxis CS exam. An initial license in computer science High Schools Teaching CS
Yes requires academic course work and passing the exam. by School Type
Preservice The state has not yet established guidelines or approved programs at 50%
institutions of higher education to offer computer science to preservice
teachers. 40% City
No Under
25% FRM
30%
CS Supervisor The state does not yet have a dedicated computer science education
supervisor position. 20%
No
10%

All HS Offer The state does not yet require that all secondary schools offer 0%
computer science. Percent of School Type That Teach CS*
No *All schools are located in the city locale and have less
than 25% students eligible for FRM.
Grad Credit An AP computer science course can count as the fourth-year upper-
level mathematics credit for graduation. AP CS Student Participation
Yes
400 Female Male

IHE Admission The state does not yet allow computer science to count as a core 350
admission requirement at institutions of higher education.
300
No
250
200
150
39%
100 34%

50 23%

0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
64% 15% 11% 8% LEGEND Female Students
Black/African
0.1% 0.2% 1% American 50% 14% 16% 14%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
2% 4%
Hispanic/
57% 26% 12% Latino/Latina
Male Students
0.2% 2% Native American/
0.2% 2% Alaskan
34% 12% 42% 8%
White
Demographics of Students Taking AP CS Exams
Asian
54% 14% 15% 12% 2+ Races/Other 0.5% 4% 7%

2% 3% 0 50 100 150 200 250

Total Number of CS Exams Taken
Hispanic/Latinx students are 2.3 times less likely than their white and Asian peers to take an AP CS exam
when they attend a school that offers it. Black students are 1.3 times less likely than their white and Asian
peers to attend a school offers AP CS and 1.3 times less likely to take an AP CS exam when they attend a
school that offers it.

42 State Summaries
 High Schools Teaching CS
Florida 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The state adopted K–12 computer science standards as a strand within 40%
the state science standards in 2016. Benchmarks within each grade 33%
band address concepts of equity, such as bias, accessible technology, 30%
Yes 20% 23%
and inclusivity.
0%
Funding HB 5001 (FY 2021) and SB 2500 (FY 2020) allocated $10M annually 2017-2018 2018-2019 2019-2020
for computer science teacher certification and professional
development. SB 7070 (FY 2019) established recruitment awards for
Yes newly hired teachers who are content experts in computer science. High Schools Teaching CS
by School Type
Certification Teachers can obtain the K–12 certification as an initial license or an
add-on endorsement through academic coursework. State funding for 30%
City Rural
Yes computer science can be used to support credentialing for teachers. Over
75% FRM
20%
Preservice The state has not yet established guidelines or approved programs at
institutions of higher education to offer computer science to preservice Under
No teachers. 10% 25% FRM

CS Supervisor The Department of Education has a Computer Science Program

Specialist. 0%
Percent of School Type That Teach CS
Yes

HB 495 (2018) required all middle and high schools to offer computer AP CS Student Participation
All HS Offer
science or provide students access via the Florida Virtual School if a
15,000 Female Male
Yes district is unable to provide access.

Computer science can count as a math or science credit for 12,000

Grad Credit
graduation (HB 7071 in 2019 removed the industry certification
Yes requirement). 9,000

IHE Admission The state does not yet allow computer science to count as a core 6,000
admission requirement at institutions of higher education.
No 3,000 29%
28%
25%
Florida has CSTA chapters. 0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
22% 34% 37% LEGEND Female Students
Black/African
0.2% 0.3% 3% 4% American 33% 35% 15%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 11% 0.1% 0.2% 5%
21% 34% 38% Latino/Latina
Male Students
Native American/
0.2% 0.3% 4% 3% Alaskan
White 7% 34% 40% 12%
Demographics of Students Taking AP CS Exams
Asian
9% 34% 38% 12% 6% 2+ Races/Other 0.1% 0.2% 6%

0.1% 0.2%
0 2,000 4,000 6,000 8,000 10,000
Total Number of CS Exams Taken

Students of all racial and ethnic groups have access to AP CS on par with their state population, but Black
students are 2.7 times less likely and Native American students are 2 times less likely than their white and
Asian peers to take an AP CS exam when they attend a school that offers it.

State Summaries 43
 High Schools Teaching CS
Georgia 100%

The Department of Education developed a state plan in 2018 with 80%

State Plan
strategies to improve diversity in computer science, which includes
Yes rural and economically challenged communities. 60%
55%
50% 52%
Standards Although the state does not yet have a discrete set of rigorous 40%
computer science standards across K–12, K–8 computer science
In Progress standards were adopted in 2019. 20%

Funding HB 793 (FY 2021) and HB 31 (FY 2020) appropriated $656.5K and 0%
$750K for the grant program established by SB 108 (FY 2019). HB 2017-2018 2018-2019 2019-2020
683 (FY 2018) appropriated $500K for middle school coding and
Yes teacher professional development. In FY 2016, the Governor’s Office
of Student Achievement Innovation Funds allocated $250K.
High Schools Teaching CS
Certification Teachers with existing licensure can obtain a 6–12 academic by School Type
endorsement by passing the Georgia GACE Computer Science
Assessment. An initial license in computer science requires 60%
Yes
completing a state-approved program. Under
Rural 25% FRM
City
Preservice The Department of Education has approved teacher preparation 40%
programs leading to certification in computer science and lists these
Over
Yes programs publicly. 75% FRM
20%

CS Supervisor The Department of Education has a Computer Science Education

Program Specialist.
0%
Yes Percent of School Type That Teach CS

All HS Offer SB 108 (2019) required all high schools to offer computer science
beginning in the 2024–2025 school year. The state set incremental
requirements, requiring that at least one high school in each school AP CS Student Participation
system offers a course by the 2022–2023 school year, and half of all Female Male
Yes high schools offer a course by the 2023–2024 school year. All middle 6000
and elementary schools must offer computer science instruction by the
5000
2022–2023 school year.
4000
Grad Credit Of the approved computing courses in the state, nine can count as the
fourth mathematics credit or the fourth science credit for graduation.
3000
Yes
2000
IHE Admission Computer science can count as a science or foreign language credit 29%
required for admission at institutions of higher education, which aligns 1000 27%
Yes with the high school graduation policy. 24%
0
2016-2017 2017-2018 2018-2019
Georgia is a member of the ECEP Alliance and has a CSTA chapter.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
37% 16% 39% LEGEND Female Students
Black/African
0.1% 0.2% 4% 4% American 33% 38%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
15% 8% 0.1% 5%
Hispanic/
29% 17% 43% 7% Latino/Latina
Male Students
Native American/
0.1% 0.2% 4% Alaskan
10% 9% 46% 28% 8%
White
Demographics of Students Taking AP CS Exams
Asian
12% 9% 39% 34% 6% 2+ Races/Other 0.1% 0.2% 6%

0.1% 0.1% 0 1000 2000 3000 4000 5000

Total Number of CS Exams Taken

Black students are 1.5 times less likely than their white and Asian peers to attend a school that offers AP CS,
and 3.6 times less likely to take an AP CS exam when they attend a school that offers it. Hispanic/Latinx
students are 3 times less likely than their white and Asian peers to take an AP CS exam when they attend a
school that offers it.

44 State Summaries
 High Schools Teaching CS*
Hawaii 100%

The Hawaii State Department of Education developed a state plan for 80%
State Plan
expanding computer science access in 2018. The plan includes a section
Yes focused on goals to increase diversity and equity in computer science. 60% 62%

Standards The state adopted the CSTA K–12 Computer Science Standards in 40% 47%
2018. Standards within each grade band address concepts of equity,
Yes such as bias, accessible technology, and inclusivity. 20%

Funding HB 2607 (FY 2019) dedicated $500K to computer science teacher

0%
professional development and required grantees to address how they 2017-2018 2019-2020
plan to instruct teachers to effectively teach students in computer
science, including students from demographic groups that are *Data includes public DOE and public charter schools;
historically underrepresented in computer science. In 2019, the state 68% of DOE high schools teach CS. Data was not
Yes collected for the 2018–2019 school year.
budget increased the weighted per-pupil funding to schools by $3M,
recommending that schools use some of these funds to implement
computer science curriculum.
High Schools Teaching CS
Certification Teachers with existing licensure can obtain a K–6, 6–12, or K–12 by School Type
certification by completing a state-approved teacher education
program, passing the Praxis CS exam, coursework and experience, 80%
professional development and experience, or holding a certification
Yes
from another state and experience. The state also has a limited license 60% City Under
for individuals with CS industry experience. Rural
25% FRM
40%
Preservice The state has not yet established guidelines or approved programs at Over
institutions of higher education to offer computer science to preservice 75% FRM
20%
No teachers.
0%
CS Supervisor The Department of Education has a Computer Science Specialist. Percent of School Type That Teach CS

Yes
AP CS Student Participation
All HS Offer Act 51 (2018) required all high schools to offer at least one computer
science course by the 2021–2022 school year. 800 Female Male
Yes
700

Grad Credit AP computer science can count as the fourth mathematics credit 600
required for the Academic or STEM Honors Recognition Certificate 500
Yes for graduation.
400

IHE Admission The state does not yet allow computer science to count as a core 300
admission requirement at institutions of higher education. 200
No 30%
100 29%
32%
Hawaii is a member of the ECEP Alliance, has a CSTA chapter, and Governor 0
David Ige is a member of the Governors’ Partnership for K–12 Computer Science. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
28% 15% 12% 28% 15% LEGEND Female Students
Black/African
2% 0.2% American 46% 28%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
4% 14% 8%
Hispanic/
27% 10% 13% 37% 10% Latino/Latina
Male Students
Native American/
2% 0.3% Alaskan
White
14% 11% 48% 24% 8%
Demographics of Students Taking AP CS Exams
Asian
15% 12% 47% 24% 2+ Races/Other 0.2% 3%

3% 0 100 200 300 400 500

Total Number of CS Exams Taken

Native Hawaiian/Pacific Islander students are 11 times less likely than their white and Asian peers to take an
AP CS exam when they attend a school that offers it. Hispanic/Latinx students are 2 times less likely than
their white and Asian peers to attend a school that offers AP CS.

State Summaries 45
 High Schools Teaching CS*
Idaho 100%

The Idaho STEM Action Center and Idaho Digital Learning 80%
State Plan
Academy developed a state plan in 2018. The plan includes goals
and strategies to increase access for female, rural, and low-income 60%
Yes students, and students from marginalized racial and ethnic groups
underrepresented in computer science. 40%
38%

Standards The state adopted K–12 computer science standards based on the 20%
CSTA standards in 2017. Standards within each grade band address
Yes
concepts of equity, such as bias, accessible technology, and
inclusivity. 0%
2019-2020

Funding H0331 (FY 2021) allocated $500K, H0215 (FY 2020) allocated $1M, *May not reflect all courses the state defines as
and H0669 (FY 2019), H0298 (FY 2018), and H0379 (FY 2017) each computer science
Yes allocated $2M annually for the expansion of computer science.

Certification Teachers with existing licensure can obtain a 6–12 or 5–9 endorsement High Schools Teaching CS
by passing the Praxis CS exam. An initial license in computer science by School Type
requires completing a state-approved program and passing the exam.
Yes A 6–12 CTE Occupational Specialist certification in computer science 50%
can be obtained with industry experience. City
40%
Preservice The State Department of Education has approved teacher preparation Rural
programs leading to certification in computer science and lists these 30% Under
25% FRM
Yes programs publicly. 20%
Over
CS Supervisor The Governor’s STEM Action Center has a Computer Science Program 10% 75% FRM
Manager.
0%
Yes Percent of School Type That Teach CS

All HS Offer H648 (2018) required each school district to make one or more
computer science courses available to all high school students by FY AP CS Student Participation
2020. Students must have the option of taking the course as part of
Yes
the normal instructional hours at the school where the student is 500 Female Male
enrolled. Courses may be offered online, in person, or through
blended instruction.
400

Grad Credit AP Computer Science or dual-credit computer science can count as

one mathematics (after completion of Algebra II) or up to two science 300
Yes credits for graduation.
200
IHE Admission Under certain conditions, computer science can count as a
mathematics or science credit required for admission at institutions of 100 27%
Yes higher education. 29%
21%
0
Idaho has a CSTA chapter. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
18% 75% LEGEND Female Students
Black/African
1% 0.3% 1% 1% 3% American 17% 66%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
1% 11% 6%
Hispanic/
22% 70% Latino/Latina
Male Students
Native American/
3% 0.5% 0.5% 2% 2% Alaskan
White 15% 69% 8% 6% 8%
Demographics of Students Taking AP CS Exams
Asian
16% 69% 8% 2+ Races/Other 1% 0.3% 0.3%

1% 0.2% 0.2% 6% 0 50 100 150 200 250 300 350

Total Number of CS Exams Taken

Native American students are 2 times less likely than their white and Asian peers to attend a school that offers
AP CS, and 2.3 times less likely to take an AP CS exam when they attend a school that offers it. Hispanic/
Latinx students are 1.5 times less likely to take an AP CS exam when they attend a school that offers it.

46 State Summaries
 High Schools Teaching CS
Illinois 100%

Although the state has not yet created a plan for K–12 computer 80%
State Plan
science, a task force on computer science education created by HB
5720 (2016) developed and presented recommendations to the 60%
No
Illinois General Assembly in 2017.
40% 45%
Standards The state does not yet have a discrete set of rigorous computer 37%
science standards across K–12. 20%
No

0%
Funding The state does not yet provide dedicated state funding for rigorous 2017-2018 2018-2019
computer science professional development and course support.
No
High Schools Teaching CS
Certification Teachers with existing licensure can obtain a 5–8, 6–8, or 9–12 by School Type
endorsement through academic coursework, including computer
Yes science teaching methods and passing the state content exam. 80%

Preservice The state has not yet established guidelines or approved programs at 60%
Under
institutions of higher education to offer computer science to preservice City 25% FRM
No teachers. 40%
Over
75% FRM
CS Supervisor The state does not yet have a dedicated computer science education 20% Rural
supervisor position.
No 0%
Percent of School Type That Teach CS

All HS Offer The state does not yet require that all secondary schools offer
computer science. AP CS Student Participation
No
Female Male
8000
Grad Credit Computer science can count as a mathematics credit for graduation.
7000
Yes 6000
5000
IHE Admission Computer science can count as a mathematics credit required for
admission at institutions of higher education, which aligns with the 4000
Yes high school graduation policy. 3000
2000 29%
Illinois has a CSTA chapter. 25%
1000
23%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
17% 26% 48% LEGEND Female Students
Black/African
0.1% 0.3% 5% 4% American 20% 39% 28%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
5% 0.1% 7%
Hispanic/
11% 28% 48% 8% Latino/Latina
Male Students
Native American/
0.1% 0.3% 5% Alaskan
White
17% 50% 24%
Demographics of Students Taking AP CS Exams
Asian
17% 46% 26% 2+ Races/Other 3% 0.1% 0.1% 6%

4% 0.1% 0.1% 7% 0 1000 2000 3000 4000 5000 6000

Total Number of CS Exams Taken

Native American students are 4 times less likely and Hispanic/Latinx students are 2 times less likely than their
white and Asian peers to take an AP CS exam when they attend a school that offers it. Black students are 1.6
times less likely than their white and Asian peers to attend a school that offers AP CS, and 4 times less likely
to take an AP CS exam when they attend a school that offers it.

State Summaries 47
 High Schools Teaching CS
Indiana 100%

The Department of Education created a state plan in 2019. The plan 80%
State Plan
includes a section focused on goals and strategies to increase 72%
participation for female students, students with disabilities, rural 60% 62%
Yes students, and students from marginalized racial and ethnic groups
51%
underrepresented in computer science. 40%

Standards The state published a comprehensive set of K–12 computer science 20%
standards in 2018.
Yes
0%
2017-2018 2018-2019 2019-2020
Funding HEA 1001 (FY 2020 and 2021) allocated $3M annually for teacher
professional development. SEA 172 (FY 2019) required the
Department of Education to contract with a provider to offer
Yes
professional development.
High Schools Teaching CS
Certification Teachers with existing licensure can obtain a 5–12 or preK–12 academic by School Type
endorsement by passing the state-adopted content exam. An initial
license in computer science requires completing a state-approved 80%
Yes program and passing the exam. The state has a CTE Workplace Under
Specialist license for individuals with occupational experience. 60% City Rural 25% FRM

Preservice The Department of Education has approved computer science teacher 40%
Over
preparation programs. In 2020, Indiana began requiring all preservice
75% FRM
Yes K–8 teachers to learn computer science. 20%

CS Supervisor The Department of Education has a Computer Science Specialist. 0%

Percent of School Type That Teach CS
Yes

All HS Offer SEA 172 (2018) required all elementary, middle, and high schools to
offer computer science by the 2021–2022 school year. SEA 295
(2020) required the department to post an annual report on
AP CS Student Participation
Yes
computer science course enrollment disaggregated by race, gender, Female Male
2500
grade, ethnicity, limited English proficiency, free and reduced lunch
status, and eligibility for special education.
2000
Grad Credit AP Computer Science, IB Computer Science, Cambridge International
CS, Industrial Automation and Robotics, or CTE CS I or II can count as a 1500
mathematics or quantitative reasoning credit required for graduation.
Yes Computer science can also count as the third science requirement.
1000

IHE Admission Computer science can count as a mathematics credit required for
admission at institutions of higher education, which aligns with the 500
21%
high school graduation policy. 22%
Yes 20%
0
2016-2017 2017-2018 2018-2019
Indiana is a member of the ECEP Alliance, has a CSTA chapter, and Governor Eric
Holcomb is a member of the Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
13% 12% 67% LEGEND Female Students
Black/African
0.1% 0.2% 3% 5% American 63% 28%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
6% 7% 19% 6%
Hispanic/
15% 12% 65% Latino/Latina
Male Students
Native American/
0.1% 0.2% 4% 5% Alaskan
8% 71% 12%
White
Demographics of Students Taking AP CS Exams
Asian
8% 70% 13% 6% 2+ Races/Other 4% 0.1% 0.1% 5%

4% 0.1% 0.1% 0 500 1000 1500 2000

Total Number of CS Exams Taken
Hispanic/Latinx students are 2 times less likely, Black students are 4 times less likely, and Native American
students are 5 times less likely than their white and Asian peers to take an AP CS exam when they attend a
school that offers it.
48 State Summaries
 High Schools Teaching CS
Iowa 100%

HF 2629 (2020) required the development of a statewide K–12 80%

State Plan
computer science plan by July 1, 2022.
In Progress 60% 66%
58%
49%
Standards The state adopted the CSTA K–12 Computer Science Standards in 40%
2018. Standards within each grade band address concepts of equity,
Yes such as bias, accessible technology, and inclusivity. 20%

Funding HF 2643 (FY 2021), HF 758 (FY 2020) and HF 642 (FY 2019)
0%
allocated $500K annually for computer science professional 2017-2018 2018-2019 2019-2020
development. Another $500K was added to the fund in FY 2019. The
grant rubric prioritizes targeted efforts to increase computer science
Yes
participation by underrepresented groups (including female students,
economically disadvantaged students, and students who are Black/
African American, Hispanic/Latino/Latina, Native American/Alaskan, High Schools Teaching CS
or Native Hawaiian/Pacific Islander). by School Type
Certification Teachers with existing licensure can obtain a 5–12 or K–8 endorsement
by completing a state-approved program or academic coursework in 80%
both content and methods. The state waived these requirements in City Under
Yes 2018 for teachers who could demonstrate content knowledge and 60% Rural
25% FRM

successful teaching experience.

