A two-page snapshot on CSforCA - why equitable computer science education in California is worth fighting for, our solutions to build the right infrastructure across the state, and how people can get involved.
Computational Thinking (CT) is a key component of Computer Science (CS), and CS education. This two-page guide explains how CT helps build skills related to critical thinking and problem solving, as well as advancing equity and social justice.
Computer science (CS) education has the power to shape the futures of California’s students, our economy, as well as our society at large. However, systemic and historic inequities embedded within our education system impact the patterns of who participates in CS education.
In order to ensure equitable CS education, an intentional focus on equity must be embedded in data collection, analysis, and decision-making and inform the work of educators, district administrators, and policymakers.
A new report from Computer Science for California (CSforCA) coalition and Kapor Center that analyzes K-12 computer science education in California, revealing significant disparities by race/ethnicity, gender, socioeconomic status, and geography of California students who have access to, enroll in and succeed in computer science courses. Such findings include:
Download this graphic of CSforCA’s 4 policy priorities for 2019-20. These priorities will ensure equity and access to high quality teaching and learning opportunities in computer since in California.
The California Computer Science Strategic Implementation Plan provides recommendations for supporting K–12 computer science education. This report suggests the best practices for California and its local education agencies to improve CS education through expanding CS course offerings, increasing CS educators, and implementing equitable strategies by expanding CS opportunities.
The California Computer Science K-12 standards is a detailed breakdown of the standards the California Department of Education set to ensure students receive quality computer science instruction. Designed to inform teachers, curriculum developers, and educational leaders to ensure all students receive a quality computer science education, these standards set the learning goals for students in regards to what they should know and be able to do with computer science at the K-12 grade level.
For an interactive version of the standards, where you can filter by grade level and concept, visit the K-12 Computer Science Content Standards site.
Learn more about the pros and cons of developing computer science standards in California, how they impact equity and access, and what the process for developing these standards entails.
CS for What? explores the seven core values driving the CS for ALL movement and provides a framework for understanding the importance of universal computer science. This whitepaper contains examples of how different CSed curricula, programs, and tools embody particular values, including equity and social justice, and rationales in their design, as well as computer science education recommendations for policymakers, educators, administrators, students, families, and other stakeholders.
Discerning between who can and can’t teach computer science in California is confusing. This infographic delves into who can teach computer science, and what the varying credentials enable teachers to do.
Summer of CS is a week of professional learning we held for over 200 computer science educators, counselors, administrators, and policymakers. Here's an infographic of the model we used, and how it can be adapted on a regional basis. It also shows the need for professional development in building equitable, scalable and sustainable CS education.
SCALE-CA stand for Supporting Computing Access, Leadership and Equity in California, and works to ensure equity is at the core of CS in CA. This infographic outlines the guiding principles that are key to the partnership.