Existing law requires the adopted course of study for grades 7 to 12, inclusive, to offer courses in specified areas of study, including, among others, science and mathematics.

This bill would require the governing board of each school district, and the governing body of each charter school, maintaining any of grades 9 to 12, inclusive, by January 1, 2025, to adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science education pursuant to a specified timeline, to post the plan to its internet website, and, on or before May 31, 2025, and annually thereafter, to review the plan at a regularly scheduled public meeting and report to the public on the plans implementation, as provided. The bill would, among other things, specify that a computer science education course means a computer science course that is aligned to the computer science academic content standards adopted by the State Board of Education and in which pupils do not merely use technology as passive consumers, but understand why and how computing technologies work, and then build upon that conceptual knowledge by creating computational artifacts. The bill would require school districts and charter schools to describe in the plan their planned efforts to increase the computer science course enrollment of female pupils, pupils with disabilities, pupils who belong to ethnic and racial groups, and pupils eligible for free or reduced-priced meals that are underrepresented in the field of computer science. The bill would require school districts and charter schools, on or before June 30, 2026, and by each June 30 thereafter, to report specified computer science education course-related data to the department, as specified. By imposing additional duties on school districts and charter schools, the bill would impose a state-mandated local program.

The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

Existing law requires the adopted course of study for grades 7 to 12, inclusive, to offer courses in specified areas of study, including, among others, science and mathematics.

This bill would require school districts and charter schools the governing board of each school district, and the governing body of each charter school, maintaining any of grades 9 to 12, inclusive, by January 1, 2025, to adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science education pursuant to a specified timeline, to post the plan to its internet website, and, on or before May 31, 2025, and annually thereafter, to review the plan at a regularly scheduled public meeting and report to the public on the plans implementation, as provided. The bill would, among other things, specify that a computer science education course means a computer science course that is aligned to the computer science academic content standards adopted by the State Board of Education and in which pupils do not merely use technology as passive consumers, but understand why and how computing technologies work, and then build upon that conceptual knowledge by creating computational artifacts. The bill would require a computer science course for these purposes to be provided pursuant to in-person instruction, except as provided. The bill would require school districts and charter schools to make describe in the plan their planned efforts to increase the computer science course enrollment of female pupils, pupils with disabilities, pupils who belong to ethnic and racial groups, and pupils eligible for free or reduced-priced meals that are underrepresented in the field of computer science. The bill would require school districts and charter schools, on or before June 30, 2026, and by each June 30 thereafter, to report specified computer science education course-related data to the department, as specified. By imposing additional duties on school districts and charter schools, the bill would impose a state-mandated local program.

The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education. Existing law requires the commission, on or before July 31, 2019, to consider developing and recommending to the state board computer science content standards for kindergarten and grades 1 to 12, inclusive, pursuant to recommendations developed by a group of computer science experts that the Superintendent of Public Instruction, in consultation with the state board, is required to consider convening.

This bill would state the intent of the Legislature to enact legislation to ensure all California public high schools offer computer science.

SENATE COMMITTEE ON APPROPRIATIONS

Senator Anthony Portantino, Chair

2023 - 2024 Regular Session

AB 1054 (Berman) - Pupil instruction: high schools: computer science education courses

Bill Summary:

This bill requires local educational agencies (LEA) and charter schools maintaining any of grades 9 to 12 to adopt a plan to offer at least one course in computer science education beginning in the 2025-26 school year, as specified.

Fiscal Impact:

• This bill could result in a costly reimbursable state mandate for LEAs to offer computer science courses. To implement these courses, LEAs would have to purchase instructional materials and either hire additional teachers or provide professional development for existing teachers. A precise amount is unknown but at full implementation, it could be in the tens of millions of dollars in Proposition 98 General Fund each year. Alternatively, this bill could result in pressure for the state to increase the K-12 Mandate Block Grant to the extent that the Commission on State Mandates determines the bill’s requirements to be a reimbursable state mandate.
• This bill could result in additional, unknown one-time Proposition 98 General Fund costs for LEAs and charter schools to adopt a plan to offer a computer science course in all of its high schools by the 2027-28 school year. Additionally, LEAs and charter schools may incur additional, unknown Proposition 98 General Fund costs to fulfill the bill’s reporting requirements.
• The costs for the California Department of Education (CDE) to compile the computer science education courses data and post it on its website is expected to be minor and absorbable within existing resources.

Background:

Existing law requires the Instructional Quality Commission to consider developing and recommending to the State Board of Education, on or before July 31, 2019, computer science content standards for kindergarten and grades 1 to 12 pursuant to recommendations developed by a group of computer science experts.

Existing law requires the California State University, and requests the University of California, to develop guidelines for high school computer science courses that may be approved for the purposes of recognition for admission.

Proposed Law:

This bill requires the governing board of school districts and charter schools maintaining any of grades 9 to 12 to adopt a plan at a regularly scheduled public meeting by January 1, 2025, to offer at least one course in computer science education as follows:

• 1. Commencing in the 2025–26 school year, at least one high school per school district offers a computer science education course.
  2. Commencing in the 2026–27 school year, all charter schools maintaining any of grades 9 to 12, inclusive, offers a computer science education course.
  3. Commencing in the 2026–27 school year, at least 50 percent of the high schools per school district offers a computer science education course.
  4. Commencing in the 2027–28 school year, all high schools in a school district offers a computer science education course.

This bill specifies that school districts maintaining only one high school shall offer a computer science education course by no later than the 2026–27 school year.

This bill provides that if a traditional classroom setting for a computer science education course is not feasible, the school district or charter school must include its plan to offer a virtual or distance course option in the plan adopted by the governing board of an LEA or charter school.

