The Case for Improving U.S. Computer Science Education

Abstract

Despite the growing use of computers and software in every facet of our economy, not until recently has computer science education begun to gain traction in American school systems. The current focus on improving science, technology, engineering, and mathematics (STEM) education in the U.S. school system has disregarded differences within STEM fields. Indeed, the most important STEM field for a modern economy is not only one that is not represented by its own initial in "STEM" but also the field with the fewest number of high school students taking its classes and by far has the most room for improvement-computer science. Since computer science became an academic discipline in the late 1960s, the level of interest in the field and the number of students taking courses has grown in fits and starts. Currently in an upswing, computer science education in the United States looks poised for steady growth. However, there is the possibility that interest in the field could again wane like it did in 2003 following the burst of the tech bubble. To maintain the field's current momentum, the perception of computer science (CS) needs to shift from its being considered a fringe, elective offering or a skills-based course designed to teach basic computer literacy or coding alone. Instead, it is time for CS to be seen as a core science on par with more traditional high school offerings such as biology, chemistry and physics. Furthermore, universities should capitalize on the growing interest in computer science and expand their offerings to accommodate the growing demand for courses in the field. Not only is computer science a powerful educational tool for fostering critical thinking, problem solving, and creativity, computer skills and competencies are in high demand among employers in a wide range of industries, not just the tech industry. Policy and High School Computer Science Today The last study of high school transcripts completed by the National Center for Educational Statistics in 2009 found that only 19 percent of high school seniors took some form of computer class, down 6 percentage points from 2000. 47 Moreover, these courses revealed a

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