40%
Preservice The state has not yet established guidelines or approved programs at Over
institutions of higher education to offer computer science to preservice 20% 75% FRM
No teachers.
0%
Percent of School Type That Teach CS
CS Supervisor The Department of Education has a Computer Science Education
Program.
Yes

All HS Offer HF 2629 (2020) required all high schools to offer computer science AP CS Student Participation
by July 1, 2022, and required all elementary and middle schools to
Female Male
Yes offer computer science in at least one grade level by July 1, 2023. 600

The state passed a permissive and encouraging policy to allow 500

Grad Credit
computer science to count as a mathematics credit for graduation,
but it is a district decision. 400
Dist. Decision
300
IHE Admission Computer science can count towards a core subject area credit
required for admission at institutions of higher education. 200
Yes
100 24%

Iowa has a CSTA chapter and Governor Kim Reynolds is a member of the 19%
17%
0
Governors’ Partnership for K–12 Computer Science.
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
6% 11% 75% LEGEND Female Students
Black/African
0.3% 0.4% 3% 4% American 65%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 5% 15% 9% 7%
9% 13% 70% Latino/Latina
Male Students
Native American/
0.4% 0.3% 4% 4% Alaskan
White 7% 65% 18%
Demographics of Students Taking AP CS Exams
Asian
9% 65% 15% 2+ Races/Other 5% 0.5% 5%

5% 0.2% 5% 0 100 200 300 400 500

Total Number of CS Exams Taken

Hispanic/Latinx students are 1.5 times less likely and Black students are 2 times less likely than their white
and Asian peers to take an AP CS exam when they attend a school that offers it.

State Summaries 49
 High Schools Teaching CS
Kansas 100%

Although the state has not yet created a plan for K–12 computer 80%
State Plan
science, the State Board of Education adopted five policy
recommendations from the Department of Education’s Computer 60%
Science Education Task Force in 2020. The five recommendations
No include encouraging all schools to offer computer science, allowing 40%
computer science to satisfy a core graduation requirement, create a
licensure endorsement, and arrange funding to carry out these goals. 26% 27%
20%

Standards The state adopted preK–12 computer science standards in 2019. A

primary goal of the standards is to increase the availability of rigorous 0%
2017-2018 2019-2020*
Yes
computer science for all students, especially those who are members
of underrepresented groups. *Data was not collected for the 2018–2019 school year

Funding The state does not yet provide dedicated state funding for rigorous
computer science professional development and course support. High Schools Teaching CS
No by School Type
The state does not yet have a computer science teacher certification. 80%
Certification
City
No 60%

Over
The state has not yet established guidelines or approved programs at 40%
Preservice 75% FRM
institutions of higher education to offer computer science to preservice Under
No teachers. 20% 25% FRM
Rural

The Department of Education has a Computer Science Education 0%

CS Supervisor Percent of School Type That Teach CS
Program Consultant.
Yes
AP CS Student Participation
All HS Offer The state does not yet require that all secondary schools offer Female Male
computer science. 250
No
200
Grad Credit The state does not yet allow computer science to count for a core
graduation requirement. 150
No
100
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education.
50
No
16% 15%
11%
0
Kansas has a CSTA chapter. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
7% 20% 64% LEGEND Female Students
Black/African
0.2% 0.8% 3% 5% American 65%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/
10% 26%
7% 14% 68% 6% Latino/Latina
Male Students
Native American/
0.2% 0.7% 5% Alaskan
White 66% 24%
Demographics of Students Taking AP CS Exams
Asian
65% 27% 2+ Races/Other 0.5% 4% 0.6% 6%

0.6% 2% 0.6% 5% 0 50 100 150 200

Total Number of CS Exams Taken

Although Hispanic/Latinx students make up 20% of the overall student population, only 4 Hispanic/Latinx
students took an AP CS exam. Black students make up 7% of the overall student population, but only 1 Black
student took an AP CS exam.

50 State Summaries
 High Schools Teaching CS
Kentucky 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The state adopted K–12 computer science standards in 2019. 40% 45%
39%
Yes
20%

Funding HB 2000 (FY 2020) dedicated $800K to the CS and IT academy

to address growth in computer science learning. The funding is 0%
2017-2018 2019-2020*
dedicated to student exam vouchers, teacher K–12 computer science
Yes professional learning, and teacher industry certifications. * Data was not collected for the 2018–2019 school year

Certification Teachers with existing licensure can obtain an 8–12 endorsement in High Schools Teaching CS
computer science.
Yes by School Type

Preservice The state has not yet established guidelines or approved programs at 50%
institutions of higher education to offer computer science to preservice City
Rural
40%
No teachers.
30%
CS Supervisor The Department of Education has a dedicated K–12 Computer Science
Lead. 20% Under
25% FRM Over
Yes 10% 75% FRM

All HS Offer The state does not yet require that all secondary schools offer 0%
computer science. Percent of School Type That Teach CS

No
AP CS Student Participation
Grad Credit The state passed a permissive and encouraging policy to allow
computer science to count as an elective science credit or a 2000 Female Male
fourth-year mathematics credit for graduation, but it is a district
decision. The course must involve computational thinking,
Dist. Decision problem-solving, computer programming, and a significant emphasis 1500
on the science and engineering practices.
1000
IHE Admission Computer science can count as a mathematics credit required for
admission at institutions of higher education if the K–12 district allows
Yes
the student to fulfill a mathematics graduation credit via the computer 500
science course. 28%
30%
28%
Kentucky has CSTA chapters. 0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Overall Student Demographics
Race/Ethnicity and Gender
11% 7% 76% LEGEND Female Students
Black/African
0.1% 0.1% 2% 4% American
74%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 4% 3% 13% 6%
10% 6% 79% Latino/Latina
Male Students
Native American/
0.1% 0.1% 2% 3% Alaskan
White 75% 11% 8%
Demographics of Students Taking AP CS Exams
Asian
74% 11% 8% 2+ Races/Other 2% 5% 0.3%

3% 4% 0.2%
0 200 400 600 800 1000 1200
Total Number of CS Exams Taken

Hispanic/Latinx students are 1.5 times less likely and Black students are 4 times less likely than their white
and Asian peers to take an AP CS exam when they attend a school that offers it.

State Summaries 51
 High Schools Teaching CS
Louisiana 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The state does not yet have a discrete set of rigorous computer 40%
science standards across K–12.
No 20% 23% 23%
15%
Funding The state does not yet provide dedicated state funding for rigorous
0%
computer science professional development and course support. 2017-2018 2018-2019 2019-2020
No
High Schools Teaching CS
Certification Teachers with existing licensure can add a 6–12 specialty content area
in computer science through academic coursework and/or passing by School Type
Yes the Praxis CS exam.
40%
Under
Preservice The state has not yet established guidelines or approved programs at 25% FRM

institutions of higher education to offer computer science to preservice 30%

City
No teachers.
20%

CS Supervisor The state does not yet have a dedicated computer science education Rural
supervisor position. 10%
Over
No 75% FRM
0%
Percent of School Type That Teach CS
All HS Offer The state does not yet require that all secondary schools offer
computer science.
No AP CS Student Participation
1000 Female Male
Grad Credit AP Computer Science A can count as an advanced mathematics
credit for graduation.
Yes 800

IHE Admission AP Computer Science A can count as a mathematics credit required 600
for admission at institutions of higher education.
Yes 400

Louisiana has a CSTA chapter. 200 30%

31% 28%
0
2016-2017 2017-2018 2018-2019

AP CS Participation by
Access and Participation by Race/Ethnicity Race/Ethnicity and Gender
Overall Student Demographics Female Students
43% 7% 44% LEGEND
24% 15% 40%
Black/African
0.1% 0.6% 2% 3% American
Native Hawaiian/ 0.4% 12% 9%
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ Male Students
39% 9% 46% Latino/Latina
Native American/ 15% 9% 58% 10% 9%
0.1% 0.3% 3% 2% Alaskan
White
Demographics of Students Taking AP CS Exams 0.2%
Asian
19% 11% 49% 11% 10% 2+ Races/Other
0 100 200 300 400 500 600
0.3% Total Number of CS Exams Taken

Native American/Alaskan students are 2.3 times less likely than their white and Asian peers to attend a
school that offers AP CS. Black students are 2.5 times less likely than their white and Asian peers to take an
AP CS exam when they attend a school that offers it.

52 State Summaries
 High Schools Teaching CS
Maine 100%

The Department of Education developed a state plan for computer 80%

State Plan
science in January 2020 as required by LD 1382. Previously, a task
force established by LD 398 (2017) presented recommendations to 60%
Yes recognize computer science in the path to proficiency. 56%
40%
Standards The state does not yet have a discrete set of rigorous computer
science standards across K–12. 20%
No

The state does not yet provide dedicated state funding for rigorous 0%
Funding 2019-2020
computer science professional development and course support.
No
High Schools Teaching CS
Certification The state does not yet have a computer science teacher certification. by School Type
No 80%

Preservice The state has not yet established guidelines or approved programs at 60% Under
institutions of higher education to offer computer science to preservice City 25% FRM
Rural
No teachers. 40%
0%
CS Supervisor The Department of Education has a Secondary Digital Learning and 20% Over
Computer Science Specialist.
75% FRM
Yes 0%
Percent of School Type That Teach CS
All HS Offer The state does not yet require that all secondary schools offer
computer science. AP CS Student Participation
No
Female Male
350
Grad Credit The state passed a policy in 2019 to allow computer science to count
as a credit for graduation, but it is a district decision. 300

Dist. Decision 250

200
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education. 150
No 100
23% 23%
50
Maine has a CSTA chapter. 20%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
89% LEGEND Female Students
Black/African
4% 0.1% 2% 0.8% 1% 3% American 68% 25%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 1% 3% 4%
89% Latino/Latina
Male Students
Native American/
3% 0.1% 2% 1% 2% 2% Alaskan
White 76% 15% 8.5%
Demographics of Students Taking AP CS Exams
Asian
85% 6% 2+ Races/Other 0.4% 0.4% 2% 0.8% 6%

0.5% 2% 0.9% 5% 0 50 100 150 200 250 300

Total Number of CS Exams Taken

Although Black students make up 3.8% of the overall student population, only 1 Black student took an
AP CS exam.

State Summaries 53
 High Schools Teaching CS
Maryland 100%

The Maryland Center for Computing Education (MCCE) developed a 80% 83%
State Plan
state plan in 2018. The plan addresses efforts to increase the
enrollment of female students, students with disabilities, and students 60% 62%
Yes
from underrepresented racial and ethnic groups.
40%
Standards The state approved K–12 computer science standards aligned to the
CSTA standards in 2018. Standards within each grade band address 20%
Yes
concepts of equity, such as bias, accessible technology, and
inclusivity.
0%
HB 281 (FY 2020 and 2021) allocated $1M annually, and SB 185 (FY 2017-2018 2018-2019
Funding
2019) allocated $5M for computer science education. Grants focus on
serving areas with high poverty, rural areas, students with disabilities,
Yes female students, or students from marginalized racial and ethnic groups.

Certification Teachers with existing licensure can obtain a 7–12 endorsement High Schools Teaching CS
through academic coursework or passing the Praxis CS exam. An
initial computer science licensure requires completing academic
by School Type
coursework and passing the exam. Pathways for CTE, alternative 100%
Yes
certification, and an accelerated certificate also exist. A stipend is Rural
available through the MCCE for teachers who pass the exam. 80% Under
25% FRM

60% City
Preservice The Department of Education has approved teacher preparation
programs leading to certification in computer science. The state 40%
provides funding for teacher preparation institutions to establish Over
Yes 75% FRM
computer science education programs via HB 281 (2018). 20%

The Department of Education has a Computer Science Education 0%

CS Supervisor Percent of School Type That Teach CS
Specialist as well as a Career Programs, STEM, and Computer Science
Yes Coordinator who collaborates with the Director of the MCCE.

All HS Offer HB 281 (2018) required all high schools to offer at least one computer
science course by the 2021–2022 school year and asked each school
board to incorporate computer science in elementary and middle AP CS Student Participation
Yes schools and to increase the enrollment of female students, students with 8000 Female Male
disabilities, and students of underrepresented ethnic and racial groups.
7000
Grad Credit Foundations of Computer Science or Computer Science Principles 6000
can fulfill the technology credit requirement. AP Computer Science A
Yes can count as one of the four mathematics credits for graduation. 5000
4000
IHE Admission AP Computer Science can count as one of the four mathematics
3000
credits required for admission at institutions of higher education, as
Yes
long as computer science is not the final year course, which aligns 2000 34%
with the high school graduation policy. 33%
1000 31%

Maryland is a member of the ECEP Alliance, has a CSTA chapter, and Governor 0
2016-2017 2017-2018 2018-2019
Larry Hogan is a member of the Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
34% 18% 37% 7% LEGEND Female Students
Black/African
0.2% 0.3% 5% American 41% 28%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 13% 0.1% 7% 11%
28% 16% 43% 8% Latino/Latina
Male Students
Native American/
0.1% 0.2% 5% Alaskan
White 12% 8% 45% 25% 10%
Demographics of Students Taking AP CS Exams
Asian
13% 8% 42% 28% 10% 2+ Races/Other 0.2% 0.1%

0.1% 0.1% 0 1000 2000 3000 4000 5000

Total Number of CS Exams Taken

Hispanic/Latinx students and Black students are each 3 times less likely, and Native American students are
5 times less likely than their white and Asian peers to take an AP CS exam when they attend a school that
offers it.
54 State Summaries
 High Schools Teaching CS
Massachusetts 100%

The state is in the process of creating a plan for K–12 computer 80%
State Plan
science, as required by the FY 2020 state budget. 75%
60% 67%
In Progress
58%

Standards The state adopted K–12 digital literacy and computer science 40%
standards in 2016.
Yes 20%

Funding H4000 (FY 2020) allocated $1M for computer science

implementation; $590K went to the Digital Literacy Now grant 0%
2016-2017 2017-2018 2018-2019
program. The grant program prioritizes underserved students,
including economically disadvantaged students, English language
Yes
learners, students receiving special education services, students from
marginalized racial and ethnic groups, and students in rural areas.
H4800 (FY 2019) and H3650 (FY 2016) allocated $850K and $1.7M
and required a one-to-one private match. High Schools Teaching CS
by School Type
Certification Teachers can obtain a 5–12 certification through a combination of
academic coursework, professional development, mentorship 100%
experience, teaching experience, passing the Pearson and/or Praxis
Yes CS exam, and/or by completing an approved teacher preparation 80% Rural
program.
60% City

Preservice The Department of Elementary and Secondary Education has 40%

approved teacher preparation programs leading to certification in
computer science and lists these programs publicly. 20%
Yes
0%
CS Supervisor The Department of Elementary and Secondary Education has a Percent of School Type That Teach CS
Computer Science Content Coordinator.
Yes

All HS Offer The state does not yet require that all secondary schools offer
computer science. AP CS Student Participation
No
6000 Female Male

Grad Credit A computer science course can substitute for either a mathematics or
laboratory science course if the course includes rigorous mathematical 5000
or scientific concepts and aligns with the state computer science
4000
Yes standards. Students in technical and vocational programs may
substitute a computer science course for a foreign language. 3000

IHE Admission A computer science course can count as a mathematics, science, or 2000
foreign language credit required for admission at institutions of higher
28%
Yes education if the course meets certain criteria. 1000 27%
24%
0
Massachusetts is a member of the ECEP Alliance and has CSTA chapters. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
9% 21% 59% 7% LEGEND Female Students
Black/African
0.1% 0.2% 4% American 43% 29%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/
10% 11% 0.1% 6%
10% 17% 62% 8% Latino/Latina
Male Students
Native American/
0.1% 0.2% 3% Alaskan
White 10% 56% 22% 7%
Demographics of Students Taking AP CS Exams
Asian
7% 11% 53% 22% 7% 2+ Races/Other 5% 0.1% 0.3%

0.1% 0.2% 0 500 1000 1500 2000 2500 3000 3500 4000
Total Number of CS Exams Taken

Hispanic/Latinx students are 1.7 times less likely and Black students are 1.5 times less likely than their white
and Asian peers to take an AP CS exam when they attend a school that offers it.