This bill requires the governing board of an LEA and charter school to include in their adopted plans, efforts to increase the computer science education course enrollment of female pupils, pupils with disabilities, pupils who belong to ethnic and racial groups, and pupils eligible for free or reduced-priced meals that are underrepresented in the field of computer science.

This bill requires an LEA and charter school to post on its website the adopted plan and make it available to the CDE upon request. It also requires the governing board of an LEA and charter school, on or before May 31, 2025, and annually thereafter until each high school in a school district, or each charter school maintaining any of grades 9 to 12, inclusive, offers a computer science education course, to review the plan adopted at a regularly scheduled public meeting and report to the public on its progress in implementing the plan.

This bill requires each LEA and charter school to submit to the CDE, on or before June 30, 2026, and by each June 30 thereafter, a report for the concluding academic year that shall include specified information, including the names and course codes of computer science education courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available. This bill requires the CDE to post the names and course codes of computer science education courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available disaggregated by the school; the number and percentage of pupils who enrolled in each computer science education course and the number of computer science teachers at each school aggregated to the statewide level; and a list of computer science education course codes and names. This bill also requires the CDE to publically post data consistent with any standards prescribed pursuant to the California Cradle-to-Career Data System.

Related Legislation:

AB 1853 (Berman, 2022) would have established the Computer Science Preservice Teacher Grant Program, administered by the CTC to award competitive grants to IHEs to develop or expand K–12 computer science and computational thinking coursework for individuals seeking specified teaching credentials. This bill was held in the Assembly Appropriations Committee.

AB 130 (Committee on Budget, Chapter 44, Statutes of 2021) established the Computer Science Supplementary Authorization Incentive Grant Program for the purpose of providing one-time grants to LEAs to support the preparation of credentialed teachers to earn a supplementary authorization in computer science and provide instruction in computer science coursework.

AB 2274 (Berman, 2020) would have required the CDE to annually compile and post on its website a report on computer science courses, course enrollment, and teachers of computer science courses for the 2019-20 school year and each subsequent school year. This bill was held in the Assembly Education Committee.

-- END --

SENATE COMMITTEE ON EDUCATION

Senator Josh Newman, Chair

2023 - 2024 Regular

Bill No: Hearing Date: July 12, 2023

Subject: .

SUMMARY

This bill requires the governing board of a local educational agency (LEA) and a charter school maintaining any of grades 9 to 12, to adopt a plan to offer at least one course in computer science education beginning the 2025-26 and across all high schools by the 2027-28 school year, as specified.

BACKGROUND

Existing Law:

Education Code (EC)

1. Requires the Instructional Quality Commission (IQC) to consider developing and recommending to the State Board of Education (SBE), on or before July 31, 2019, computer science content standards for kindergarten and grades 1 to 12 pursuant to recommendations developed by a group of computer science experts. (EC 60605.4)
2. States that if a school district requires more than two courses in mathematics for graduation from high school, the district may award a student up to one mathematics course credit for successfully completing a “category C” approved computer science course. (EC 51225.35)
3. Requires the California State University (CSU), and requests the University of California (UC), to develop guidelines for high school computer science courses that may be approved for the purposes of recognition for admission. (EC 66205.5)

ANALYSIS

This bill requires the governing board of an LEA and a charter school maintaining any of grades 9 to 12, to adopt a plan to offer at least one course in computer science education beginning the 2025-26 and across all high schools by the 2027-28 school year, as specified.

Phasing in Computer Science Education

1. Requires the governing board of schools district and charter school maintaining any of grades 9 to 12 to adopt a plan at a regularly scheduled public meeting by January 1, 2025, to offer at least one course in computer science education in the following timeline:
   1. Commencing the 2025–26 school year, at least one high school per school district offers a computer science education course.
   2. Commencing the 2026–27 school year, all charter schools maintaining any of grades 9 to 12, inclusive, offer a computer science education course.
   3. Commencing the 2026–27 school year, at least 50 percent of the high schools per school district offer a computer science education course.
   4. Commencing the 2027–28 school year, all high schools in a school district offer a computer science education course.
2. Specifies that school districts maintaining only one high school instead offer a computer science education course by no later than the 2026–27 school year.
3. Specifies if a traditional classroom setting for a computer science education course is not feasible, the school district or charter school must include its plan to offer a virtual or distance course option in the plan adopted by the governing board of an LEA or charter school.
4. Requires the governing board of an LEA and charter school, to include in their adopted plan, it efforts to increase the computer science education course enrollment of female pupils, pupils with disabilities, pupils who belong to ethnic and racial groups, and pupils eligible for free or reduced-priced meals that are underrepresented in the field of computer science.
5. Requires an LEA and charter school to post on its website the adopted plan and make it available to the California Department of Education (CDE) upon request.
6. Requires the governing board of an LEA and charter school, on or before May 31, 2025, and annually thereafter until each high school in a school district, or each charter school maintaining any of grades 9 to 12, inclusive, offers a computer science education course, to review the plan adopted at a regularly scheduled public meeting and report to the public on its progress in implementing the plan.

Reporting to the California Department of Education

1. Requires each LEA and charter school to submit to the CDE, on or before June 30, 2026, and by each June 30 thereafter, a report for the concluding academic year that shall include, but not be limited to, all of the following:
   1. The names and course codes of computer science education courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available.
   2. The number and percentage of pupils who enrolled in each computer science education course, disaggregated by each of the following:
      1. Gender.
      2. Race and ethnicity.
      3. Special education status.
      4. English learner status.
      5. Eligibility for free and reduced-price meals.
      6. Grade level.
   3. The number of computer science teachers at each school, disaggregated by credential, authorization, and certification, as applicable.
2. Requires the CDE to post the names and course codes of computer science education courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available disaggregated by the school; the number and percentage of pupils who enrolled in each computer science education course and the number of computer science teachers at each school aggregated to the statewide level; and a list of computer science education course codes and names,
3. Requires the CDE to publically post data consistent with any standards prescribed pursuant to the California Cradle-to-Career Data System.

