Make Your Own Advocacy Materials
Do you need to create a slide deck or one-pager to advocate for computer science in your state or city? The blog posts and links below contain resources and statistics that you can use to make your own custom materials!
Code.org Policy Resources
- See state-by-state data on our 9 model policies for computer science education.
- Code.org partnered with CSTA and ECEP to create the 2019 State of Computer Science Education report on state-level policies that support equitable K-12 computer science education. You can also view the 2018 report here, and the 2017 report (authored by Code.org, MassCAN, EDC, ECEP, SageFox, and ECS) here.
Computer science and ESSA: Read our recommendations for how states can add computer science to their state ESSA plans.
- Download a master slide deck that you can use to create your own presentations.
Code.org blog posts
Why computer science?
Diversity in computer science
International K-12 computer science
We are interested in seeing what's happening in computer science education internationally. This crowd-sourced document tracks what we know about current policy and in-progress efforts.
- A new report by the SREB recommends 5 policy actions states can take to expand access to computer science education.
- A report by the Education Commission of the States provides details on computer science in high school graduation requirements.
- A guide to computer science advocacy for student changemakers.
Americans believe computer science is cool and one of the most important subjects of study in school.
Computing skills across all jobs
Jobs in computing
Landscape of K-12 Computer Science Education in the US
This series of reports from Gallup and Google describes the landscape of computer science education across the states.
Images of Computer Science: Perceptions Among Students, Parents and Educators in the US (Year 1):
- Parents in lower-income households and teachers at schools with a greater percentage of free- or reduced-lunch-eligible students are most likely to value formal computer science education.
- Many students, parents, teachers and school administrators do not properly distinguish between computer science activities and general computer literacy.
- Observations from students and parents suggest that TV and film media portrayals, as well as personal perceptions among students, parents and educators, often reflect stereotypes about people who engage in computer science.
Searching for Computer Science: Access and Barriers in US K-12 Education (Year 1):
- Only 25% of schools across the country in 2015 offer a computer science class that includes coding or programming.
- 90% of parents believe that offering computer science is a good use of resources at their child's school.
- Principals and superintendents from schools and districts that do not offer computer science learning opportunities are most likely to say the main reason their schools do not offer computer science is the limited time they have to devote to classes that are not tied to testing requirements and the low availability and budget for computer science teachers. Few principals and superintendents mention a lack of computer equipment and software as the main reason their schools do not offer computer science.
Trends in the State of Computer Science in US K-12 Schools (Year 2)
- Only 40% of schools across the country in 2016 offer a computer science class that includes coding or programming. Schools report a lack of qualified teachers and funds as key barriers to offering computer science.
- 84% of parents, 71% of teachers, 66% of principals, and 65% of superintendents say that offering CS is more important than or just as important as required courses like math, science, history and English. Further, A majority of educators feel that students should be required to take computer science in schools when it is available (60% of teachers, 62% of principals and 56% of superintendents).
- 93% of parents believe that offering computer science is a good use of resources at their child's school.
Computer Science Learning: Closing the Gap - Girls
- Girls are less likely to have learned computer science outside of school: 31% of girls who learned computer science did so online (vs. 44%) and 41% learned it on their own (vs 54% of boys).
Computer Science Learning: Closing the Gap - Black Students
- Black (31%) middle and high school students are more likely to be very interested in learning CS than White students (21%).
- Black (47%) students are less likely to have computer science classes at their schools compared to White students (58%).
Computer Science Learning: Closing the Gap - Hispanic Students
- Hispanic (35%) middle and high school students are more likely to be very interested in learning CS than White students (21%), yet fewer Hispanic students have high confidence that they could learn computer science (51%, compared to 56% of White and 68% of Black students).
- 92% of Hispanic parents whose children haven't learned computer science want their children to learn it (vs. 84% of White parents).
Diversity Gaps in Computer Science: Exploring the Underrepresentation of Girls, Blacks and Hispanics
- Comprehensive document from Year 2 of the study; contains the talking points from the Closing the Gap reports for Girls, Black students, and Hispanic students; plus additional information.
Computer Science Learning: Closing the Gap - Rural and Small-Town School Districts
- 86% of students in rural and small town schools believe that computer science is going to be important for their future jobs.
- 83% of parents and 64% of principals in rural and small towns believe offering computer science is more or equally as important as any required course.
- Principals in rural and small town schools say the biggest obstacles to increasing access to K-12 computer science are the lack of teachers with the necessary skills and funding to prepare or hire teachers.
Encouraging Students Toward Computer Science Learning
- Students who have been told by parents or teachers that they would be good at computer science are 2.5-3 times more likely to be interested in learning it in the future; yet boys are more likely than girls to have been told by teachers (39% vs. 26%) and parents (46% vs. 27%) that they would be good at computer science.
- Boys and girls have a similar level of interest in learning CS at age 12; however, girls' interest in learning CS decreases between ages 12 and 14 (27% to 12%) while boys’ increases (30% to 47%).
State-level reports: Combined data from both Year 1 and Year 2 that summarizes the status of computer science in 43 US states.