State Summaries 55
 High Schools Teaching CS
Michigan 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines. However, as a prelude to a
state plan, the Department of Education is collaborating with 60%
No Michigan State University to create a landscape report.
40%
Standards The state adopted the CSTA K–12 Computer Science Standards in 37%
2019. Standards within each grade band address concepts of equity, 20%
Yes such as bias, accessible technology, and inclusivity.
0%
Funding The state does not yet provide dedicated state funding for rigorous 2019-2020
computer science professional development and course support.
No High Schools Teaching CS
Certification The state phased out the computer science endorsement in 2017 so by School Type
that any licensed teacher is eligible to teach computer science.
No 60%
Under
Preservice After the state phased out the computer science certification, teacher 25% FRM
preparation programs in Michigan also phased out preservice programs 40%
Rural
No in computer science education. City
20%
CS Supervisor The Department of Education has a Computer Science Consultant. Over
75% FRM

Yes 0%
Percent of School Type That Teach CS

All HS Offer The state does not yet require that all secondary schools offer
computer science. AP CS Student Participation
No
Female Male
4000
Grad Credit Any department-approved computer science course can count as the 3500
fourth mathematics credit for graduation or replace the Algebra II
Yes requirement. 3000
2500
IHE Admission The state does not yet allow computer science to count as a core
2000
admission requirement at institutions of higher education.
No 1500
1000 29%
Michigan has a CSTA chapter. 500 26%
24%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
18% 8% 66% LEGEND Female Students
Black/African
0.1% 0.6% 3% 4% American
65% 19%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 5% 4% 0.2% 7%
11% 5% 75% Latino/Latina
Male Students
Native American/
0.1% 0.6% 5% 3% Alaskan
White 69% 19%
Demographics of Students Taking AP CS Exams
Asian
69% 18% 2+ Races/Other 3% 0.04% 4% 0.3% 5%

3% 0.03% 4% 0.2% 5% 0 500 1000 1500 2000 2500 3000

Total Number of CS Exams Taken

Hispanic/Latinx students and Black students are each 2 times less likely than their white and Asian peers to
attend a school that offers AP CS. Black students and Native American students are 3.5 times less likely to
take an AP CS exam when they attend a school that offers it.

56 State Summaries
 High Schools Teaching CS
Minnesota 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The state does not yet have a discrete set of rigorous computer 40%
science standards across K–12.
No 20%
19%

Funding Although the state does not provide dedicated state funding, MN was 0%
awarded a federal grant under the Jacob K. Javits Gifted and Talented 2018-2019
Students Education Program to develop a screening process to
identify students gifted in computer science, particularly from limited
No English or marginalized racial and ethnic groups. Schools that
High Schools Teaching CS
participate receive ongoing professional development, and all by School Type
students receive computer science instruction.
25%
Certification The state does not yet have a computer science teacher certification. Under
20% Rural
25% FRM
No
15%
City

Preservice The state has not yet established guidelines or approved programs at 10%
institutions of higher education to offer computer science to preservice Over
No teachers. 5% 75% FRM

0%
CS Supervisor The Department of Education has a STEM and Computer Science Percent of School Type That Teach CS
Integration Specialist.
Yes AP CS Student Participation
All HS Offer The state does not yet require that all secondary schools offer 2000
Female Male
computer science.
No
1500
Grad Credit Computer science can count as a mathematics credit for graduation if
the course meets state academic standards in mathematics.
Yes 1000

IHE Admission The state does not yet allow computer science to count as a core 500
admission requirement at institutions of higher education.
No 21% 21%
20%
0
Minnesota is a member of the ECEP Alliance and has a CSTA chapter. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
11% 10% 66% 7% LEGEND Female Students
Black/African
0.1% 2% 5% American 53% 28%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 4% 7% 9%
12% 7% 68% 8% Latino/Latina
Male Students
Native American/
0.1% 0.6% 4% Alaskan
White 65% 17% 8%
Demographics of Students Taking AP CS Exams
Asian
65% 20% 8% 2+ Races/Other 5% 0.1% 5% 0.3%

5% 3% 0.3% 0 300 600 900 1200 1500

Total Number of CS Exams Taken

Native American students are 3 times less likely than their white and Asian peers to attend a school that
offers AP CS, and 2 times less likely to take an AP CS exam when they attend a school that offers it.
Hispanic/Latinx students are 2.6 times less likely and Black/African-American students are 3 times less likely
than their white and Asian peers to take an AP CS exam when they attend a school that offers it.

State Summaries 57
 High Schools Teaching CS
Mississippi 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

47% 48%
The state adopted K–12 computer science standards based on the 40%
Standards
CSTA standards in 2018. Standards within each grade band address
Yes
concepts of equity, such as bias, accessible technology, and 20% 28%
inclusivity.
0%
Funding HB 1700 (FY 2021) allocated $300K for computer science 2017-2018 2018-2019 2019-2020
professional development. HB 1643 (FY 2020) allocated $300K to
develop computer science courses and professional development.
Yes
High Schools Teaching CS
Certification Teachers with existing licensure can obtain an AP Computer Science by School Type
Principles Endorsement by completing an approved AP training.
Teachers can also obtain a K–8 or 7–12 add-on endorsement by 100%
Yes completing coursework or approved professional development for
80% City
specific courses.
60%
Preservice The state has not yet established guidelines or approved programs at Rural Under
institutions of higher education to offer computer science to preservice 40%
25% FRM
Over
No teachers. 20% 75% FRM

The state does not yet have a dedicated computer science education 0%
CS Supervisor Percent of School Type That Teach CS
supervisor position.
No
AP CS Student Participation
All HS Offer The state does not yet require that all secondary schools offer Female Male
computer science. 350
No 300

Grad Credit Beginning with incoming freshmen of 2018–2019, all students must 250
earn one credit in technology or computer science. Multiple computer
200
Yes science courses may satisfy the graduation credit.
150
IHE Admission All students applying to state institutions of higher learning for
100 37%
entrance in Fall 2022 must have earned one credit in computer
Yes
science or technology, which aligns with the high school graduation 50 34%
policy. 23%
0
Mississippi is a member of the ECEP Alliance and has a CSTA chapter. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
48% 44% LEGEND Female Students
Black/African
0.1% 4.0% 0.2% 1% 3% American 58% 14%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
13% 5% 10%
Hispanic/
45% 48% Latino/Latina
Male Students
Native American/
0.1% 4% 0.1% 2% 1% Alaskan
White 13% 8% 66% 7%
Demographics of Students Taking AP CS Exams
Asian
14% 7% 61% 10% 8% 2+ Races/Other 6%

0 50 100 150 200 250

Total Number of CS Exams Taken

Black students are 4.4 times less likely than their white and Asian peers to take an AP CS exam when they
attend a school that offers it.

58 State Summaries
 High Schools Teaching CS
Missouri 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

50%
Standards The state adopted K–12 computer science standards in 2019. 40%
Standards within each grade band address concepts of equity, such 38%
32%
Yes as bias, accessible technology, and inclusivity. 20%

Funding HB 3 (passed in special session in 2018) created a Computer Science 0%

Education Fund, and HB 2 (FY 2020) allocated $450K to the 2017-2018 2018-2019 2019-2020
Computer Science Education fund created by HB 3 (2018 special
Yes
session). Grant awardees must describe how they will reach and
support students from marginalized racial and ethnic groups
underrepresented in computer science. High Schools Teaching CS
by School Type
Certification Teachers can obtain a 9–12 certification through academic
coursework or by passing the state content exam. Teachers can be 60%
authorized to teach computer science after completion of Under
25% FRM
Yes department-approved professional development. State funding for City
computer science can be used to support credentialing for teachers. 40% Rural

Preservice The state has not yet established guidelines or approved programs at Over
20%
institutions of higher education to offer computer science to preservice 75% FRM

No teachers.
0%
CS Supervisor The state does not yet have a dedicated computer science education Percent of School Type That Teach CS
supervisor position.
No
AP CS Student Participation
All HS Offer The state does not yet require that all secondary schools offer
Female Male
computer science. 1200
No
1000
Grad Credit Any computer science course that aligns to the standards and has an
800
appropriately qualified teacher can count as a mathematics, science,
Yes or practical arts credit for graduation.
600

IHE Admission The state does not yet allow computer science to count as a core 400
admission requirement at institutions of higher education.
No 200 21%
21%
20%
0
Missouri has CSTA chapters and Governor Michael Parson is a member of the 2016-2017 2017-2018 2018-2019
Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
16% 7% 71% LEGEND Female Students
Black/African
0.3% 0.4% 2% 4% American 57% 14%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/
11% 6% 16% 11%
15% 6% 70% Latino/Latina
Male Students
Native American/
0.4% 0.4% 4% 4% Alaskan
White 7% 68% 14%
Demographics of Students Taking AP CS Exams
Asian
7% 65% 15% 7% 2+ Races/Other 5% 0.3% 6%

5% 0.1% 0 200 400 600 800 1000

Total Number of CS Exams Taken

Black students are 2.3 times less likely and Native American students are 3 times less likely than their white
and Asian peers to take an AP CS exam when they attend a school that offers it.

State Summaries 59
 High Schools Teaching CS
Montana 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The state is developing K–12 computer science standards; state board 40%
approval is anticipated in fall 2020. 36%
31%
In Progress 20% 25%

Funding The state does not yet provide dedicated state funding for rigorous
0%
computer science professional development and course support. 2017-2018 2018-2019* 2019-2020
No
*2018 data reflects a correction of last year's
published number
Certification Teachers with existing licensure can obtain a K–12 endorsement
through academic coursework. An initial license in computer science
requires completing a teacher preparation program and passing the High Schools Teaching CS
Praxis CS exam, or completing a non-traditional teaching program
Yes
with five years of successful teaching experience. by School Type
60%
Preservice The Office of Public Instruction has approved teacher preparation
City
programs leading to certification in computer science and lists these Under
Yes programs publicly. 40% 25% FRM

Rural
CS Supervisor The state does not yet have a dedicated computer science education
supervisor position. 20% Over
75% FRM
No

0%
All HS Offer The state does not yet require that all secondary schools offer Percent of School Type That Teach CS
computer science.
No
AP CS Student Participation
Grad Credit The state passed a permissive and encouraging policy to allow Female Male
computer science to count as a science, mathematics, elective, or CTE 60
Dist. Decision graduation requirement, but it is a district decision.
50

IHE Admission Although the state does not yet allow computer science to count as a 40
core admission requirement at institutions of higher education, two
No years of computer science can count as electives. 30

20
Governor Steve Bullock is a member of the Governors’ Partnership for
K–12 Computer Science. 10 27%
15% 18%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
11% 78% LEGEND Female Students
Black/African
0.8% 0.2% 5% .07% 4% American 86% 14%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 7% 7%
7% 81% Latino/Latina
Male Students
Native American/
2% 0.4% 6% 1% 3% Alaskan
White 89%
Demographics of Students Taking AP CS Exams
Asian
88% 2+ Races/Other 3% 3% 5%

3% 5% 5% 0 5 10 15 20 25 30 35 40
Total Number of CS Exams Taken

Although Native American students make up 11% of the overall student population, no Native American
students took an AP CS exam. Hispanic/Latinx students make up 4.7% of the overall student population, but
only 1 Hispanic/Latinx student took an AP CS exam.

60 State Summaries
 High Schools Teaching CS
Nebraska 100%

The Department of Education is in the process of developing a state 80%

State Plan
plan for K–12 computer science.
In Progress 60%

Standards The state does not yet have a discrete set of rigorous computer 40% 44%
40%
science standards across K–12.
No 20%

Funding The state does not yet provide dedicated state funding for rigorous
0%
computer science professional development and course support. 2017-2018 2018-2019
No

The state does not yet have a computer science teacher certification.
High Schools Teaching CS
Certification
by School Type
No
80%
Preservice The state has not yet established guidelines or approved programs at
institutions of higher education to offer computer science to preservice 60% City
No teachers. Under
40% 25% FRM
Over
The state does not yet have a dedicated computer science education Rural
CS Supervisor 75% FRM
supervisor position. 20%
No
0%
All HS Offer The state does not yet require that all secondary schools offer Percent of School Type That Teach CS
computer science.
No AP CS Student Participation
Female Male
Grad Credit The state passed a permissive and encouraging policy to allow 400
computer science to count towards CTE in the 80 core curriculum
350
Dist. Decision hours required for graduation, but it is a district decision.
300
IHE Admission The state does not yet allow computer science to count as a core 250
admission requirement at institutions of higher education.
200
No
150
Nebraska has CSTA chapters. 100
50 21%
10%
14%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
7% 19% 66% LEGEND Female Students
Black/African
0.2% 1% 3% 4% American 61%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
3% 11% 13% 13%
Hispanic/
8% 21% 63% Latino/Latina
Male Students
Native American/
0.1% 0.7% 14% 4% Alaskan
White 71% 12%
Demographics of Students Taking AP CS Exams
Asian
8% 69% 12% 8% 2+ Races/Other 4% 7% 6%

4% 0 50 100 150 200 250 300

Total Number of CS Exams Taken

Native American students are 2 times less likely than their white and Asian peers to attend a school that
offers AP CS. Hispanic/Latinx students are 3 times less likely and Black students are 2.7 times less likely than
their white and Asian peers to take an AP CS exam when they attend a school that offers it.

State Summaries 61
 High Schools Teaching CS
Nevada 100%

The Department of Education developed the Computer Science 80%

State Plan 77%
Strategic Plan in 2018. The plan includes a section dedicated to
Yes diversity and strategies to build toward more equitable outcomes. 60%
57%

Standards The state adopted K–12 computer science standards in 2018. 40%
Standards within each grade band address concepts of equity, such
Yes as bias, accessible technology, and inclusivity. 20%

Funding SB 313 (FY 2020 and 2021) allocated $700K and $933K, and SB 200 0%
(FY 2018 and 2019) allocated $1M and $1.4M to expand computer 2018-2019 2019-2020
Yes science education.

Certification Teachers can obtain a secondary endorsement in advanced computer

science through coursework or by passing the Praxis CS exam. High Schools Teaching CS
Teachers can obtain a secondary or middle school/junior high school
endorsement in computer technology-based applications and by School Type
Yes computational thinking through coursework. Funding is available to
offset the cost of certification. 80%
Rural Over
City 75% FRM
Under
60%
Preservice SB 313 (2019) required training all preservice teachers in computer 25% FRM
science and allowed the Board of Regents to apply for funding to
develop curriculum and standards for preservice computer science 40%
Yes
educators.
20%
CS Supervisor The Department of Education has a Computer Science Education
Programs Professional. 0%
Yes Percent of School Type That Teach CS

All HS Offer SB 200 (2018) required all high schools to offer a computer science
course by July 1, 2022, and all students to receive instruction in
computer education before 6th grade. Schools must make efforts to AP CS Student Participation
increase enrollment of female students, students with disabilities, and
Yes students from underrepresented racial and ethnic groups. The state Female Male
2500
publishes a biennial report which includes enrollment demographics
on gender, race, and students with disabilities.
2000

Grad Credit All students must earn one-half credit in computer education and
technology in a course with half of the instructional time dedicated to 1500
computer science and computational thinking either in high school or
Yes
middle school. 1000
37%
IHE Admission A computer science course can count as a mathematics or science 500
credit required for admission at institutions of higher education, which
26%
Yes aligns with the high school graduation policy. 33%
0
2016-2017 2017-2018 2018-2019
Nevada is a member of the ECEP Alliance and has a CSTA chapter.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
11% 42% 31% 8% LEGEND Female Students
Black/African
1% 0.9% 5% American 47% 27% 13%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 3% 0.4% 9%
10% 44% 31% 7% Latino/Latina
Male Students
Native American/
1% 0.6% 6% Alaskan
White 35% 37% 15% 10%
Demographics of Students Taking AP CS Exams
Asian
40% 33% 14% 9% 2+ Races/Other 3% 0.6% 0.3%

3% 0.3% 0.3% 0 300 600 900 1200 1500

Total Number of CS Exams Taken
Black students are 4 times less likely, Pacific Islander students are 6 times less likely, and Native American
students are 2.7 times less likely than their white and Asian peers to take an AP CS exam when they attend a
school that offers it.

62 State Summaries
 High Schools Teaching CS
New Hampshire 100%

The state is in the process of updating the state plan for K–12 80%
State Plan
computer science.
60% 67%
Yes

49%
Standards The state adopted K–12 computer science standards based on the 40%
CSTA standards in 2018. Standards within each grade band address
Yes
concepts of equity, such as bias, accessible technology, and 20%
inclusivity.