General Provision

1. Makes findings and declarations about the importance of providing computer science education to students.
2. “Computer science” means the study of computers and algorithmic processes, including their principles, hardware, and software designs, implementation, and impact on society, as described in the computer science academic content standards adopted by the state board pursuant to EC 60605.4.
3. “Computer science education course” means a computer science course that is aligned to the computer science academic content standards adopted by the state board and in which pupils do not merely use technology as passive consumers, but understand why and how computing technologies work, and then build upon that conceptual knowledge by creating computational artifacts.

STAFF COMMENTS

1. Need for the bill. According to the author, “From Silicon Valley to Biotech Beach, California is the undisputed cradle of innovation. However, far too many students grow up in the shadows of tech companies, yet do not have the opportunity to learn the skills they need to work there. As of 2023, California has 49,040 open computing jobs with an average salary of $115,754, yet there were only 9,339 graduates in computer science in 2020. According to the Kapor Center, 60% of high schools in California do not offer any computer science courses. Schools serving low-income communities are three times less likely to offer core computer science courses than schools serving high-income communities. Rural schools are two times less likely to offer computer science courses than urban schools. While 52% of high schools serving a greater proportion of White or Asian students offered computer science courses, only 34% of high schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander students, offered computer science courses. While young women comprise 49% of the high school population, they comprise only 30% of students taking computer science.

AB 1054 would ensure computer science education for all by requiring all public high schools in California to adopt a plan to offer at least one computer science education course by the 2027-28 school year. It is time to restore California as a leader and take the next step to ensure every high school student in California has access to computer science education, which will help close the gender and diversity gaps.”

1. Computer Science Standards. On September 30, 2014, Governor Brown signed Assembly Bill 1539 (Hagman), Chapter 876, Statutes 2014, into law, adding Section 60605.4 to the EC and directing the IQC to consider developing and recommending to the SBE computer science (CS) content standards on or before July 31, 2019, pursuant to recommendations developed by a group of CS experts. The IQC approved and recommended the draft CA CS Standards to the SBE on July 2018. The SBE approved the IQC recommendations and adopted the CA CS Standards in September 2018.

The CA CS Standards are based on CS core concepts and core practices from the revised international Computer Science Teachers Association standards, which align with the national K–12 Computer Science Framework. The CA CS Standards are model 1 standards that define the knowledge, concepts, and skills that students should acquire in each grade band and encourage school districts to provide opportunities for CS education for all students. CS core concepts and practices in the standards are vertically aligned, coherent across grades, and designed in developmentally appropriate grade spans K–2, 3–5, 6–8, and 9–12. The standards are designed to be accessible to every student in California and to inform teachers, curriculum developers, and educational leaders to ensure all students receive quality CS instruction. Consequently, educators are encouraged to design CS learning experiences according to their local capacity and context to meet the needs of their students.

1. Computer Science Strategic Implementation Plan (CSSIP). Concurrent with creating the CA CS Standards, CSSIP development began in January 2018. The development of the CSSIP was a multi-step process that involved 23 Panel members comprised of teachers; administrators; faculty from institutions of higher education (IHEs); a public school student; and representatives from private industry, a parent organization, the California Commission on Teacher Credentialing (CTC), and the IQC. Members were selected based on their expertise in CS education, experience in standards-based interdisciplinary and differentiated instruction for a diverse student population, other areas of expertise and leadership, and previous committee experience. The panel participated in small and whole-group discussions during these meetings to determine the most appropriate recommendations. Additionally, the CSSIP Panel created a mission and vision statements to guide computer science education in California.

The panel’s final recommendations include the entity responsible for implementing the recommendation, a strategy for meeting the recommendation, and evidence of successful implementation. In addition, a suggested time frame for each strategy is provided.

This bill requires the governing board of an LEA and charter school to develop and adopt a plan to phase in computer science education across all high school by the 2027-28 school year. The committee may wish to consider whether the state has provided sufficient funding to support the professional development of teachers and school leaders to learn about the California K–12 computer science standards and to effectively integrate or offer as standalone computer science courses in K–12 education.

1. Broadband Access Has Grown In Recent Years, But Many Still Lack Access. According to the Public Policy Institute of California (PPIC) in their policy brief, California’s Digital Divide, “Access to fast and reliable home internet has continued to increase, but many still live without access. The American Community Survey (ACS) found that 85% of Californian households had high-speed internet at home in 2021—a slight improvement from 84% in 2019, before the onset of the COVID-19 pandemic. Since 2019, access to broadband at home has become more common for most demographic groups. But racial and ethnic gaps persist: 81% of Latino, 83% of Black, 87% of white, and 88% of Asian households report having broadband access at home in 2021.”

The PPIC also notes that not all students can access the digital tools they need for school. Many students still struggle to access the internet for their homework, even when their district provides a device. For example, about 13,000 students of Fresno Unified School District’s 60,000 students remain unconnected to the internet outside of their school’s network in the greater Fresno area. Nearly 1 in 20 households (4%) with school-age children do not have access to a device at home.

In 2021, the California legislature passed Senate Bill 156 (Committee on Budget) Chapter 112, Statues of 2021 providing over $6 billion to expand broadband infrastructure and enhance internet access in unserved and underserved communities. The Federal Infrastructure Investment and Jobs Act (2021) provides at least $100 million to expand broadband infrastructure in California. The PPIC report notes that “even with funding like SB 156 to defray the infrastructure costs of building out broadband, internet availability can differ greatly among neighbors due to individual financial constraints, a home’s elevation, signal obstacles, accessibility for work trucks, and the accuracy of previous attempts to estimate an area’s access.”

