The income disparity between high school students taking computer science classes and those who do not poses a significant issue. This discrepancy means that many students are missing out on the opportunity to acquire skills that are highly sought after in the workforce. According to a report by Code.org, although teenagers from low-income families make up 52% of high school students, they only constitute 36% of those enrolled in foundational computer science courses. Schools need to address this issue and eliminate the barriers preventing these students from accessing computer science classes.
The Katy Independent School District in Texas has recognized this problem and has actively sought solutions to narrow the gap in computer science enrollment. Kristi Archer, the instructional specialist for career and technical education in the district, and Susan Hoyt, a computer science teacher, have spearheaded efforts in making computer science more accessible to all students. They recently shared their findings and experiences with other educators at the Texas Computer Education Association convention. Here are five crucial takeaways from their work:
1. Re-evaluate the prerequisites for computer science classes
Archer and Hoyt emphasize the importance of removing difficult prerequisites for introductory computer science classes. In their district, students were initially required to complete algebra I before enrolling in the introduction to computer science course during their freshman year. This prerequisite limited many students’ access to the course. Hoyt suggests that algebra I concepts can be incorporated into introductory computer science instruction, allowing students without prior algebra knowledge to still engage with coding. Additionally, they found that the name of the course matters, and they changed it to "introduction to coding" from "fundamentals in coding" to prevent confusion and misconceptions.
2. Consider certifications alongside AP college credit
Instead of solely focusing on Advanced Placement (AP) computer science courses, Katy ISD now offers certifications for certain computer science courses. Hoyt explains that AP courses can deter students who are uncertain about attending a four-year college after high school. Many students prioritize certifications over AP exams because they are not aware of the importance of college credits. Incorporating certifications also benefits the district by establishing standards and continuity across campuses and enhancing career and technical education offerings.
3. Revamp course offerings
To provide students with a clear progression after completing the introductory computer science course, the district is diversifying its course options. For instance, they introduced a computer science II course that aligns with the original AP offering but focuses less on coding for the AP exam. Instead, it emphasizes understanding and organizing mixed-up code. Additionally, they introduced a course on Unity, a widely-used platform for developing games on Apple and Android operating systems. This course appeals to students who may not be as enthusiastic about coding while still enabling them to design in 2D and 3D. The district plans to introduce an advanced cloud computing course in the future to cater to the interests of parents working at the nearby Amazon location.
4. Utilize marketing strategies
Archer and Hoyt emphasize the need to effectively communicate the essence and availability of computer science courses to students. Teachers should connect coding with students’ daily lives, highlighting how coding influences various aspects such as popular games like Minecraft and smart speakers like Alexa. By establishing these connections, students gain a better understanding of coding and its relevance in their world.
Furthermore, schools should actively work towards providing equal opportunities for all students to pursue computer science education. By implementing the strategies mentioned above, schools can bridge the income gap in computer science enrollment and ensure that all students have access to valuable skills in the increasingly tech-driven workforce.
5. Cultivate your own educators
As the number of courses and students continues to grow in the Katy district, there arises a demand for more computer science teachers. However, the task of finding qualified computer science teachers to hire can prove to be challenging. In response to this predicament, the district has embarked on an initiative to enable current teachers to become certified in teaching computer science courses.
Archer and Hoyt are in the process of developing a specialized course for teachers that will equip them with the necessary skills and knowledge required for certification. This initiative aims to expand the pool of instructors, allowing them to teach at least the introductory computer science courses and enhancing their competency.