The state does not yet provide dedicated state funding for rigorous 0%
Funding 2018-2019 2019-2020
computer science professional development and course support.
No
High Schools Teaching CS
Teachers with or without existing licensure can obtain certification by
Certification
passing a national exam, holding a computer science teaching
by School Type
assignment prior to June 2019, or submitting evidence of skills,
knowledge, and competencies in computer science content. Evidence 80%
Yes City Under
could include coursework, professional experience, letters of 25% FRM
60% Rural
recommendation, professional development, or other artifacts.

The Department of Education has approved teacher preparation 40%

Preservice
programs leading to certification in computer science and lists these 0%
Yes programs publicly. 20% Over
75% FRM

The Department of Education has a STEM Integration and Computer 0%

CS Supervisor Percent of School Type That Teach CS
Science Administrator.
Yes
AP CS Student Participation
All HS Offer HB 1674 (2018) required all schools to create and implement Female Male
computer science programs with a target goal of 2020 for full 600
Yes implementation.
500

Grad Credit The state passed a permissive and encouraging policy to allow
400
computer science to count as a mathematics or technology credit for
Dist. Decision graduation, but it is a district decision. 300

IHE Admission The state does not yet allow computer science to count as a core 200
admission requirement at institutions of higher education.
No 100 29%
18% 27%

0
New Hampshire is a member of the ECEP Alliance and has a CSTA chapter. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
6% 85% LEGEND Female Students
Black/African
2% 0.1% 0.3% 3% 4% American 71% 23%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 0.7% 2% 4%
7% 84% Latino/Latina
Male Students
Native American/
3% 0.1% 0.3% 4% 2% Alaskan
White 70% 19%
Demographics of Students Taking AP CS Exams
Asian
77% 14% 2+ Races/Other 1% 4% 6%

0.8% 3% 5% 0 50 100 150 200 250 300 350 400

Total Number of CS Exams Taken

Hispanic/Latinx students are 2 times less likely and Black students are 4 times less likely than their white and
Asian peers to take an AP CS exam when they attend a school that offers it.

State Summaries 63
 High Schools Teaching CS
New Jersey 100%

The Department of Education developed a state plan for computer 80%

State Plan
science education implementation in 2019. The plan includes a section
on equity and promotes equitable access in the mission and vision 60% 67%
Yes statements. 59%

40%
Standards The state adopted revised computer science and design thinking
standards in June 2020. The standards’ vision statement focuses on 20%
equitable access for all students and fostering their ability to participate
in an inclusive and diverse computing culture that appreciates
Yes and incorporates perspectives from people of different genders, 0%
2017-2018 2018-2019
ethnicities, and abilities. Standards within each grade band address
concepts of equity, such as bias, accessible technology, and inclusivity.

Funding The Secondary School Computer Science Education Initiative (PL 2018, High Schools Teaching CS
Chapter 53) allocated $2M for FY 2019. SB 2500 renewed the $2M
appropriation for FY 2020, but was later not included in the revised FY by School Type
Yes
2020 budget by NJ A3 (20R).
80%
Teachers with existing licensure can obtain a 9–12 CTE endorsement Under
Certification 25% FRM
with a combination of previous teaching experience and academic 60% Rural

Yes coursework. Over

40% 75% FRM
City
Preservice The state has not yet established guidelines or approved programs at
institutions of higher education to offer computer science to preservice 20%
No teachers.
0%
Percent of School Type That Teach CS
CS Supervisor The Department of Education is currently in the process of hiring a
Computer Science Coordinator.
In Progress
AP CS Student Participation
All HS Offer A2873 (2018) required all high schools to offer a course in computer Female Male
science by the 2018–2019 school year. 8000
Yes 7000
6000
Grad Credit Any computer science course can count as a mathematics or science
credit for high school graduation. 5000
Yes 4000
3000
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education. 2000 30%
28%
No 1000 26%

0
New Jersey has CSTA chapters and Governor Phil Murphy is a member of the 2016-2017 2017-2018 2018-2019
Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
15% 29% 43% 10% LEGEND Female Students
Black/African
0.2% 0.1% 2% American 11% 37% 39%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/
5% 0.2% 0.2% 7%
12% 22% 52% 12% Latino/Latina
Male Students
Native American/
0.2% 0.1% 1% Alaskan
White 12% 44% 34%
Demographics of Students Taking AP CS Exams
Asian
12% 40% 37% 7% 2+ Races/Other 4% 0.1% 0.2% 6%

4% 0.1% 0.3% 0 1000 2000 3000 4000 5000 6000

Total Number of CS Exams Taken

Hispanic/Latinx students are 1.6 times less likely than their white and Asian peers to attend a school that
offers AP CS, and 2.3 times less likely to take an AP CS exam when they attend a school that offers it. Black
students are 1.6 times likely than their white and Asian peers to attend a school that offers AP CS, and 4
times less likely to take an AP CS exam when they attend a school that offers it.

64 State Summaries
 High Schools Teaching CS
New Mexico 100%

The state is in the process of developing a plan for K–12 computer 80%
State Plan
science that includes goals, strategies, and timelines.
In Progress 60%

Standards The state adopted the CSTA K–12 Computer Science Standards in 40%
2018. Standards within each grade band address concepts of equity,
32%
Yes such as bias, accessible technology, and inclusivity. 20% 23%

Funding HB 548 (FY 2020) allocated $200K annually to develop and 0%

implement teacher professional development courses. HB1 (first 2018-2019 2019-2020
special session, FY 2021) amended the FY 2021 budget to allocate
$300K for K–8 computer science. The application guidance includes
Yes
professional development activities that are culturally and
High Schools Teaching CS
linguistically responsive, and awards prioritize high-need districts. by School Type
Certification The state does not yet have a computer science teacher certification. 60%
Under
25% FRM
No
40%
Preservice The state has not yet established guidelines or approved programs at
institutions of higher education to offer computer science to preservice City
Rural
teachers. 20% Over
No 75% FRM

CS Supervisor The Public Education Department is in the process of hiring a 0%

Computer Science Specialist. Percent of School Type That Teach CS
In Progress
AP CS Student Participation
All HS Offer The state does not yet require that all secondary schools offer
Female Male
computer science. 250
No
200
Grad Credit Computer science can count as a mathematics or science credit for
graduation, provided that a student has demonstrated competence in 150
Yes mathematics or science.
100
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education.
50
No 29% 24%
22%

0
New Mexico has a CSTA chapter. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
62% 10% 23% LEGEND Female Students
Black/African
2% 0.1% 1% 2% American 38% 33%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
2% 21% 6%
Hispanic/
69% 22% Latino/Latina
Male Students
Native American/
2% 0.2% 3% 2% 2% Alaskan
White 40% 38% 12%
Demographics of Students Taking AP CS Exams
Asian
41% 37% 14% 2+ Races/Other 1% 1% 7%

2% 1% 5% 0 50 100 150 200

Total Number of CS Exams Taken

Hispanic/Latinx students are 3.6 times less likely and Black students are 3 times less likely than their white
and Asian peers to take an AP CS exam when they attend a school that offers it. Although Native American
students make up 10% of the overall student population, only 2 Native American students took an AP CS
exam.

State Summaries 65
 High Schools Teaching CS
New York 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The State Board of Regents conditionally approved the K–12 Learning 40% 44%
48%
Standards for Computer Science and Digital Literacy in January 2020; 38%
In Progress full approval is anticipated in fall 2020.
20%

Funding A 9503/S 7503 (FY 2021), A 2003/S 1503 (FY 2020), and S 7504/A
9504 (FY 2019) allocated $6M annually (for an eventual total of $30M) 0%
2016-2017 2017-2018 2018-2019
to expand computer science education via the Smart Start program.
The grantees should incorporate strategies for increasing participation
Yes
in computer science by traditionally underrepresented groups, such as
female students, students with differing abilities, English language High Schools Teaching CS
learners/Multilingual learners, and/or Black/African American,
Hispanic/Latino/Latina/Latinx, or Native American/Alaskan students. by School Type
Certification Teachers with or without existing licensure can obtain a 7–12 certification 80%
by completing one of the following: approved state teacher preparation Under
program pathway, academic coursework, or industry experience and 60% 25% FRM
pedagogical coursework. Any licensed teacher who teaches computer
Yes science before September 2022 will be eligible to continue teaching Rural
40%
computer science in the same district for ten years. City
Over
20% 75% FRM
Preservice The State Education Department has approved teacher preparation
programs leading to certification in computer science and lists these 0%
Yes programs publicly. Percent of School Type That Teach CS

CS Supervisor The state does not yet have a dedicated computer science education
supervisor position.
No AP CS Student Participation
Female Male
All HS Offer The state does not yet require that all secondary schools offer 12,000
computer science.
No 10,000

8,000
Grad Credit The state passed a permissive and encouraging policy to allow
computer science to count as either a mathematics or science credit
6,000
Dist. Decision for graduation, but it is a district decision.
4,000 35%
IHE Admission The state does not yet allow computer science to count as a core 35%
admission requirement at institutions of higher education. 2,000 32%
No
0
2016-2017 2017-2018 2018-2019
New York has CSTA chapters.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
17% 27% 43% 9% LEGEND Female Students
Black/African
0.3% 0.7% 3% American 18% 31% 31%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 12% 0.1% 0.3% 7%
15% 24% 45% 13% Latino/Latina
Male Students
Native American/
0.3% 0.7% 2% Alaskan
White 8% 15% 42% 28%
Demographics of Students Taking AP CS Exams
Asian
10% 16% 36% 30% 7% 2+ Races/Other 0.1% 0.3% 6%

0.1% 0.3% 0 1000 2000 3000 4000 5000 6000 7000 8000
Total Number of CS Exams Taken

Pacific Islander students are 3 times less likely, Native American students are 2.5 times less likely, and
Hispanic/Latinx and Black students are each 1.7 times less likely than their white and Asian peers to take an
AP CS exam when they attend a school that offers it.

66 State Summaries
 High Schools Teaching CS
North Carolina 100%

The North Carolina Department of Public Instruction developed—and 80%

State Plan
presented to the legislature—a state plan for expanding computer
science in 2018. The plan includes strategies to engage students from 60%
Yes marginalized racial and ethnic groups underrepresented in computer
51%
science, female students, and low-income students. 40% 45%

Standards The state adopted K–12 computer science standards in August 2020, 20%
as required by HB 155 (2017). Standards within each grade band
Yes
address concepts of equity, such as bias, accessible technology, and
inclusivity. 0%
2017-2018 2019-2020*

Funding SB 99 (FY 2019, continued in FY 2020) allocated $500K annually for *Data was not collected for the 2018–2019 school year
implementation of the Computer Science Education Plan, which
focuses on increasing participation for underrepresented student
groups, including female students, low-income students, and students
Yes
from marginalized racial and ethnic groups. Additionally, SB 99 (FY High Schools Teaching CS
2019) and SB 257 (FY 2018) allocated $400K annually for the Coding by School Type
and Mobile Application Grant Program, which could be used for
teacher professional development in computer science.
80%
Certification Teachers with existing CTE licensure can obtain a 9–12 CTE computer
programming endorsement through academic coursework. 60% Under
Yes 25% FRM
City Rural
40%

Preservice The state has not yet established guidelines or approved programs at Over
institutions of higher education to offer computer science to preservice 20% 75% FRM

No teachers.
0%
Percent of School Type That Teach CS
CS Supervisor The Department of Public Instruction has a Director of Computer
Science and Technology.
Yes
AP CS Student Participation
All HS Offer The state does not yet require that all secondary schools offer
computer science. Female Male
5000
No
4000
Grad Credit Computer science can count as the fourth mathematics credit for
graduation in the Future-Ready Core track.
3000
Yes

2000
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education.
No 1000 28%
27%
24%
North Carolina is a member of the ECEP Alliance, has a CSTA chapter, and Governor 0
2016-2017 2017-2018 2018-2019
Roy Cooper is a member of the Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
25% 18% 48% LEGEND Female Students
Black/African
0.1% 1% 3% 4% American 49% 25% 31%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 10% 0.1% 9% 0.3% 7%
24% 16% 50% 6% Latino/Latina
Male Students
Native American/
0.1% 0.7% 4% Alaskan
White 8% 10% 57% 18%
Demographics of Students Taking AP CS Exams
Asian
9% 11% 52% 20% 7% 2+ Races/Other 0.1% 0.4% 7%

0.1% 0.4% 0 500 1000 1500 2000 2500 3000 3500

Total Number of CS Exams Taken

Native American students are 2.6 times less likely, Hispanic/Latinx students are 2 times less likely, and Black/
African-American students are 3.5 times less likely than their white and Asian peers to take an AP CS exam
when they attend a school that offers it.

State Summaries 67
 High Schools Teaching CS
North Dakota 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The state adopted K–12 computer science and cybersecurity 40%
41% 44%
standards in 2019, becoming the first state to create K–12
Yes cybersecurity standards. 20% 23%

Funding The state does not yet provide dedicated state funding for rigorous 0%
computer science professional development and course support. 2017-2018 2018-2019 2019-2020
No

Certification Teachers with existing licensure can obtain a grade level High Schools Teaching CS
corresponding credential through academic coursework. Teachers are
eligible to teach specific computer science courses for five years after by School Type
earning a Level I (200 hours), Level II (40 hours), or Level III (15 hours)
Computer Science and Cybersecurity Credential (effective April 1, 80%
Yes
2020). Teachers can renew the credential by completing 30 hours of City
academic work during the five year period. 60%

Under
40%
Preservice The state has not yet established guidelines or approved programs at Rural 25% FRM
institutions of higher education to offer computer science to preservice Over
teachers. 20%
No 75% FRM

0%
CS Supervisor The state does not yet have a dedicated computer science education Percent of School Type That Teach CS
supervisor position.
No
AP CS Student Participation
All HS Offer The state does not yet require that all secondary schools offer
computer science. Female Male
100
No
80
Grad Credit AP Computer Science A or Mathematics for Computer Science/
Information Technology can count as a mathematics credit for
60
Yes graduation.
40
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education.
No 20
9% 19%
11%
North Dakota has a CSTA chapter and Governor Doug Burgum is a member of the 0
2016-2017 2017-2018 2018-2019
Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
8% 76% LEGEND Female Students
Black/African
5% 0.3% 5% 2% 3% American 75% 25% 31%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/
6% 6% 13%
8% 79% Latino/Latina
Male Students
Native American/
0.4% 4% 4% 3% 2% Alaskan
White 7% 74% 10%
Demographics of Students Taking AP CS Exams
Asian
7% 74% 9% 2+ Races/Other 3% 1% 4%

4% 1% 5% 0 10 20 30 40 50 60 70 80
Total Number of CS Exams Taken

Although Native American students make up 8% of the overall student population, only 1 Native American
student took an AP CS exam. Black students are 2 times less likely than their white and Asian peers to take
an AP CS exam when they attend a school that offers it.

68 State Summaries
 High Schools Teaching CS
Ohio 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The state adopted K–12 computer science standards and a model 40% 42%
curriculum in 2018. Standards within each grade band address
Yes
concepts of equity, such as bias, accessible technology, and 20%
inclusivity.

HB 166 (FY 2020) appropriated $1.5M for teachers to become 0%

Funding 2018-2019
credentialed in computer science. Awards prioritized educators
assigned to schools with greater than 50% of students classified as
Yes economically disadvantaged.
High Schools Teaching CS
Teachers can obtain a K–12 supplemental teaching license through
Certification
passing the state content exam; teachers can also earn an initial license
by School Type
in computer science. Licensed 7–12 teachers who completed
professional development are allowed to teach computer science 50%
Yes
until 2021. 40% Rural
Under
Preservice The Department of Education has approved teacher preparation 30% 25% FRM
Over
programs leading to certification in computer science and lists these 75% FRM
programs publicly. 20% City
Yes
10%
CS Supervisor The Department of Education has a Computer Science Education
Program Specialist. 0%
Percent of School Type That Teach CS
Yes

All HS Offer The state does not yet require that all secondary schools offer
computer science. AP CS Student Participation
No
Female Male
4000
Grad Credit A computer science course that addresses mathematics standards
3500
and focuses on algorithms for problem-solving can count as a
mathematics, advanced mathematics, or advanced science credit for 3000
graduation. One credit of advanced computer science can also satisfy 2500
Yes one unit of algebra 2, math 3, or equivalent, or one unit of advanced
science (excluding biology or life sciences), and a coding course can 2000
satisfy a required foreign (world) language credit. 1500
1000
IHE Admission The state does not yet allow computer science to count as a core 26%
admission requirement at institutions of higher education. 500
24% 23%
No 0
2016-2017 2017-2018 2018-2019
Ohio is a member of the ECEP Alliance and has a CSTA chapter.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
17% 6% 69% LEGEND Female Students
Black/African
0.1% 0.1% 3% 5% American 59% 19%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
10% 0.2% 5% 0.1% 7%
Hispanic/
12% 74% Latino/Latina
Male Students
Native American/
0.1% 5% 0.1% 4% 5% Alaskan
70% 13%
White
Demographics of Students Taking AP CS Exams
Asian
7% 69% 14% 6% 2+ Races/Other 6% 0.1% 4% 6%

0.1% 4% 0.03% 0 500 1000 1500 2000 2500 3000

Total Number of CS Exams Taken

Black students are 1.5 times less likely than their white and Asian peers to attend a school that offers AP CS,
and 2 times less likely to take an AP CS exam when they attend a school that offers it. Native American
students are 4 times less likely than their white and Asian peers to take an AP CS exam when they attend a
school that offers it.