1. Argument in Support. According to the California Stem Network, “California has made great strides in ensuring that all students develop foundational knowledge and skills in computer science. Passing the AB 1054 is a natural next step to build on this progress. Throughout the years, the state legislature has taken important steps to develop and expand computer science education in California. In 2016, Assemblymember Susan Bonilla sponsored and Governor Jerry Brown signed AB 2329. This key piece of legislation set in motion the Computer Science Strategic Implementation Plan, which pronounced California’s vision to offer equitable, high-quality computer science education to every student across the state. The California budget has allocated funding towards computer science through the Educator Workforce Investment Grant and computer science teacher supplementary authorizations, preparing teachers to provide rigorous and relevant computer science education. AB 1054 takes the next major step forward to make computer science education a priority, ensuring equitable access to high-quality computer science teaching and learning opportunities across California. Every student deserves a high-quality education that teaches problem-solving and critical thinking — foundational skills taught in every computer science course. For these important reasons, we strongly support AB 1054.”
2. Argument in Opposition. According to the Association of California School Administrators, “While we understand the importance of computer science education in preparing students for the future, we are deeply concerned about the lack of qualified educators to fulfill this requirement. Currently, California is facing a severe shortage of teachers, particularly in specialized fields such as computer science. Enforcing a computer science requirement without sufficient educators to deliver high-quality instruction would be counterproductive and undermine the intended purpose of the bill. This could result in a superficial understanding of the subject matter, which would be detrimental to students' future success in pursuing careers or higher education in the field. Furthermore, the shortage of computer science educators would place an immense burden on already overburdened teachers. Expecting current educators to take on additional responsibilities of teaching computer science, without proper training or support, would lead to increased workload and potential burnout. This, in turn, may affect the overall quality of education across all subjects, as teachers may be unable to devote adequate time and attention to each subject they are responsible for. In light of these concerns, ACSA requests an exemption for schools if they are unable to secure qualified educators or the necessary resources to teach computer science. This exemption would ensure that schools are not penalized for circumstances beyond their control and would prevent the implementation of a requirement that cannot be effectively fulfilled.”
3. Related Legislation

AB 1853 (Berman, 2022) would have established the Computer Science Preservice Teacher Grant Program, administered by the CTC to award competitive grants to IHEs to develop or expand K–12 computer science and computational thinking coursework for individuals seeking specified teaching credentials. This bill was held in the Assembly Appropriations Committee.

AB 130 (Committee on Budget), Chapter 44, Statutes of 2021, established the Computer Science Supplementary Authorization Incentive Grant Program for the purpose of providing one-time grants to LEAs to support the preparation of credentialed teachers to earn a supplementary authorization in computer science and provide instruction in computer science coursework.

AB 128 (Committee on Budget), Chapter 21, Statutes of 2021, appropriated $5 million on a one-time basis to establish the Educator Workforce Investment Grant: Computer Science and required the CDE to select an IHE or nonprofit organizations to provide professional learning for teachers and paraprofessionals statewide in strategies for providing high-quality instruction and computer science learning experiences aligned to the computer science content standards.

AB 2309 (Berman, 2020) would have required the CTC to develop and implement a program to award competitive grants to postsecondary educational institutions for the development of preservice credential programs for individuals seeking a teaching credential and the expansion of programs of study for single subject or multiple subject credentialed teachers seeking a supplementary authorization in computer science. This bill was held in the Assembly Education Committee.

AB 2274 (Berman, 2020) would have required the CDE to annually compile and post on its website a report on computer science courses, course enrollment, and teachers of computer science courses for the 2019-20 school year and each subsequent school year. This bill was held in the Assembly Education Committee.

AB 52 (Berman, 2019) would have required the computer science strategic implementation plan to be regularly updated. This bill was held in the Assembly Appropriations Committee.

SUPPORT

California Stem Network (Co-Sponsor)

Children Now (Co-Sponsor)

Code.org (Co-Sponsor)

Silicon Valley Leadership Group (Co-Sponsor)

21st Century Alliance

Amazon

American Association of University Women - California

BSA The Software Alliance

California Chamber of Commerce

California Teachers Association

College Board

Computer Science Equity Project

Learningtech.org

Los Angeles Area Chamber of Commerce

Los Angeles County Office of Education

Los Angeles Unified School District

Microsoft Corporation

North Bay Leadership Council

Orange County Business Council

Regional Economic Association Leaders Coalition

Salesforce

Snap Inc.

Technet

Unite-LA

Valley Industry and Commerce Association

OPPOSITION

Association of California School Administrators

-- END --

SENATE COMMITTEE ON EDUCATION

Senator Josh Newman, Chair

2023 - 2024 Regular

Bill No: AB 1054 Hearing Date: July 5, 2023

Subject: Pupil instruction: high schools: computer science education courses.

SUMMARY

This bill requires the governing board of a local educational agency (LEA) and a charter school maintaining any of grades 9 to 12, to adopt a plan to offer at least one course in computer science education beginning the 2025-26 and across all high schools by the 2027-28 school year, as specified.

BACKGROUND

Existing Law:

Education Code (EC)

1. Requires the Instructional Quality Commission (IQC) to consider developing and recommending to the State Board of Education (SBE), on or before July 31, 2019, computer science content standards for kindergarten and grades 1 to 12 pursuant to recommendations developed by a group of computer science experts. (EC 60605.4)
2. States that if a school district requires more than two courses in mathematics for graduation from high school, the district may award a student up to one mathematics course credit for successfully completing a “category C” approved computer science course. (EC 51225.35)
3. Requires the California State University (CSU), and requests the University of California (UC), to develop guidelines for high school computer science courses that may be approved for the purposes of recognition for admission. (EC 66205.5)

ANALYSIS

This bill requires the governing board of an LEA and a charter school maintaining any of grades 9 to 12, to adopt a plan to offer at least one course in computer science education beginning the 2025-26 and across all high schools by the 2027-28 school year, as specified.

Phasing in Computer Science Education

1. Requires the governing board of schools district and charter school maintaining any of grades 9 to 12 to adopt a plan at a regularly scheduled public meeting by January 1, 2025, to offer at least one course in computer science education in the following timeline:
   1. Commencing the 2025–26 school year, at least one high school per school district offers a computer science education course.
   2. Commencing the 2026–27 school year, all charter schools maintaining any of grades 9 to 12, inclusive, offer a computer science education course.
   3. Commencing the 2026–27 school year, at least 50 percent of the high schools per school district offer a computer science education course.
   4. Commencing the 2027–28 school year, all high schools in a school district offer a computer science education course.
2. Specifies that school districts maintaining only one high school instead offer a computer science education course by no later than the 2026–27 school year.
3. Specifies if a traditional classroom setting for a computer science education course is not feasible, the school district or charter school must include its plan to offer a virtual or distance course option in the plan adopted by the governing board of an LEA or charter school.
4. Requires the governing board of an LEA and charter school, to include in their adopted plan, it efforts to increase the computer science education course enrollment of female pupils, pupils with disabilities, pupils who belong to ethnic and racial groups, and pupils eligible for free or reduced-priced meals that are underrepresented in the field of computer science.
5. Requires an LEA and charter school to post on its website the adopted plan and make it available to the California Department of Education (CDE) upon request.
6. Requires the governing board of an LEA and charter school, on or before May 31, 2025, and annually thereafter until each high school in a school district, or each charter school maintaining any of grades 9 to 12, inclusive, offers a computer science education course, to review the plan adopted at a regularly scheduled public meeting and report to the public on its progress in implementing the plan.

Reporting to the California Department of Education

1. Requires each LEA and charter school to submit to the CDE, on or before June 30, 2026, and by each June 30 thereafter, a report for the concluding academic year that shall include, but not be limited to, all of the following:
   1. The names and course codes of computer science education courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available.
   2. The number and percentage of pupils who enrolled in each computer science education course, disaggregated by each of the following:
      1. Gender.
      2. Race and ethnicity.
      3. Special education status.
      4. English learner status.
      5. Eligibility for free and reduced-price meals.
      6. Grade level.
   3. The number of computer science teachers at each school, disaggregated by credential, authorization, and certification, as applicable.
2. Requires the CDE to post the names and course codes of computer science education courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available disaggregated by the school; the number and percentage of pupils who enrolled in each computer science education course and the number of computer science teachers at each school aggregated to the statewide level; and a list of computer science education course codes and names,
3. Requires the CDE to publically post data consistent with any standards prescribed pursuant to the California Cradle-to-Career Data System.

General Provision

1. Makes findings and declarations about the importance of providing computer science education to students.
2. “Computer science” means the study of computers and algorithmic processes, including their principles, hardware, and software designs, implementation, and impact on society, as described in the computer science academic content standards adopted by the state board pursuant to EC 60605.4.
3. “Computer science education course” means a computer science course that is aligned to the computer science academic content standards adopted by the state board and in which pupils do not merely use technology as passive consumers, but understand why and how computing technologies work, and then build upon that conceptual knowledge by creating computational artifacts.

STAFF COMMENTS

1. Need for the bill. According to the author, “From Silicon Valley to Biotech Beach, California is the undisputed cradle of innovation. However, far too many students grow up in the shadows of tech companies, yet do not have the opportunity to learn the skills they need to work there. As of 2023, California has 49,040 open computing jobs with an average salary of $115,754, yet there were only 9,339 graduates in computer science in 2020. According to the Kapor Center, 60% of high schools in California do not offer any computer science courses. Schools serving low-income communities are three times less likely to offer core computer science courses than schools serving high-income communities. Rural schools are two times less likely to offer computer science courses than urban schools. While 52% of high schools serving a greater proportion of White or Asian students offered computer science courses, only 34% of high schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander students, offered computer science courses. While young women comprise 49% of the high school population, they comprise only 30% of students taking computer science.

AB 1054 would ensure computer science education for all by requiring all public high schools in California to adopt a plan to offer at least one computer science education course by the 2027-28 school year. It is time to restore California as a leader and take the next step to ensure every high school student in California has access to computer science education, which will help close the gender and diversity gaps.”

1. Computer Science Standards. On September 30, 2014, Governor Brown signed Assembly Bill 1539 (Hagman), Chapter 876, Statutes 2014, into law, adding Section 60605.4 to the EC and directing the IQC to consider developing and recommending to the SBE computer science (CS) content standards on or before July 31, 2019, pursuant to recommendations developed by a group of CS experts. The IQC approved and recommended the draft CA CS Standards to the SBE on July 2018. The SBE approved the IQC recommendations and adopted the CA CS Standards in September 2018.

The CA CS Standards are based on CS core concepts and core practices from the revised international Computer Science Teachers Association standards, which align with the national K–12 Computer Science Framework. The CA CS Standards are model 1 standards that define the knowledge, concepts, and skills that students should acquire in each grade band and encourage school districts to provide opportunities for CS education for all students. CS core concepts and practices in the standards are vertically aligned, coherent across grades, and designed in developmentally appropriate grade spans K–2, 3–5, 6–8, and 9–12. The standards are designed to be accessible to every student in California and to inform teachers, curriculum developers, and educational leaders to ensure all students receive quality CS instruction. Consequently, educators are encouraged to design CS learning experiences according to their local capacity and context to meet the needs of their students.