State Summaries 69
 High Schools Teaching CS
Oklahoma 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The state adopted K–12 computer science standards in 2018. 40%
Standards within each grade band address concepts of equity, such 37%
Yes as bias, accessible technology, and inclusivity. 29%
20%

Funding Although SB 593 (2019) authorized the State Department of

0%
Education to create a grant program for computer science 2017-2018 2019-2020*
professional learning and recommended $1M subject to authorization,
No no funds were appropriated for the program. *Data was not collected for the 2018–2019 school year

Certification Teachers with existing licensure can obtain a 9–12 certification High Schools Teaching CS
through passing the state content exam; teachers can also earn an by School Type
Yes initial license in computer science.
50%
Preservice The state has not yet established guidelines or approved programs at Under
City 25% FRM
institutions of higher education to offer computer science to preservice 40%
No teachers.
30% Rural Over
75% FRM
CS Supervisor The State Department of Education has a Director of Education 20%
Technology and Computer Science Education.
Yes 10%

0%
All HS Offer The state does not yet require that all secondary schools offer Percent of School Type That Teach CS
computer science. However, SB 593 (2019) directed the State
Department of Education to develop a rubric for computer science
No programs in elementary, middle, and high schools to serve as a guide AP CS Student Participation
to schools for implementing quality computer science programs.
800 Female Male
Grad Credit An approved computer science course can count as a mathematics or 700
computer technology/world language credit in the Core Curriculum
Yes Standard Track. 600
500
IHE Admission Two computer science credits can count towards the additional
400
required units in required content areas for admissions at institutions
Yes
of higher education, which aligns with the high school graduation 300
policy. 200
100 26%
Oklahoma has a CSTA chapter. 21%
22%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
8% 18% 13% 48% 10% LEGEND Female Students
Black/African
0.4% 2% American 18% 52%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 4% 4% 10% 12%
12% 21% 6% 47% 9% Latino/Latina
Male Students
Native American/
0.3% 4% Alaskan
White 12% 56% 15% 11%
Demographics of Students Taking AP CS Exams
Asian
14% 53% 15% 12% 2+ Races/Other 3% 3%

3% 4% 0 100 200 300 400 500

Total Number of CS Exams Taken

Native American students are 2 times less likely than their white and Asian peers to attend a school that
offers AP CS, and 2.4 times less likely to take an AP CS exam when they attend a school that offers it.
Hispanic/Latinx students are 2 times less likely and Black students are 5 times less likely to take an AP CS
exam when they attend a school that offers it.

70 State Summaries
 High Schools Teaching CS
Oregon 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%
54%

Standards The state does not yet have a discrete set of rigorous computer 40%
science standards across K–12. 37%
31%
No 20%

Funding The state does not yet provide dedicated state funding for rigorous 0%
computer science professional development and course support. 2016-2017 2017-2018 2018-2019*
No
*2018 data includes Robotics courses that were not
included in 2017
Certification The state does not yet have a computer science teacher certification.

No
High Schools Teaching CS
by School Type
Preservice The state has not yet established guidelines or approved programs at
institutions of higher education to offer computer science to preservice 80%
No teachers. City
60%
The state does not yet have a dedicated computer science education Under
CS Supervisor 25% FRM
supervisor position. 40% Rural Over
No 75% FRM

20%
All HS Offer The state does not yet require that all secondary schools offer
computer science. 0%
No Percent of School Type That Teach CS

Grad Credit The state passed a permissive and encouraging policy to allow AP CS Student Participation
computer science to count as a fourth science elective for graduation,
Female Male
Dist. Decision but it is a district decision. 800
700
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education. 600
No 500
400
Oregon is a member of the ECEP Alliance and has a CSTA chapter.
300
200
24% 22%
100
20%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Overall Student Demographics
Race/Ethnicity and Gender
22% 59% 11% LEGEND Female Students
Black/African
2% 0.7% 1% 4% American
53% 23%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 0.6% 1% 10% 12%
22% 63% 6% Latino/Latina
Male Students
Native American/
2% 0.8% 0.9% 5% Alaskan
White 10% 62% 17% 9% 11.4%
Demographics of Students Taking AP CS Exams
Asian
11% 62% 15% 10% 2+ Races/Other 0.7% 0.2% 0.7%

0.6% 0.3% 0.6% 0 100 200 300 400 500 600 700 800
Total Number of CS Exams Taken
Native American students are 1.5 times less likely than their white and Asian peers to attend a school that
offers AP CS, and 1.7 times less likely to take an AP CS exam when they attend a school that offers it.
Hispanic/Latinx students are 2.4 times less likely and Black students are 4 times less likely than their white
and Asian peers to take an AP CS exam when they attend a school that offers it.

State Summaries 71
 High Schools Teaching CS
Pennsylvania 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%
59%
56%

Standards The state endorsed the CSTA K–12 Computer Science Standards in 40%
2018. Standards within each grade band address concepts of equity,
Yes such as bias, accessible technology, and inclusivity. 20%

Funding State budgets (Act 1A, FY 2019–FY 2021 interim budget) each 0%
dedicated $20M annually to PAsmart, a program established to 2017-2018 2018-2019
expand STEM and computer science education, including teacher
professional development. As of August 2020, $5.705M of the FY
2020 funding was distributed in targeted grants to LEAs with few
computer science offerings. The balance of funds, intended for High Schools Teaching CS
Yes
“Advancing Grants” to support STEM ecosystems, remains on hold by School Type
due to the COVID-19 response. PAsmart grants prioritize proposals
that boost participation in computer science education for historically 80%
underserved and underrepresented populations.
Under
60% 25% FRM
Certification The state does not yet have a computer science teacher certification.
City Rural Over
No 40%
75% FRM

The Department of Education developed specific program guidelines 20%

Preservice
for state approval of professional educator programs in computer
Yes science and lists these programs publicly. 0%
Percent of School Type That Teach CS

CS Supervisor The Department of Education has a Consultant to the Secretary of

Education on STEM/Computer Science.
Yes AP CS Student Participation
Female Male
All HS Offer The state does not yet require that all secondary schools offer 6000
computer science.
No 5000

Any computer science course aligned with the computer science 4000
Grad Credit
standards can count as a mathematics or science credit for
3000
Yes graduation.
2000
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education. 1000 26%
No 23%
22%
0
2016-2017 2017-2018 2018-2019
Pennsylvania has CSTA chapters and Governor Tom Wolf is a member of the
Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
15% 12% 65% LEGEND Female Students
Black/African
0.1% 0.2% 4% 4% American 56% 26%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
5% 0.2% 6% 0.1% 7%
Hispanic/
11% 12% 69% 5% Latino/Latina
Male Students
Native American/
0.1% 0.2% 3% Alaskan
White 5% 66% 19% 6%
Demographics of Students Taking AP CS Exams
Asian
5% 64% 20% 6% 2+ Races/Other 4% 0.1% 0.2%

4% 0.1% 0.2% 0 500 1000 1500 2000 2500 3000 3500 4000
Total Number of CS Exams Taken

Hispanic/Latinx students are 2.5 times less likely and Black students are 3.6 times less likely than their white
and Asian peers to take an AP CS exam when they attend a school that offers it.

72 State Summaries
 High Schools Teaching CS
Rhode Island 100%

80% 85% 86% 86%

State Plan CS4RI (a partnership between the Governor’s office and the
Department of Education) created a state plan for computer science
education implementation. One of the goals of the plan is to broaden 60%
Yes participation among populations that are underrepresented in
computer science. 40%

Standards The state adopted K–12 computer science standards in 2018. 20%
Standards within each grade band address concepts of equity, such
as bias, accessible technology, and inclusivity. Additionally, standards
Yes can be met without computing devices or with limited hardware 0%
2016-2017 2017-2018 2019-2020
access, making implementation possible for all schools.

Funding H 5151A (FY 2020), H 7200A (FY 2019), H 5175 (FY 2018), and H 7454
(FY 2017) allocated $210K annually for computer science professional High Schools Teaching CS
development. Grants focus on broadening participation, and priority
is given to Title I-eligible schools. The Department received a $2.5M by School Type
Yes
federal grant to support the creation of high school computer science
pathways that incorporate work-based learning. 100%
Under
80% Rural
Certification Teachers with existing licensure can obtain an endorsement through 25% FRM

academic coursework from an approved provider. 60%

City
Over
Yes 75% FRM
40%
Preservice The state has not yet established guidelines or approved programs at
institutions of higher education to offer computer science to preservice 20%
No teachers. 0%
Percent of School Type That Teach CS
CS Supervisor The Department of Education has a core team advancing the goals of
CS4RI, including the Digital Learning Specialist, CS4RI High School
Yes Grant Project Manager, and CS4RI Work-Based Learning Specialist.
AP CS Student Participation
All HS Offer The state does not yet require that all secondary schools offer
computer science. However, the CS4RI initiative and the Governor’s 800 Female Male

Other
office set a goal for all students to have access to computer science 700
courses by the end of 2017.
600
Grad Credit Computer science can count as a mathematics or science credit for 500
graduation.
Yes 400
300
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education. 200 31%
No 100 28%
23%
0
Rhode Island is a member of the ECEP Alliance, has a CSTA chapter, and Governor Gina 2016-2017 2017-2018 2018-2019
Raimondo is a member of the Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
9% 26% 57% LEGEND Female Students
Black/African
0.2% 0.8% 3% 4% American 21% 54% 12%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 7% 6%
8% 19% 66% Latino/Latina
Male Students
Native American/
0.2% 0.6% 3% 3% Alaskan
White 14% 66% 9%
Demographics of Students Taking AP CS Exams
Asian
6% 18% 63% 8% 2+ Races/Other 4% 0.2% 0.2% 6%

0.2% 0.2% 5% 0 100 200 300 400 500

Total Number of CS Exams Taken

Hispanic/Latinx and Native American students are each 1.6 times less likely than their white and Asian peers
to attend a school that offers AP CS. Black students are 1.3 times less likely than their white and Asian peers
to attend a school that offers AP CS and 1.4 times less likely to take an AP CS exam when they attend a
school that offers it.
State Summaries 73
 High Schools Teaching CS
South Carolina 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan 80%
includes goals, strategies, and timelines.
69%
No 60%

Standards The state adopted K–8 computer science and digital literacy standards 40% 43%
in 2017 and high school standards in 2018. Standards address concepts
Yes of equity, such as bias, accessible technology, and inclusivity. 20%

Funding H 4000 (FY 2020) allocated $500K to teacher professional 0%

development. H 3720 (FY 2018) allocated $400K to the Department 2017-2018 2018-2019 2019-2020
of Education to implement the Computer Science Task Force’s
Yes recommendations.
High Schools Teaching CS
Teachers with or without existing licensure can obtain 9–12
Certification
certification by completing an approved preparation program and by School Type
Yes passing the state content exam.
100%
Under
Preservice The state has not yet established guidelines or approved programs at 80%
City 25% FRM
institutions of higher education to offer computer science to preservice Rural Over
No teachers. 60% 75% FRM

40%
CS Supervisor The Department of Education is in the process of hiring a Computer
Science Specialist. 20%
In Progress
0%
Percent of School Type That Teach CS
All HS Offer The Department of Education revised the list of courses that satisfy
the computer science graduation requirement, effectively requiring all
high schools to offer at least one computer science course by the
2018–2019 school year (with waivers available until the 2020–2021 AP CS Student Participation
Yes
school year) and requiring all students to take at least one credit of Female Male
computer science to graduate. 1500

Grad Credit All students must take one credit of computer science to graduate. 1200
Multiple computer science courses are approved to meet the credit.
Yes 900

IHE Admission Computer science can count as the fourth mathematics credit
600
required for admission at institutions of higher education, which aligns
Yes
with the high school graduation policy. Further, students are strongly 32%
encouraged to take computer science as a high school elective. 300
29%
28%
South Carolina is a member of the ECEP Alliance and has a CSTA chapter. 0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
33% 10% 50% LEGEND Female Students
Black/African
0.1% 0.3% 2% 4% American 12% 63% 9%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
10% 0.5% 5%
Hispanic/
27% 10% 56% Latino/Latina
Male Students
Native American/
0.1% 0.2% 2% 4% Alaskan
10% 8% 66% 9%
White
Demographics of Students Taking AP CS Exams
Asian
11% 9% 64% 9% 6% 2+ Races/Other 0.7% 6%

0.7% 0 200 400 600 800 1000

Total Number of CS Exams Taken
Black students are 3 times less likely and Hispanic/Latinx students are 1.4 times less likely than their white
and Asian peers to take an AP CS exam when they attend a school that offers it.

74 State Summaries
 High Schools Teaching CS
South Dakota 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%

Standards The state does not yet have a discrete set of rigorous computer 40%
science standards across K–12. 38%
No 20%

Funding The state does not yet provide dedicated state funding for rigorous 0%
computer science professional development and course support. 2019-2020
No

Teachers with existing licensure can obtain a K–6 or 7–12 endorsement High Schools Teaching CS
Certification
through academic coursework or passing the Praxis CS exam. by School Type
Yes
50%
Preservice The state has not yet established guidelines or approved programs at
40%
institutions of higher education to offer computer science to preservice Rural
Under
No teachers. 30%
25% FRM

City
The state does not yet have a dedicated computer science education 20%
CS Supervisor
supervisor position. 10% Over
No 75% FRM
0%
Percent of School Type That Teach CS
All HS Offer The state does not yet require that all secondary schools offer
computer science.
No AP CS Student Participation
Female Male
Grad Credit A state-approved advanced computer science course can count as a 35
science credit for students who earn a regular diploma.
30
Yes
25
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education. 20
No 15

10

5 17%
9% 21%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
6% 11% 73% LEGEND Female Students
Black/African
3% 0.1% 2% 5% American 100%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/
12% 10% 67% Latino/Latina
Male Students
Native American/
0.1% 4% 4% 3% Alaskan
7% 76% 10%
White
Demographics of Students Taking AP CS Exams
Asian
6% 80% 9% 2+ Races/Other 3% 3%

3% 3% 0 5 10 15 20 25 30
Total Number of CS Exams Taken

Although Native American students make up 11% of the overall student population, only 1 Native American
student took an AP CS exam. Hispanic/Latinx students make up 6% of the overall student population, but
only 2 Hispanic/Latinx students took an AP CS exam.

State Summaries 75
 High Schools Teaching CS
Tennessee 100%

The Tennessee Department of Education presented the Tennessee 80%

State Plan
Computer Science State Education Plan to the legislature in April
2020 and posted a timeline for each recommendation on the 60%
Yes department website.
50%
40%
Standards The state published a comprehensive set of K–12 computer science
standards in July 2020. 20%
Yes
0%
Funding PC 651 (FY 2021) includes $518K for computer science education, 2019-2020
including professional development, within the Governor's Future
Workforce Initiative.
Yes High Schools Teaching CS
Teachers with existing licensure can obtain the Computer Science
by School Type
Certification
Employment Standard endorsement after completing approved
professional development. An initial license in computer science 60%

Yes requires completing academic coursework and passing the Praxis CS City
exam. 40% Rural

Preservice The state has approved a teacher preparation program in computer

science, but it is not yet posted on the state website. 20%
In Progress

0%
CS Supervisor The state does not yet have a dedicated computer science education Percent of School Type That Teach CS
supervisor position.
No
AP CS Student Participation
All HS Offer The state does not yet require that all secondary schools offer
computer science. 2000 Female Male
No

1500
Grad Credit Computer science can count as a mathematics credit for graduation.

Yes 1000

IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education. 500
30%
No 31%
29%
0
Tennessee has CSTA chapters. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
22% 11% 62% LEGEND Female Students
Black/African
0.1% 0.2% 2% 3% American 19% 45% 20%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 9% 6%
22% 9% 63% Latino/Latina
Male Students
Native American/
0.1% 0.2% 4% 3% Alaskan
White 11% 8% 62% 12%
Demographics of Students Taking AP CS Exams
Asian
15% 9% 54% 15% 7% 2+ Races/Other 0.2% 7%

0.2% 0 200 400 600 800 1000 1200

Total Number of CS Exams Taken

Black students are 1.5 times less likely than their white and Asian peers to take an AP CS exam when they
attend a school that offers it. Hispanic/Latinx students are 1.3 times less likely than their white and Asian peers
to attend a school that offers AP CS.

76 State Summaries
 High Schools Teaching CS
Texas 100%

The state is in the process of creating a plan for K–12 computer 80%
State Plan
science that includes goals, strategies, and timelines, as required by
In Progress HB 2984 (2019). 60%

Standards The Texas Essential Knowledge and Skills (TEKS) at the high school 40% 46%
level contain computer science standards, and HB 2984 (2019)
directed the State Board to review and modify the K–8 TEKS for 20%
In Progress Technology Applications to include coding and computational
thinking by December 31, 2020.
0%
2018-2019
Funding Although the state does not yet provide dedicated state funding for
computer science professional development, HB 3 and HB 963 (2019)
consolidated all computer science (or technology applications)
Other courses into CTE and allowed schools to receive weighted funding for High Schools Teaching CS
students enrolled in those courses in grades 7–12. by School Type
Certification Teachers with or without existing licensure can obtain an 8–12 50%
certification by completing a state-approved teacher preparation City
Yes program and passing certification exams. 40%
Rural Under
30% 25% FRM
Preservice The Texas Education Agency has approved teacher preparation Over
programs leading to certification in computer science and lists these 20% 75% FRM
Yes programs publicly.
10%

CS Supervisor The state does not yet have a dedicated computer science education 0%
supervisor position. Percent of School Type That Teach CS
No

The State Board of Education added computer science courses to the

All HS Offer
list of required offerings at high schools (19 TAC § 74.3) in 2014. AP CS Student Participation
Yes
15,000 Female Male

Grad Credit AP Computer Science A, IB Computer Science Higher Level, or

discrete math can count as a required mathematics course for 12,000
graduation. Computer science can also count as an advanced science
Yes credit, and multiple course options can satisfy the foreign language 9,000
requirement.
6,000
IHE Admission Computer science can count as the fourth mathematics credit
required for admission at institutions of higher education. 3,000
27% 27%
Yes 27%
0
Texas is a member of the ECEP Alliance and has CSTA chapters. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
13% 53% 27% LEGEND Female Students
Black/African
0.2% 0.4% 4% 2% American 28% 26% 36%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
4% 0.1% 0.1% 6%
Hispanic/
13% 46% 31% 7% Latino/Latina
Male Students
Native American/
0.2% 0.4% 2% Alaskan
26% 34% 29%
White
Demographics of Students Taking AP CS Exams
Asian
27% 30% 32% 6% 2+ Races/Other 4% 0.1% 0.2% 6%

4% 0.1% 0.2% 0 2,000 4,000 6,000 8,000 10,000

Total Number of CS Exams Taken

Native American students are 3.5 times less likely, Hispanic/Latinx students are 3 times less likely, and Black
students are 6 times less likely than their white and Asian peers to take an AP CS exam when they attend a
school that offers it.

State Summaries 77
 High Schools Teaching CS
Utah 100%

The state adopted a plan in 2019 that includes goals and 80%
State Plan
recommendations to expand access to rural, low-income, and female 70%
students. The Silicon Slopes Computer Science Fund was created to 60% 66%
Yes invest in state plan initiatives. 58%

40%
Standards The state adopted K–5 computer science standards in September
2019 and 6–12 standards in May 2020. Standards within each grade 20%
Yes
band address concepts of equity, such as bias, accessible technology,
and inclusivity.
0%
HB 227 (FY 2020) allocated $3.15M for the Computer Science for 2017-2018 2018-2019 2019-2020
Funding
Utah Grant Program. Applicants must describe how they will increase
the number of female and traditionally underserved students, ensure
content is accessible to all students, and strategies for increasing
Yes diversity. SB 190 (FY 2018 and 2019) allocated $1.2M annually for the High Schools Teaching CS
Computing Partnerships Grants program. SB 93 (FY 2017) allocated by School Type
$400K for computer science.
80%
Certification Teachers with secondary or CTE licensure can obtain up to six Under
course-specific 6–12 endorsements. Each endorsement requires a 25% FRM
60%
combination of experience or coursework, exams, professional City Rural
Yes
development, and more. Over
40% 75% FRM

Preservice The State Board of Education has approved teacher preparation

20%
programs leading to certification in computer science and lists these
Yes programs publicly.
0%
Percent of School Type That Teach CS
CS Supervisor The State Board of Education has a Computer Science State Specialist.

Yes
AP CS Student Participation
All HS Offer The state does not yet require that all secondary schools offer
computer science. 600 Female Male
No
500
Grad Credit A computer programming course can replace the third mathematics
credit by parent request. AP Computer Science, Computer Science 400
Yes Principles, and Computer Programming II can count as a science credit.
300

IHE Admission The state does not yet allow computer science to count as a core 200
admission requirement at institutions of higher education.
No 100 22%
17% 23%
0
Utah is a member of the ECEP Alliance, has a CSTA chapter, and Governor Gary 2016-2017 2017-2018 2018-2019
Herbert is a member of the Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
17% 74% LEGEND Female Students
Black/African
1% 2% 1% 2% 3% American 59% 18%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
3% 10% 0.8% 9%
Hispanic/
16% 75% Latino/Latina
Male Students
Native American/
1% 1% 0.6% 2% 3% Alaskan
White
10% 76%
Demographics of Students Taking AP CS Exams
Asian
10% 72% 8% 7% 2+ Races/Other 1% 0.2% 0.2% 6% 6%

2% 0.2% 0.2% 0 100 200 300 400 500

Total Number of CS Exams Taken

Hispanic/Latinx students are 1.6 times less likely than their white and Asian peers to take an AP CS exam
when they attend a school that offers it. Native American students are 1.7 times less likely than their white
and Asian peers to attend a school that offers AP CS.

78 State Summaries
 High Schools Teaching CS
Vermont 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%
60%

Standards The state does not yet have a discrete set of rigorous computer 40%
science standards across K–12.
No 20% 27%

Funding The state does not yet provide dedicated state funding for rigorous
0%
computer science professional development and course support. 2018-2019 2019-2020
No

Certification Teachers with existing licensure can obtain a 7–12 endorsement by High Schools Teaching CS
demonstrating knowledge standards, performance standards, and by School Type
Yes completing academic coursework.
100%
City
Preservice The Agency of Education has approved teacher preparation programs
leading to certification in computer science and lists these programs 80%
Under
Yes publicly. 60% 25% FRM
Rural
Over
The state does not yet have a dedicated computer science education 40%
CS Supervisor 50% FRM
supervisor position.
20%
No
0%
All HS Offer The state does not yet require that all secondary schools offer Percent of School Type That Teach CS
computer science.
No AP CS Student Participation
Grad Credit The state passed a permissive and encouraging policy to allow 150 Female Male
computer science to count towards a core graduation requirement,
Dist. Decision but it is a district decision. 120

IHE Admission The state does not yet allow computer science to count as a core
90
admission requirement at institutions of higher education.
No
60

Vermont has a CSTA chapter.

30
28%
20%
12%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
90% LEGEND Female Students
Black/African
2% 0.1% 2% 0.3% 2% 3% American 65% 29%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
6%
Hispanic/
89% Latino/Latina
Male Students
Native American/
2% 0.1% 3% 0.2% 3% 3% Alaskan
White
69% 24%
Demographics of Students Taking AP CS Exams
Asian
7% 83% 9% 2+ Races/Other 4% 4%

1% 0 10 20 30 40 50 60 70 80
Total Number of CS Exams Taken

Although Black students make up 2.4% of the overall student population, no Black students took an
AP CS exam.

State Summaries 79
 High Schools Teaching CS
Virginia 100%

Although the state has not yet created a state plan, HB 1663 (2017) 80%
State Plan
established a Computer Science for All Virginia Students advisory 73%
No committee and public-private partnership. 60% 63%
66%

Standards The state added mandatory K–12 computer science standards to the 40%
state Standards of Learning in 2017, effectively requiring all K–12
Yes
schools to offer instruction in computer science. Standards within 20%
each grade band address concepts of equity.

HB 30 (FY 2021 and 2022) allocated $1.35M annually to support 0%

Funding 2016-2017 2017-2018 2018-2019
computer science education and implementation of the standards,
including professional development. HB 30 (FY 2021 and 2022), HB
Yes 1700 (FY 2019 and 2020), and HB 1500 (FY 2017 and 2018) also
allocated $550K annually for CodeVA.
High Schools Teaching CS
Certification Teachers can obtain an endorsement through coursework or passing by School Type
the Praxis CS exam. An initial license in computer science requires
completing a state-approved program or coursework. The Department 100%
Yes of Education convened a workgroup on micro-credentials and is now
developing recommendations per HB 836 (2020). 80% Under
City Rural 25% FRM
60%
Preservice The Department of Education has approved teacher preparation Over
programs leading to certification in computer science and lists these 40% 75% FRM
Yes programs publicly.
20%

CS Supervisor The Department of Education has a Computer Science and Virtual 0%

Learning Specialist. Percent of School Type That Teach CS
Yes

HB 831 (2016) added computer science into the state’s K–12 Standards
All HS Offer
of Learning, which all schools must implement. AP CS Student Participation
Yes 6000 Female Male

Grad Credit A variety of computer science courses can count as a credit for 5000
graduation in lab science, career and technical education, or
mathematics at or above the level of Algebra II. Students in English as a 4000
Yes Second Language programs can add a computer science elective for
graduation credit if they test out of their foreign language requirement. 3000

The state does not yet allow computer science to count as a core 2000
IHE Admission
admission requirement at institutions of higher education. 29%
1000 26%
27%
No
0
Virginia is a member of the ECEP Alliance, has CSTA chapters, and Governor Ralph 2016-2017 2017-2018 2018-2019
Northam is a member of the Governors’ Partnership for K–12 Computer Science.

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
22% 16% 48% 7% 6% LEGEND Female Students
Black/African
0.2% 0.3% American 38% 39%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
10% 7% 0.1% 7%
Hispanic/
19% 17% 49% 10% Latino/Latina
Male Students
0.2% 0.2% Native American/
5% Alaskan
9% 47% 29% 8%
White
Demographics of Students Taking AP CS Exams
Asian
8% 8% 44% 32% 8% 2+ Races/Other 7% 0.1% 0.1%

0.1% 0.1% 0 1000 2000 3000 4000 5000

Total Number of CS Exams Taken

Hispanic/Latinx students, Black students, and Native American students are each 3 times less likely than
their white and Asian peers to take an AP CS exam when they attend a school that offers it.

80 State Summaries
 High Schools Teaching CS
Washington 100%

Although the state has not yet created a state plan, the Office of 80%
State Plan
Superintendent of Public Instruction (OSPI) published guidance on
No teaching computer science in 2020. 60%

The state adopted updated K–12 computer science standards based 48%
Standards 40%
on the CSTA standards in 2018. Standards within each grade band
Yes address concepts of equity. 20%

Funding HB 1109 (FY 2020 and 2021), SB 5883 (FY 2018 and 2019), and SB
0%
6052 (FY 2016 and 2017) appropriated $1M annually for the computer 2019-2020
science education grant program with a one-to-one private match
requirement. HB 1109 exempted the match requirement for districts
Yes with greater than 50% of students eligible for free and reduced-price
meals. Grants are intended to engage female students, low-income
students, and students in underrepresented racial and ethnic groups. High Schools Teaching CS
by School Type
Certification Teachers with existing licensure can obtain a K–12 endorsement
through passing the state content exam. State funding for computer 60%
Yes science can support credentialing for teachers.
Rural
Preservice The OSPI has approved computer science teacher preparation 40% City
Under
programs. The Washington State Opportunity Scholarship also 25% FRM
Over
provided funding for Central Washington University and Western 75% FRM
Yes Washington University to develop a computer science endorsement 20%
program.

CS Supervisor The Office of the Superintendent of Public Instruction has a Computer 0%

Science Program Specialist. Percent of School Type That Teach CS

Yes

All HS Offer SB 5088 (2019) required that each school district that operates a high
school must provide access to an elective computer science course by AP CS Student Participation
the 2022–2023 school year. HB 1577 (2019) required each school
Yes district to report the number of computer science course offerings 4000 Female Male
and demographics of enrolled students, starting in June 2020.
3500
Grad Credit Computer science can count as the third required mathematics credit 3000
or a science credit for graduation.
2500
Yes
2000
IHE Admission AP Computer Science A can count as a mathematics credit required 1500
for admission at institutions of higher education.
1000
Yes 29%
500 28% 27%

Washington is a member of the ECEP Alliance, has CSTA chapters, and Governor 0
Jay Inslee is a member of the Governors’ Partnership for K–12 Computer Science. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
24% 53% 8% 8% LEGEND Female Students
Black/African
4% 1% 1% American 39% 40%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 2% 0.3% 7% 0.1% 11%
18% 57% 11% 8% Latino/Latina
Male Students
Native American/
5% 1% 0.7% Alaskan
White 7% 50% 30% 11%
Demographics of Students Taking AP CS Exams
Asian
7% 46% 34% 11% 2+ Races/Other 2% 0.3% 0.3%

2% 0.3% 0.3% 0 500 1000 1500 2000 2500 3000

Total Number of CS Exams Taken

Native American, Hispanic/Latinx, and Black students are each 3 times less likely and Pacific Islander
students are 4.6 times less likely than their white and Asian peers to take an AP CS exam when they attend a
school that offers it.

State Summaries 81
 High Schools Teaching CS
West Virginia 100%

The Department of Education approved a state plan for expanding 80%

State Plan
computer science in October 2019. 75%
Yes 60%

Standards The state adopted K–12 computer science standards in 2019. 40% 46%

Yes 20%

Funding With the state plan’s publication in October 2019, the state also 0%
allocated yearly funding for professional development for teachers as 2018-2019 2019-2020
Yes recommended by SB 267 (2019).

Teachers with existing licensure can obtain course-specific

High Schools Teaching CS
Certification
authorizations for Introduction to Computer Science, Computer by School Type
Science Discoveries, and/or Computer Science Fundamentals by
Yes completing specified professional development. 80%
City Rural
60% Under
Preservice The state has not yet established guidelines or approved programs at 25% FRM
institutions of higher education to offer computer science to preservice Over
40%
No teachers. 75% FRM

20%
CS Supervisor The Department of Education has a Computer Science Supervisor.
0%
Yes Percent of School Type That Teach CS

SB 267/HB 2415 (2019) required the state board to adopt a policy

All HS Offer
detailing the appropriate level of computer science instruction that AP CS Student Participation
shall be available to students at each programmatic level prior to the 350 Female Male
Yes 2020–2021 school year. Policy 2510, revised in 2015, required all high
schools to offer a computer science course. 300

An AP computer science course can count as the fourth mathematics 250

Grad Credit
credit or a science credit for graduation. 200
Yes
150

IHE Admission The state does not yet allow computer science to count as a core 100 34%
admission requirement at institutions of higher education. 36% 31%
No 50

0
West Virginia has a CSTA chapter. 2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
90% LEGEND Female Students
Black/African
4% 0.04% 2% 0.1% 0.7% 3% American
68% 17%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
Hispanic/ 5% 4% 7%
91% Latino/Latina
Male Students
Native American/
3% 0.1% 2% 0.2% 1% 3% Alaskan
White 84% 10%
Demographics of Students Taking AP CS Exams
Asian
80% 11% 2+ Races/Other 0.5% 1% 0.5% 4%

1% 2% 0.3% 5% 0 50 100 150 200 250

Total Number of CS Exams Taken

Black students are 2.6 times less likely than their white and Asian peers to take an AP CS exam when they
attend a school that offers it.

82 State Summaries
 High Schools Teaching CS
Wisconsin 100%

The state has not yet created a plan for K–12 computer science that 80%
State Plan
includes goals, strategies, and timelines.
No 60%
52%
Standards The state adopted K–12 computer science standards in 2017. 40% 42%
Standards within each grade band address concepts of equity, such 34%
Yes as bias, accessible technology, and inclusivity. 20%

Funding The state does not yet provide dedicated state funding for rigorous 0%
computer science professional development and course support. 2017-2018 2018-2019 2019-2020*
No
*2019 data includes Robotics courses that were not
included in prior years
Certification Teachers with existing licensure can obtain a 4–12 supplementary
license by passing the Praxis CS exam. An initial license in computer
Yes science requires completing a state-approved preparation program. High Schools Teaching CS
by School Type
Preservice The Department of Public Instruction has approved teacher
preparation programs leading to certification in computer science and 60%
Yes lists these programs publicly. Under
Rural 25% FRM

The state does not yet have a dedicated computer science education 40% City
CS Supervisor
supervisor position.
No 20% Over
75% FRM

All HS Offer Although the state does not yet require that all secondary schools
offer computer science, state statute 118.01(2)(a)5 requires each 0%
school board to provide an instructional program designed to give Percent of School Type That Teach CS
No students knowledge in computer science, including problem-solving,
computer applications, and the social impact of computers.
AP CS Student Participation
Grad Credit Computer science courses that meet the department’s definition of
computer science can count as a mathematics credit for graduation. 2000 Female Male

Yes

1500
IHE Admission The state does not yet allow computer science to count as a core
admission requirement at institutions of higher education.
No 1000

Wisconsin has a CSTA chapter.

500
21%
20%
17%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
9% 12% 69% LEGEND Female Students
Black/African
0.1% 1% 4% 4% American 69% 17%
Native Hawaiian/
Demographics in Schools Teaching AP CS Pacific Islander
3% 0.3% 5% 16% 8%
Hispanic/
6% 11% 73% 6% Latino/Latina
Male Students
Native American/
0.1% 1% 4% Alaskan
White
7% 75% 11%
Demographics of Students Taking AP CS Exams
Asian
6% 76% 11% 2+ Races/Other 2% 0.1% 0.1% 5%

2% 0.1% 0.1% 5% 0 300 600 900 1200 1500

Total Number of CS Exams Taken

Hispanic/Latinx students are 2 times less likely, Black students are 4 times less likely, and Native American
students are 9 times less likely than their white and Asian peers to take an AP CS exam when they attend a
school that offers it.