1. Computer Science Strategic Implementation Plan (CSSIP). Concurrent with creating the CA CS Standards, CSSIP development began in January 2018. The development of the CSSIP was a multi-step process that involved 23 Panel members comprised of teachers; administrators; faculty from institutions of higher education (IHEs); a public school student; and representatives from private industry, a parent organization, the California Commission on Teacher Credentialing (CTC), and the IQC. Members were selected based on their expertise in CS education, experience in standards-based interdisciplinary and differentiated instruction for a diverse student population, other areas of expertise and leadership, and previous committee experience. The panel participated in small and whole-group discussions during these meetings to determine the most appropriate recommendations. Additionally, the CSSIP Panel created a mission and vision statements to guide computer science education in California.

The panel’s final recommendations include the entity responsible for implementing the recommendation, a strategy for meeting the recommendation, and evidence of successful implementation. In addition, a suggested time frame for each strategy is provided.

This bill requires the governing board of an LEA and charter school to develop and adopt a plan to phase in computer science education across all high school by the 2027-28 school year. The committee may wish to consider whether the state has provided sufficient funding to support the professional development of teachers and school leaders to learn about the California K–12 computer science standards and to effectively integrate or offer as standalone computer science courses in K–12 education.

1. Broadband Access Has Grown In Recent Years, But Many Still Lack Access. According to the Public Policy Institute of California (PPIC) in their policy brief, California’s Digital Divide, “Access to fast and reliable home internet has continued to increase, but many still live without access. The American Community Survey (ACS) found that 85% of Californian households had high-speed internet at home in 2021—a slight improvement from 84% in 2019, before the onset of the COVID-19 pandemic. Since 2019, access to broadband at home has become more common for most demographic groups. But racial and ethnic gaps persist: 81% of Latino, 83% of Black, 87% of white, and 88% of Asian households report having broadband access at home in 2021.”

The PPIC also notes that not all students can access the digital tools they need for school. Many students still struggle to access the internet for their homework, even when their district provides a device. For example, about 13,000 students of Fresno Unified School District’s 60,000 students remain unconnected to the internet outside of their school’s network in the greater Fresno area. Nearly 1 in 20 households (4%) with school-age children do not have access to a device at home.

In 2021, the California legislature passed Senate Bill 156 (Committee on Budget) Chapter 112, Statues of 2021 providing over $6 billion to expand broadband infrastructure and enhance internet access in unserved and underserved communities. The Federal Infrastructure Investment and Jobs Act (2021) provides at least $100 million to expand broadband infrastructure in California. The PPIC report notes that “even with funding like SB 156 to defray the infrastructure costs of building out broadband, internet availability can differ greatly among neighbors due to individual financial constraints, a home’s elevation, signal obstacles, accessibility for work trucks, and the accuracy of previous attempts to estimate an area’s access.”

The committee may wish to consider whether the state has made progress in closing the digital divide and has built enough broadband infrastructure to begin requiring computer science courses in 2025.

1. Related Legislation

AB 1853 (Berman, 2022) would have established the Computer Science Preservice Teacher Grant Program, administered by the CTC to award competitive grants to IHEs to develop or expand K–12 computer science and computational thinking coursework for individuals seeking specified teaching credentials. This bill was held in the Assembly Appropriations Committee.

AB 130 (Committee on Budget), Chapter 44, Statutes of 2021, established the Computer Science Supplementary Authorization Incentive Grant Program for the purpose of providing one-time grants to LEAs to support the preparation of credentialed teachers to earn a supplementary authorization in computer science and provide instruction in computer science coursework.

AB 128 (Committee on Budget), Chapter 21, Statutes of 2021, appropriated $5 million on a one-time basis to establish the Educator Workforce Investment Grant: Computer Science and required the CDE to select an IHE or nonprofit organizations to provide professional learning for teachers and paraprofessionals statewide in strategies for providing high-quality instruction and computer science learning experiences aligned to the computer science content standards.

AB 2309 (Berman, 2020) would have required the CTC to develop and implement a program to award competitive grants to postsecondary educational institutions for the development of preservice credential programs for individuals seeking a teaching credential and the expansion of programs of study for single subject or multiple subject credentialed teachers seeking a supplementary authorization in computer science. This bill was held in the Assembly Education Committee.

AB 2274 (Berman, 2020) would have required the CDE to annually compile and post on its website a report on computer science courses, course enrollment, and teachers of computer science courses for the 2019-20 school year and each subsequent school year. This bill was held in the Assembly Education Committee.

AB 52 (Berman, 2019) would have required the computer science strategic implementation plan to be regularly updated. This bill was held in the Assembly Appropriations Committee.

SUPPORT

California Stem Network (Co-Sponsor)

Children Now (Co-Sponsor)

Code.org (Co-Sponsor)

Silicon Valley Leadership Group (Co-Sponsor)

21st Century Alliance

Amazon

American Association of University Women - California

BSA The Software Alliance

California Chamber of Commerce

California Teachers Association

College Board

Computer Science Equity Project

Learningtech.org

Los Angeles Area Chamber of Commerce

Los Angeles County Office of Education

Los Angeles Unified School District

Microsoft Corporation

North Bay Leadership Council

Orange County Business Council

Regional Economic Association Leaders Coalition

Salesforce

Snap Inc.

Technet

Unite-LA

Valley Industry and Commerce Association

OPPOSITION

None Received

-- END --

ASSEMBLY THIRD READING

ATR Bill Id:AB 1054

Author:(Berman)

As Amended Ver:May 1, 2023

Majority vote

SUMMARY

Requires the governing board of each school district, and the governing body of each charter school maintaining any of grades 9 to 12, to, by January 1, 2025, adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science education pursuant to a specified timeline, and to report data relating to computer science course taking, as specified.

Major Provisions

1. Requires the governing board of each school district, and the governing body of each charter school, maintaining any of grades 9 to 12, inclusive to, by January 1, 2025, adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science education pursuant to the following timeline, such that:
2. Commencing with the 2025–26 school year, at least one high school per school district offers a computer science education course. States that school districts maintaining only one high school instead offer a computer science education course by no later than the 2026–27 school year;
3. Commencing with the 2026–27 school year, all charter schools maintaining any of grades 9 to 12, inclusive, offers a computer science education course;
4. Commencing with the 2026–27 school year, at least 50% of the high schools per school district offers a computer science education course; and
5. Commencing with the 2027–28 school year, all high schools in a school district offer a computer science education course.
6. Requires school districts and charter schools to post the plan on their websites and otherwise make them available upon the request of the California Department of Education (CDE).
7. Requires that, on or before May 31, 2025, and annually thereafter until each high school in a school district, or each charter school maintaining any of grades 9 to 12, inclusive, offers a computer science education course, the governing board of a school district and the governing body of a charter school review the plan at a regularly scheduled May public meeting and report to the public on its progress in implementing the plan.
8. Establishes the following definitions for purposes of this requirement:
9. "Computer science" means the study of computers and algorithmic processes, including their principles, hardware and software designs, implementation, and impact on society, as described in the computer science academic content standards adopted by the State Board of Education (SBE); and
10. "Computer science education course" means a computer science course that is aligned to the computer science academic content standards adopted by the State Board of Education (SBE) and in which students do not merely use technology as passive consumers, but understand why and how computing technologies work, and then build upon that conceptual knowledge by creating computational artifacts.
11. Permits, if a traditional classroom setting for a computer science education course is not feasible, the school district or charter school to include its plan to offer a virtual or distance course option. Requires the computer science education course to be listed as an option in the school's course catalog.
12. Requires school districts and charter schools to describe, in the plan, its planned efforts to increase the computer science education course enrollment of female pupils, pupils with disabilities, pupils who belong to ethnic and racial groups, and pupils eligible for free or reduced-priced meals, that are underrepresented in the field of computer science.
13. Requires, by June 30, 2026, and by each June 30 thereafter, each school district and charter school to submit to the CDE a report for the concluding academic year that includes all of the following:
14. The names and course codes of computer science education courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available.
15. The number and percentage of students who enrolled in each computer science education course, disaggregated by each of the following:
16. Gender;
17. Race and ethnicity;
18. Special education status;
19. English learner status;
20. Eligibility for free and reduced-price meals; and
21. Grade level.
22. The number of computer science teachers at each school, disaggregated by:
23. Credential, authorization, and certification, as applicable;
24. Gender; and
25. Race and ethnicity.
26. Requires the CDE to publicly post all of the following on its website:
27. The names and course codes of computer science education courses offered in each school, disaggregated by school;
28. The data required to be reported about students and teachers of computer science, aggregated to the statewide level; and
29. A list of computer science education course codes and names, including course descriptions and which courses align to the computer science academic content standards.
30. Requires the CDE to publicly post data consistent with any standards prescribed pursuant to the California Cradle-to-Career Data System.

COMMENTS

Computer Science Strategic Implementation Plan emphasizes the need to improve access to computer science instruction. In May, 2019, the SBE adopted the California Computer Science Strategic Implementation Plan, which established the goal that "all schools offer rigorous and relevant computer science education equitably and sustainably throughout grades K–12." The plan made numerous recommendations organized into three themes: Access and Equity, Educator Support, and Standards Implementation.

The plan recommended that school districts adopt a high school graduation requirement for computer science, aligned to the 9–12 core computer science standards that can be satisfied through a variety of ways: standalone computer science courses, interdisciplinary courses, or a portfolio of computational artifacts.

Access to computer science education in California schools. Research points to problems of access, and enrollment disparities in, coursework in computer science. The author notes:

1. 60% of high schools in California do not offer a single course in computer science. (Code.org, 2022)
2. California lags behind the national average, and behind 41 other states, in the percentage of high schools offering at least one computer science course. (Code.org, 2022)
3. 5% percent of the 1.9 million high school students in California are enrolled in a computer science course. (Kapor Center, 2021)

Disparities in enrollment by race, gender, and region were also highlighted in The California Computer Science Access Report (Kapor Center, 2021):

1. 34% of schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander pupils offer computer science courses, compared to 52% of schools serving a greater proportion of White and Asian pupils.
2. Schools serving low-income communities are three times less likely to offer core computer science courses, and over two times less likely to offer Advanced Placement courses, than schools serving high-income communities.
3. While female pupils comprise 49% of the high school population, just 30% of pupils taking computer sciences courses are female.
4. Rural schools are two times less likely to offer computer science courses than urban schools.

The author also notes that 27 other states currently require high schools to offer a computer science course, and 5 of those states require a computer science course for graduation from high school. (Kapor Center, 2021)

Data on some computer science offerings in secondary schools is shown below for the 2018-19 school year. Course enrollment data more recent than 2018-19 is not posted on the CDE website and was not provided upon request.

According to the Author

"From Silicon Valley to Biotech Beach, California is the undisputed cradle of innovation. However, far too many students grow up in the shadows of tech companies, yet do not have the opportunity to learn the skills they need to work there. As of 2023, California has 49,040 open computing jobs with an average salary of $115,754, yet there were only 9,339 graduates in computer science in 2020.