State Summaries 83
 High Schools Teaching CS
Wyoming 100%

The Wyoming Department of Education created a task force in 2017 80%

State Plan
to develop and implement a long-term plan for expanding computer
Yes science. 60%

Standards The state adopted K–12 computer science standards in February 40%
41%
2020. Standards within each grade band address concepts of equity, 36%
Yes such as bias, accessible technology, and inclusivity. 20%

Funding Although the state does not yet provide dedicated state funding, the 0%
Wyoming Trust Fund for Innovative Education prioritized computer 2018-2019* 2019-2020
Other science applications in 2018–2020.
*Reflects a correction of last year's published number

Certification Teachers with existing licensure can obtain a 6–12 endorsement by

completing a program that leads to licensure or a combination of High Schools Teaching CS
coursework and passing the Praxis CS exam. Another pathway
requires coursework and work experience. Teachers can receive
by School Type
Yes authorization to teach some computer science courses through a
50%
state and district-approved professional development plan. City
Under
40% Rural 25% FRM
Preservice The state has not yet established guidelines or approved programs at
institutions of higher education to offer computer science to preservice 30%
Over
No teachers.
20% 75% FRM

CS Supervisor The Department of Education has a Math and Computer Science 10%
Consultant.
0%
Yes Percent of School Type That Teach CS

All HS Offer SF 29 (2018) required all schools to include computer science and
computational thinking by the 2022–2023 school year. AP CS Student Participation
Yes
100 Female Male

Grad Credit Computer science can count as one year of science, fourth year
mathematics, or career credits required for admission at institutions of 80
Yes higher education, which aligns with the high school graduation policy.
60
IHE Admission Computer science can count as one year of science, mathematics, or
career credits required for admission at institutions of higher
40
Yes education, which aligns with the high school graduation policy.
20 30%
Wyoming has a CSTA chapter.
24% 26%
0
2016-2017 2017-2018 2018-2019

Access and Participation by Race/Ethnicity AP CS Participation by

Race/Ethnicity and Gender
Overall Student Demographics
LEGEND
14% 78% Female Students
Black/African
American
1% 0.2% 4% 0.8% 3% 85% 17%
Native Hawaiian/
Pacific Islander
Demographics in Schools Teaching AP CS
Hispanic/ 4% 12%
Latino/Latina
16% 77%
Native American/ Male Students
2% 0.2% 2% 1% 3% Alaskan
White 76% 19% 11%
Demographics of Students Taking AP CS Exams Asian
2+ Races/Other
78% 17% 2% 3%

2% 2% 0 10 20 30 40 50 60 70 80
Total Number of CS Exams Taken

Native American students make up 4% of the overall student population, but no Native American students
took an AP CS exam. Hispanic/Latinx students make up 14% of the overall student population, but only 2
Hispanic/Latinx students took an AP CS exam.

84 State Summaries
Appendices

85
 1 Appendix 1: Nine Policies Overview

The Code.org Advocacy Coalition created recommendations for nine policies to make
computer science fundamental from five key principles: Equity and Diversity, Clarity,
Capacity, Leadership, and Sustainability.

Equity and Diversity Capacity: Funding,

Prioritizing equity requires advocates and
Certification, Preservice
policymakers to focus on the systemic factors
Education
influencing the diversity of students in computer Schools’ capacity for offering computer science
science education. Data clearly show that students courses is directly related to the availability of
from underrepresented groups are less likely to have teachers prepared to teach the subject. States
access to high-quality computer science content. If should provide resources to prepare inservice
unaddressed, we will continue to exclude entire teachers from diverse backgrounds to teach K–12
populations from this fast-growing field and miss computer science. States should prioritize funding
out on the innovations and contributions that for districts that make demonstrable efforts to
diversity promotes. Equity and diversity are engage underrepresented groups. States should
overarching values reflected in each of the nine also create clear, navigable, and rewarding
policies and must be specifically addressed in policy professional paths tied to computer science
development to avoid perpetuating disparities. certification for teachers to help grow their ranks
and increase equitable access to the subject. Finally,

Clarity: State Plan, Standards the computer science teacher shortage should be
addressed by exposing more teachers to computer
State implementation is strengthened by clarity
science during their required preservice education
around what computer science is and how to
coursework and by creating specific pathways for
achieve goals around expanding access. State plans
computer science teachers. States should fund
articulate the goals for implementing computer
partnership opportunities between local school
science, strategies for accomplishing the goals, and
districts and schools of education to create direct
timelines for carrying out the strategies. Equitable
pathways for teachers into high-need school
access to K–12 computer science must be at the
districts, addressing equity concerns.
foundation of a state’s plan. In addition to a plan,
high-quality standards create foundational
expectations for all students—rather than just those
interested in advanced study—and prepare students
for success in a variety of postsecondary, college,
and career options. States should develop discrete
standards for computer science education guided
by the concepts, practices, and recommendations in
the K–12 Computer Science Framework and the
Computer Science Teachers Association (CSTA)
K–12 Computer Science Standards.

86 Appendices
Leadership: State Supervisor standards and accessible to all students. These
courses should satisfy existing graduation
Implementation of policy reforms is bolstered by
requirements in a core subject such as mathematics
centralized leadership at the state to oversee
or science; or, increasingly, in computer science.
statewide initiatives. Creating a computer science
Admission policies for colleges and universities
supervisor position within the State Education
should align to high school graduation requirements
Agency allows states to support policy
and allow rigorous computer science courses to
implementation and rapid scaling of equitable
meet core admission requirements. Aligning these
computer science. This position would monitor the
policies would incentivize students to explore
scaling process for issues of equitable access, and
computer science earlier, which is an essential step
diversity of students reached.
to increasing diversity in the field.

These nine policy ideas are a menu of choices for

Sustainability: All High Schools,
states to ensure that computer science is a central
Core Graduation Requirement,
part of K–12 education. Not all states will be in a
Core Admission Requirement
position to adopt every policy, and many will require
Making computer science a fundamental part of the years of careful implementation and funding. States
K–12 education system requires sustainability of should adopt the policies they are best positioned
computer science initiatives. All students should for and continually work to ensure that computer
have the opportunity to learn computer science in science is at the core of their education system.
elementary, middle, and high school. States should
require all high schools to offer at least one Read more about these policies at
computer science course based on rigorous bit.ly/makecsfundamental.

1 2 3 Policy Principles
 Clarity
Create a state plan for Define computer science and Allocate funding for
K–12 computer science establish rigorous rigorous computer science  Capacity
K–12 computer teacher professional
science standards learning and  Leadership
course support  Sustainability

 Equity and
    Diversity*
4 5 6
*Equity and
Implement clear Create programs at  Establish dedicated Diversity is
certification pathways for institutions of higher computer science positions
computer science teachers incorporated in
education to offer in state and local
computer science to education agencies each of the nine
preservice teachers policies.

7 8 9
Require that all secondary Allow computer science to Allow computer science
schools offer computer satisfy a core graduation to satisfy an admission
science with appropriate requirement requirement at institutions
implementation timelines of higher education

Appendices 87
 2 Appendix 2: Policy Rubrics and Lists of States

State Plan for K–12 Computer Science Education

A state is considered to have a plan for K–12 computer science education if the plan meets all four of the
following criteria:

• developed by a state education agency

• specific to computer science education
• includes a timeline, goals, and strategies for achieving the goals
• the plan is publicly accessible

The following states have state plans for K–12 computer science:
Arkansas Idaho New Hampshire Tennessee
California Indiana New Jersey Utah
Connecticut Maine North Carolina West Virginia
Georgia Maryland Rhode Island Wyoming
Hawaii Nevada

K–12 Computer Science Standards

A state is considered to have K–12 computer science standards if the standards meet both of the following
criteria:

• form a coherent progression that aligns elementary, middle, and high school expectations
• are publicly accessible on the state’s website

The following states have K–12 computer science standards:

Alabama Indiana Nevada Rhode Island
Alaska Iowa New Hampshire South Carolina
Arizona Kansas New Jersey Tennessee
Arkansas Kentucky New Mexico Utah
California Maryland North Carolina Virginia
Connecticut Massachusetts North Dakota Washington
Delaware Michigan Ohio West Virginia
Florida Mississippi Oklahoma Wisconsin
Hawaii Missouri Pennsylvania Wyoming
Idaho

88 Appendices
State-Level Funding for K–12 Computer Science Professional
Learning
A state is considered to have dedicated state-level funding to K–12 computer science professional learning if
the funding meets both of the following criteria:

• the funds are allocated via the approved state budget or state legislation
• a description of the funds is publicly accessible

The following states have dedicated state-level funding to K–12 computer science
professional learning:
Alabama Indiana Nevada Rhode Island
Arizona Iowa New Jersey South Carolina
Arkansas Kentucky New Mexico Tennessee
Colorado Maryland New York Utah
Florida Massachussets North Carolina Virginia
Georgia Mississippi Ohio Washington
Hawaii Missouri Pennsylvania West Virginia
Idaho

State Computer Science Certification

A state is considered to have computer science teacher certification if the certification (or endorsement,
licensure, or authorization) meets both of the following criteria:

• explicitly names “computer science” or has a related name (e.g., computer programming)
• enables a teacher to teach computer science courses

The following states have computer science teacher certification:

Alabama Illinois Nevada South Dakota
Arizona Indiana New Hampshire Tennessee
Arkansas Iowa New Jersey Texas
California Kentucky New York Utah
Connecticut Louisiana North Carolina Vermont
District of Columbia Maryland North Dakota Virginia
Florida Massachusetts Ohio Washington
Georgia Mississippi Oklahoma West Virginia
Hawaii Missouri Rhode Island Wisconsin
Idaho Montana South Carolina Wyoming

Appendices 89
State-Approved Preservice Teacher Preparation at Institutions of
Higher Education
A state is considered to have approved preservice teacher preparation in computer science at institutions of
higher education if any of the following criteria are met:

• the state requires all preservice teachers (from any subject) be exposed to computer science content
and/or pedagogy within a teacher’s preservice program

• the state provides scholarships for preservice teachers to take computer science
• the state provides funds to teacher preparation institutions to establish preservice computer science
education programs

• the state approves programs at institutions of higher education that prepare preservice teachers to
teach computer science and lists those programs publicly

Note that each of the above involves a state-led effort; individual programs led by universities are not
sufficient to meet this state policy.

The following states have state-approved preservice teacher preparation at institutions

of higher education:
Alabama Massachusetts New Hampshire Utah
Arkansas Maryland New York Vermont
Connecticut Michigan Ohio Virginia
Georgia Montana Pennsylvania Washington
Idaho Nevada Texas Wisconsin
Indiana

State-Level Computer Science Supervisor

A state is considered to have a state-level computer science supervisor if the position meets all three of the
following criteria:

• located in a state agency

• the title reflects a focus on K–12 computer science
• clearly able to develop state policy/regulations and create programs around computer science

The following states have a state-level computer science supervisor:

Alabama Idaho Massachusetts Oklahoma
Arkansas Indiana Michigan Pennsylvania
Colorado Iowa Minnesota Rhode Island
Connecticut Kansas Nevada Virginia
Florida Kentucky New Hampshire Washington
Georgia Maine North Carolina West Virginia
Hawaii Maryland Ohio Wyoming

90 Appendices
A Requirement for All High Schools to Offer Computer Science
A state is considered to require all high schools to offer computer science if the policy meets both of the
following criteria:

• requires all public high schools in the state to offer one or more computer science courses
• a description of the requirement is publicly accessible

The following states require all high schools to offer computer science:
Alabama Georgia Maryland Texas
Arkansas Hawaii Nevada Virginia
Connecticut Idaho New Hampshire Washington
Delaware Indiana New Jersey West Virginia
Florida Iowa South Carolina Wyoming

Computer Science Can Satisfy a Core High School Graduation

Requirement
A state is considered to allow computer science to count towards a core graduation requirement if the
policy meets both criteria:

• allows computer science to satisfy a core graduation requirement (not an elective) for a subject such as
mathematics, science, technology, or language other than English

• a description of the policy is publicly accessible

The following states allow computer science to count towards a core graduation
requirement:
Alabama Indiana Nebraska* Rhode Island
Alaska* Iowa* Nevada South Carolina
Arizona* Kentucky* New Hampshire* South Dakota
Arkansas Louisiana New Jersey Tennessee
California* Maine* New Mexico Texas
Colorado* Maryland New York* Utah
Delaware Massachusetts North Carolina Vermont*
District of Columbia Michigan North Dakota Virginia
Florida Minnesota Ohio Washington
Georgia Mississippi Oklahoma West Virginia
Hawaii Missouri Oregon* Wisconsin
Idaho Montana* Pennsylvania Wyoming
Illinois

*The state has passed a permissive and encouraging policy, but it is not a requirement for schools to allow
computer science to satisfy a core graduation requirement.

Appendices 91
Computer Science Can Satisfy a Core Admission Requirement at
Institutions of Higher Education
A state is considered to allow computer science to count towards a core admission requirement if the policy
meets both criteria:

• allows computer science to satisfy one of the core credits for entry (not an elective)
• a description of the policy is publicly accessible

The following states allow computer science to count towards a core admission
requirement at institutions of higher education:
Alabama Idaho Louisiana Oklahoma
Arkansas Illinois Maryland South Carolina
California Indiana Massachusetts Texas
Colorado Iowa Mississippi Washington
Georgia Kentucky Nevada Wyoming

92 Appendices
 3 Appendix 3: Data Sources Methodology

K–12 Computer Science Access Report Methodology

Data Sources
Data Source Description
National Center for Education Database of schools in the country with demographic information,
Statistics (NCES) including enrollment in Free and Reduced Lunch programs, student
demographics, and grades offered. We currently use the 2017–2018
NCES list of schools for the overall number of schools (with exceptions
in some states where state employees identified schools to exclude
from the list of high schools—schools that do not teach any high school
grades or are supplemental educational centers).
School Courses for the SCED is a common classification system for middle and high school
Exchange of Data (SCED) courses. Some states use SCED for a course classification system.
State departments of education School names, school IDs, course codes, course enrollment, and course
descriptions.
National organizations (e.g., the School names, school IDs, course names, and course descriptions.
College Board, the International
Baccalaureate)
District/school course catalogs Direct contact with school employees and school course catalogs for
course names and descriptions.
Survey responses Completed surveys on Code.org and Hourofcode.com from teachers,
administrators, and parents.

Data from state education agencies was collected School codes were cross-referenced with data from
through direct collaboration or via requests the National Center for Education Statistics (NCES)
submitted through an online portal. State data to determine each school’s community type, the
included school codes, course codes, course percentage of students from underrepresented
descriptions, and course enrollment. Data was racial and ethnic groups, and the percentage of
collected throughout the school year, starting in economically disadvantaged students (defined
spring 2020. States with complete data sets are as students who are eligible for free and reduced-
defined as those where all public high schools report price meals under the National School Lunch
their course offerings to the state Department of Program). The NCES uses four main categories for
Education, or data was collected for every public community type (City, Suburban, Town, Rural).
high school (see table above for more detail). This Underrepresented racial and ethnic groups are
year we collected data from all public schools across students from the following racial and ethnic groups:
50 states + DC. Black/African American students, Hispanic/Latino/
Latina students, Native American/Alaskan students,
and Native Hawaiian/Pacific Islander students. State

Appendices 93
departments of education and organizations K–12 School Data
interested in providing statewide implementation
So far, the initiative has collected data on 65% of all
data should contact [email protected].
public and public charter K–12 schools and 99% of all
public high schools. Based on this data, at least
Course Listings 38,406 public schools in the U.S. teach computer
SCED and state-level course catalogs, released for science (there are 98,613 public schools in the
the current year, were examined, and courses were nation). This is an increase from 55% of all public
added (or deleted) based on course descriptions. K–12 schools and 83% of all public high schools (and
These courses were either new courses in the state full data sets from 39 states) reported last year.
catalog, new state course descriptions that fit our Refer to code.org/yourschool for an interactive map
definition, CTE courses, or courses that were of the most up-to-date data.
re-examined within the state that fit the definition of
The current data set includes elementary, middle,
what counts as a foundational computer science
and high schools from every state with the most
course. Course lists differ slightly for each state
data coming from public high schools (including
based on state course descriptions (e.g., for some
public charter schools and any schools that offer at
states, robotics courses included programming
least one high school grade). High school courses
whereas others did not).
must include at least 20 hours of programming to
count as foundational computer science courses,
Inferring Between Years
but K–8 elementary and middle school must include
Each year, unless new data is provided, it is inferred at least 10 hours of programming. The Access
that if a school taught computer science in the Report data in National Momentum and the state
previous year, the school is still teaching computer summaries only reflect public high schools.
science. This ensures any data obtained from a
school course catalog or survey (and not reported
from the state department of education or a national
Participation Data Methodology
organization) is carried forward to the new year. This
data is only carried over for two years, before being
Demographic Data
replaced with new data or changing to a no. The data on computer science course enrollment
was provided by several states for the foundational
computer science courses considered in the Access
Report. The statewide demographic data comes
from the U.S. Department of Education National
Center for Education Statistics 2018 Digest of
Education Statistics, Tables 204.7012 (2017–2018);
204.2013 (fall 2017); 204.1014 (2016–2017); and
203.2015 (fall 2017).

12
https://nces.ed.gov/programs/digest/d18/tables/dt18_204.70.asp
13
https://nces.ed.gov/programs/digest/d18/tables/dt18_204.20.asp
14
https://nces.ed.gov/programs/digest/d18/tables/dt18_204.10.asp
15
https://nces.ed.gov/programs/digest/d19/tables/dt19_203.20.asp

94 Appendices
 Students Who Receive Special Students Who Are Students Who Are Eligible for
Education Services Under IDEA English Language Learners Free and Reduced-Price Meals
Percent of Percent of Percent of Percent of Percent of Percent of
Students in Students Students in Students Students in Students
CS Courses in the State CS Courses in the State CS Courses in the State
Alabama** 6.51% 12.21% 1.99% 3.47% 40.59% 51.58%
Arkansas 8.12% 14.75% 5.23% 8.31% 54.91% 63.58%
Connecticut 8.93% 15.10% 2.62% 7.43% 30.31% 35.66%
Florida* 6.65% 13.71% 2.33% 10.12% 37.49% 58.10%
Hawaii*/** 10.29% 10.62% 6.38% 8.24% 44.06% 47.58%
Indiana 10.76% 16.80% 3.39% 5.37% 37.53% 47.94%
Massachusetts* 8.05% 18.04% 2.53% 9.98% 18.18% 39.92%
Mississippi* 10.68% 14.46% 3.09% 2.72% 74.92% 74.99%
New Jersey 7.45% 16.94% 0.97% 5.92% 18.67% 37.88%
New Mexico* 11.86% 15.78% 11.55% 16.29% 54.84% 71.45%
Texas** 5.06% 9.21% 11.94% 18.00% 39.52% 58.95%
Weighted Average 7.60% 12.90% 5.60% 11.22% 41.26% 53.86%
* Data for CS course enrollment includes a different list of courses than those included in the Access Report. HI and MS included additional courses. FL,
MA, and NM masked data at either the state level (NM) or at the school level (FL, MA) for courses with low enrollment.
**Data for CS course enrollment listed under “students eligible for free and reduced-price meals” was provided under a different definition from the state.

Disparity Index these populations of students are used to calculate

A disparity index16 is used to quantify the difference the disparity in access and participation for each

in access and participation for each underrepresented underrepresented racial and ethnic group.

racial and ethnic group. It compares the ratios of The disparity index for access is computed by dividing
students from specific populations underrepresented the rate of access for one demographic group by the
in computer science to populations overrepresented rate of access for another demographic group. The
in computer science. An example of a disparity index rate of access is calculated by dividing the number of
formula for Hispanic/Latino/Latina student students in a given group who attend schools that
participation is: teach AP computer science by the total number of
number of white and Asian students of that group in the state. Statewide and
students who took the exam
school demographics are from the National Center for
number of white and Asian
students in the school population Education Statistics (NCES), and the list of schools
offering an AP computer science course is provided
number of Native American/Alaskan directly to Code.org from the College Board.
students who took the exam
The disparity index for participation is computed by
number of Native American/Alaskan
students in the school population dividing the rate of participation for one
The disparity index is used to describe the disparity demographic group to the rate of participation for
in access or participation for each underrepresented another demographic group. The rate of
racial and ethnic group (e.g., Native American/ participation is calculated by dividing the number of
Alaskan students are 2 times less likely to attend a participating students for a given group by the total
school that offers AP computer science as their number of students of that group who attend
white and Asian peers). White and Asian students schools that teach AP computer science. AP data is
are overrepresented in computer science, and so used because it provides a national data set on
participation and diversity in computer science
16
Warner, J. R., Childs, J., & Fletcher, C. L. (2020, Apr) Texas computer courses. The data for “2+ Races/Other” includes
science: access, participation, and intersectionality. In Progress and
Challenges in K-12 Computer Science Education: Evidence from Four data from the College Board for 2 or more races,
States [Symposium session]. American Education Research Association
Annual Meeting. other, and no response.

Appendices 95
 Appendix 4: K–12 Computer Science Access
4 Report Charts and Tables
Computer Science Access by Community Type:
State Quick Look
Percentage of Schools in Each Community Type That Teach CS
% Teaching CS Less than 25% Greater than 75%
Reporting Number % Teaching
State This Reporting City Suburban Town Rural students students qualify
Year Policies CS Prior Year
Year qualify for FRL for FRL
AK* 2019 2 32% 19% 36% 57% 39% 30% 30% 26%
AL** 2019 8 46% 38% 46% 60% 39% 43% 85% 54%
AR 2019 9 89% 78% 93% 78% 89% 89% 86% 72%
AZ 2019 4 30% N/A 33% 41% 15% 25% 29% 27%
CA 2017 5 47% 45% 45% 49% 25% 32% 55% 37%
CO 2017 4 38% N/A 38% 45% 36% 33% 46% 28%
CT 2018 6 67% N/A 53% 77% 30% 81% 78% 21%
DC* 2019 2 41% 20% 41% N/A N/A N/A 41% N/A
DE 2019 3 68% 65% 44% 63% 67% 92% 65% N/A
FL 2019 6 33% 30% 30% 39% 18% 29% 15% 27%
GA 2019 8 55% 52% 48% 74% 36% 51% 58% 33%
HI* 2019 7 62% 47% 64% 67% 58% 59% 63% 38%
IA 2019 7 66% 58% 71% 71% 71% 63% 74% 31%
ID 2019 9 38% N/A 49% 37% 34% 36% 33% 17%
IL 2018 3 45% 37% 53% 58% 32% 27% 61% 39%
IN 2019 9 72% 62% 68% 78% 79% 69% 75% 40%
KS** 2019 2 27% 26% 73% 65% 25% 16% 33% 50%
KY** 2019 6 45% 39% 47% 49% 42% 45% 23% 19%
LA 2019 3 23% 23% 30% 33% 21% 15% 40% 10%
MA 2018 7 75% 67% 63% 77% 82% 83% 74% N/A
MD 2018 9 83% 62% 68% 87% 90% 93% 89% 40%
ME 2019 3 56% N/A 60% 81% 53% 52% 67% 0%
MI 2019 3 37% N/A 33% 40% 33% 39% 55% 20%
MN 2018 2 19% N/A 15% 19% 21% 22% 23% 9%
MO 2019 4 50% 38% 53% 67% 47% 46% 60% 26%
MS 2019 5 48% 47% 83% 56% 40% 48% 50% 35%
MT* 2019 3 36% 31% 56% N/A 46% 33% 51% 23%
NC** 2019 6 51% 45% 51% 58% 40% 51% 62% 32%
ND 2019 3 44% 41% 70% 50% 54% 42% 49% 29%
NE 2018 1 44% 40% 67% 73% 50% 38% 54% 43%
NH 2019 7 67% 49% 78% 69% 56% 67% 77% 0%
NJ 2018 6 67% 59% 40% 70% 80% 68% 78% 56%
NM 2019 3 32% 23% 30% 40% 42% 26% 59% 24%
NV 2019 9 77% 57% 74% 92% 73% 76% 69% 78%
NY 2018 4 48% 44% 38% 71% 47% 47% 73% 32%
OH 2018 6 42% N/A 23% 60% 38% 43% 38% 30%
OK** 2019 5 37% 29% 45% 61% 42% 32% 50% 31%
OR* 2018 1 54% 37% 73% 55% 58% 42% 59% 44%
PA 2018 5 59% 56% 49% 69% 63% 51% 73% 48%
RI 2019 6 86% 86% 71% 91% N/A 88% 95% 65%
SC 2019 6 80% 69% 80% 86% 87% 76% 90% 75%
SD 2019 2 38% N/A 28% 100% 38% 39% 41% 10%
TN 2019 5 50% N/A 54% 69% 50% 41% 49% N/A
TX 2018 5 46% N/A 49% 60% 43% 38% 37% 29%
UT 2019 7 70% 66% 58% 77% 69% 57% 75% 50%
VA 2018 7 73% 66% 75% 77% 60% 71% 84% 53%
VT 2019 3 60% 27% 100% 50% 56% 60% 79% N/A
WA 2019 8 48% N/A 44% 52% 41% 51% 40% 36%
WI* 2019 4 52% 42% 43% 69% 49% 51% 58% 26%
WV 2019 7 75% 46% 75% 73% 80% 73% 67% 50%
WY* 2019 7 41% 36% 50% N/A 36% 41% 46% 29%

96 Appendices
 Student Access to Computer Science Courses:
Percentage of Students in Each Population Demographic Who Attend a School That Teaches CS
% Black/African % Native % Hispanic/ % Native
State American Hawaiian/Pacific Latino /Latina American/ % White Students % Asian Students
Students Islander Students Students Alaskan Students
AK* 48% 50% 57% 37% 59% 60%
AL 69% 77% 74% 70% 68% 88%
AR 88% 96% 93% 93% 92% 94%
AZ 73% 66% 67% 50% 73% 81%
CA 73% 76% 71% 61% 79% 87%
CO 63% 66% 58% 60% 65% 75%
CT 64% 79% 71% 76% 83% 90%
DC* 49% 67% 58% 52% 77% 71%
DE 78% 81% 82% 77% 87% 88%
FL 69% 73% 75% 70% 71% 82%
GA 74% 77% 82% 81% 78% 93%
HI* 89% 69% 78% 77% 79% 82%
IA 82% 89% 83% 85% 78% 82%
ID 66% 68% 65% 44% 62% 66%
IL 68% 85% 84% 82% 75% 94%
IN 76% 77% 85% 76% 82% 92%
KS 76% 66% 67% 45% 51% 77%
KY 79% 86% 85% 82% 78% 91%
LA 34% 56% 42% 13% 32% 55%
MA 77% 89% 78% 86% 89% 89%
MD 78% 86% 86% 89% 96% 96%
ME 78% 77% 64% 70% 66% 77%
MI 52% 71% 63% 61% 68% 76%
MN 56% 65% 57% 35% 59% 70%
MO 68% 85% 79% 69% 73% 86%
MS 53% 56% 57% 50% 61% 64%
MT* 58% 45% 52% 49% 55% 60%
NC 64% 65% 68% 39% 67% 80%
ND 88% 76% 63% 44% 68% 90%
NE 91% 78% 79% 51% 71% 90%
NH 87% 89% 89% 77% 80% 87%
NJ 70% 88% 80% 86% 91% 94%
NM 60% 64% 52% 44% 59% 65%
NV 96% 96% 96% 88% 91% 96%
NY 51% 62% 56% 55% 71% 75%
OH 39% 53% 53% 50% 57% 75%
OK 56% 69% 55% 46% 56% 75%
OR* 81% 86% 79% 63% 75% 90%
PA 62% 84% 74% 78% 81% 85%
RI 90% 97% 88% 93% 98% 96%
SC 89% 94% 94% 90% 93% 96%
SD 79% 44% 65% 40% 63% 57%
TN 66% 75% 66% 67% 66% 79%
TX 70% 77% 66% 68% 72% 86%
UT 86% 83% 87% 85% 86% 88%
VA 78% 88% 88% 82% 84% 92%
VT 70% 63% 62% 90% 63% 76%
WA 83% 86% 80% 63% 84% 91%
WI* 61% 84% 70% 68% 80% 87%
WV 87% 79% 84% 92% 87% 95%
WY* 68% 60% 67% 60% 62% 66%
* AK: 2019 data combines historic data from 2018 with new 2019 AP and * OR: 2018 data includes Robotics courses that were not included in
survey data 2017
* DC: 2019 data includes CTE courses that were not included in 2018 * WI: 2019 data includes Robotics courses that were not included in
* HI: Data includes public DOE and public charter schools; skipped a 2018
year reporting so this shows two years growth * WY: Reflects a correction of last year’s published number
* MT: Reflects a correction of last year’s published number ** Skipped a year reporting so this shows two years growth

Appendices 97
 State Plan and Access to Computer K–12
K–12Standards
Standardsand Access
and to to
Access
State Plan and Access to Computer Science Computer Science
Science Computer Science
60% 60%
Percent of High Schools Teaching CS

Percent of High Schools Teaching CS

57%
50% 50%
49%
44%
40% 40% 42%

30% 30%

20% 20%

10% 10%

0% 0%
Yes No Yes No
State Computer Science Plan K–12 Computer Science Standards

Funding and Access to Computer Certification and Access to Computer

Funding and Access to Computer Science Certification and Access to Computer Science
Science Science
60% 60%
Percent of High Schools Teaching CS
Percent of High Schools Teaching CS

50% 52% 50%

49%

40% 40%
40%
38%
30% 30%

20% 20%

10% 10%

0% 0%
Yes No Yes No
Funding for Professional Learning Computer Science Teacher Certification

98 Appendices
 Preservice
PreserviceTeacher Preparation
Teacher Programs
Preparation and
Programs State
StateSupervisor
Supervisorand Access
and to to
Access
Access to Computer Science Computer Science
and Access to Computer Science Computer Science
60% 60%

Percent of High Schools Teaching CS

Percent of High Schools Teaching CS

54% 50%
50%
48%
45%
40% 40%
41%

30% 30%

20% 20%

10% 10%

0% 0%
Yes No Yes No
Preservice Teacher Preparation Programs State Computer Science Supervisor

Requiring Schools to Offer Computer Science Satisfying a Core

Requiring
Computer Schools to Offer
Science Computer
and Access toScience Computer Science
Graduation Satisfying and
Requirement a Core Graduation
Access
and Access to Computer
Computer Science Science Requirement and Access
to Computer Science to Computer Science

60% 60%
Percent of High Schools Teaching CS

Percent of High Schools Teaching CS

55%
50% 50%
47%
40% 43% 40% 42%

30% 30%

20% 20%

10% 10%

0% 0%
Yes No Yes No
Requires All High Schools to Offer Computer Science Computer Science Satisfies a
Core Graduation Requirement

Appendices 99
Computer Science
Computer Science Satisfying
Satisfying a Higher
a Higher Policy Adoption and Access to
Education Admission Requirement
Education Admission Requirement and Computer Science
Policy Adoption and Access to Computer Science
Access to Computer Science
and Access to Computer Science
100%

Percent of High Schools Teaching CS

60%
Percent of High Schools Teaching CS

50% 75%
49%
45%
40%

50%
30%

20%
25%

10%

r2 = 0.35, p < 0.001

0% 0%
Yes No 1 2 3 4 5 6 7 8 9

Computer Science Satisfies a Number of Policies

Higher Education Admission Requirement

100 Appendices
Thank You for Helping to
Build a Movement
The Code.org Advocacy Coalition, Computer Science Teachers Association, and the Expanding Computing
Education Pathways Alliance wish to thank the hundreds of thousands of teachers, community members,
researchers, local champions and stakeholders, nonprofits, universities, corporations, and government
institutions who have supported the vision that every student in every school deserves the opportunity to To view this report as a downloadable PDF
learn computer science. Thank you for your support of this movement: and interact with data,
visit advocacy.code.org/stateofcs

For up-to-date policy data and advocacy resources,

visit advocacy.code.org
Pantone 285c
Pantone 1655c

And to all the members of the Code.org Advocacy Coalition:

AccessCSforAll CSTA New Jersey NCCSE For the latest K–12 computer science access data,
Afterschool Alliance
Alliance for California Computing
CSTA-New Mexico
Cyber Innovation Center
NCWIT
New Mexico Technology Council
visit code.org/yourschool
Education for Students and Schools District of Columbia Public Schools Nextech
American Association for University Educational Service District 105 NH High Tech Council
Women Elementary Institute of Science NOLA CODE For more information on joining the CSTA or CSTA chapters,
Anita Borg Institute
Arizona Technology Council
ExcelinEd
Expanding Computing Education
Orlando Science Center
Philadelphia Alliance for Capital and
visit csteachers.org
Association for Computing Machinery Pathways Technologies
BATEC Facebook Diversity Ready CT
Battelle
BootUP
The Friday Institute for Educational
Innovation
Rural Technology Fund For more information about ECEP state teams,
SAS
California STEM Network Getting Smart Science Foundation Arizona visit ecepalliance.org
CEASOM Regional Partnership Google The Southern Regional Institute and
Charles County Public Schools Hawaii Kids CAN Educational Technology Training Center
Chicago Suburban CSTA Idaho STEM Action Center Stand for Children
CodeHS IEEE STEMx
CodeVA Illinois Technology Association Teach for America
Colorado Succeeds KC Tech Council TechNet
Colorado Technology Association LEGO Education Technology Association of Louisville
Common Sense Media LULAC Illinois Education Council 5238 Kentucky
CompTIA Maryland Center for Computing Technology Association of Oregon
Computing Research Association Education The College Board
Connecticut Technology Council MassCAN United Data Technologies
Contra Costa County Office of Education Microsoft Utah STEM Action Center
CS4IL Missouri Mathematics and Science Utah Tech Council
Coalition Washington STEM
CS4RI
Nashville Technology Council West Virginia University Center for
CS4TX
National Education Association Excellence in STEM Education
CSTA
National Math and Science Initiative

A special thank you to the following individuals and institutions for their reviews and contributions to
relevant sections of this report:

Sarah Ciras, Landmark School Antonio Tijerino, Hispanic Heritage Foundation

Dr. Richard Ladner, University of Washington and Dr. Jayce Warner, University of Texas at Austin
AccessComputing Dr. Nicki Washington, Duke University
Amanda Rodda, Washington State School for the Blind
Dr. Daniel Showalter, Eastern Mennonite University We especially want to recognize Hannah Weissman for
her analysis of data for this report.
 2020 State of Computer
Science Education
Illuminating Disparities

About the Code.org About the CSTA About the ECEP Alliance
Advocacy Coalition

Advocacy
Coalition
Bringing together more than 70 The Computer Science Teachers The Expanding Computing
industry, nonprofit, and advocacy Association (CSTA) is a membership Education Pathways (ECEP) Alliance
organizations, the Code.org organization that supports and is an NSF-funded Broadening
Advocacy Coalition is growing promotes the teaching of computer Participation in Computing Alliance
the movement to make computer science. CSTA provides opportunities (NSF-CNS-1822011). As an alliance
science a fundamental part of for K–12 teachers and their students to of 22 states and Puerto Rico, ECEP
K–12 education. better understand computer science seeks to increase the number and
and to more successfully prepare diversity of students in computing
themselves to teach and learn.
Advocacy
and computing-intensive degrees
through advocacy and policy reform.
Coalition