There are currently 27 states that already require all high schools to offer a course in computer science and Arkansas, Nebraska, Nevada, South Carolina, and Tennessee go even further requiring a computer science course for graduation. California has fallen behind these 27 other states when it comes to prioritizing access to computer science education, exacerbating educational inequities and the diversity gaps in tech.

According to the Kapor Center, 60% of high schools in California do not offer any computer science courses. Schools serving low-income communities are three times less likely to offer core computer science courses than schools serving high-income communities. Rural schools are two times less likely to offer computer science courses than urban schools. While 52% of high schools serving a greater proportion of White or Asian students offered computer science courses, only 34% of high schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander students, offered computer science courses. While young women comprise 49% of the high school population, they comprise only 30% of students taking computer science.

AB 1054 would ensure computer science education for all by requiring public high schools in California to offer at least one computer science education course with a phased in approach with final implementation by the 2027-28 school year. It is time to restore California as a leader and take the next step to ensure every high school student in California has access to computer science education, which will help close the gender and diversity gaps."

Arguments in Support

Code.org writes, "Despite California's unparalleled technological innovation, the state ranks 10th lowest in the nation for high school computer science access, with only 40% of its high schools offering computer science courses. Today, just 5% of students take a high school computer science course – and only 26% of AP Computer Science Principles and AP Computer Science A public school students in the 2022 test administration were Black, Latino, American Indian/Alaska Native, and Native Hawaiian/Other Pacific Islander. California also has the highest number of open computing jobs in the nation. In 2022, California averaged 76,446 open computing jobs each month and have an average salary of $115,754.00, yet there were only 7,942 graduates in computer science in 2019.

California has made great strides in ensuring that all students develop foundational knowledge and skills in computer science. Passing the AB 1054 is a natural next step to build on this progress."

Arguments in Opposition

None on file

FISCAL COMMENTS

According to the Assembly Appropriations Committee:

1. One-time Proposition 98 General Fund costs to every governing board of an LEA offering instruction in grades nine through 12 to adopt a plan to offer a computer science course in all its high schools by the 2027-28 school year. Costs to adopt the plan would be less to an LEA that already offers computer science courses. The state has over 1,300 high schools and about 40% of high schools offer a computer science course.
2. Ongoing Proposition 98 General Fund costs of an unknown but significant amount to LEAs to beginning offering at least one computer science course in all high schools by the 2027-28 school year. Costs would ramp up over time as more high schools are required by their plan to offer the course. Costs would be lower to LEAs that already offer computer science courses.

If the Commission on State Mandates determines the bill's requirements to be a reimbursable state mandate, the state would need to reimburse these costs to LEAs or provide funding through the K-12 Mandate Block Grant.

VOTES

ASM EDUCATION: 7-0-0

YES: Muratsuchi, Megan Dahle, Juan Carrillo, Hoover, Lee, McCarty, Quirk-Silva

ASM APPROPRIATIONS: 15-0-1

YES: Holden, Megan Dahle, Bryan, Calderon, Wendy Carrillo, Dixon, Mike Fong, Hart, Lowenthal, Mathis, Papan, Pellerin, Sanchez, Weber, Ortega

ABS, ABST OR NV: Robert Rivas

UPDATED

VERSION: May 1, 2023

CONSULTANT: Tanya Lieberman / ED. / (916) 319-2087 FN: 0000860

Date of Hearing: May 10, 2023

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Chris Holden, Chair

ABPCA Bill Id:AB 1054

Author:(Berman) – As Amended Ver:May 1, 2023

Urgency: No State Mandated Local Program: Yes Reimbursable: Yes

SUMMARY:

This bill requires, by January 1, 2025, the governing board of a local educational agency (LEA) offering instruction in grades nine through 12 to adopt a plan to offer a computer science course in all its high schools by the 2027-28 school year.

An LEA is to post the plan to its website, and, beginning May 31, 2025, and annually thereafter, review the plan at a regularly scheduled public meeting and report to the public on the plan’s implementation. The bill also requires LEAs, beginning June 30, 2026, and by each June 30 thereafter, to report certain computer science education course-related data to the California Department of Education.

Specifically, this bill requires an LEA to adopt a plan to offer a course in computer science according to the following timeline:

1. By the 2025-26 school year, requires at least one high school in an LEA to offer a computer science course.
2. By the 2026-27 school year, requires all charter schools to offer a computer science course and requires at least 50% of high schools in an LEA to offer a computer science course.
3. By the 2027-28 school year, requires all high schools in an LEA to offer a computer science course.

FISCAL EFFECT:

1. One-time Proposition 98 General Fund costs to every governing board of an LEA offering instruction in grades nine through 12 to adopt a plan to offer a computer science course in all its high schools by the 2027-28 school year. Costs to adopt the plan would be less to an LEA that already offers computer science courses. The state has over 1,300 high schools and about 40% of high schools offer a computer science course.
2. Ongoing Proposition 98 General Fund costs of an unknown but significant amount to LEAs to beginning offering at least one computer science course in all high schools by the 2027-28 school year. Costs would ramp up over time as more high schools are required by their plan to offer the course. Costs would be lower to LEAs that already offer computer science courses.

If the Commission on State Mandates determines the bill’s requirements to be a reimbursable state mandate, the state would need to reimburse these costs to LEAs or provide funding through the K-12 Mandate Block Grant.

COMMENTS:

Background. In 2018, the State Board of Education (SBE) adopted California’s first set of computer science standards for grades K-12. (Standards define what competencies students should be able to demonstrate in a given subject matter by grade.)

In addition, to increase access to computer science coursework and address uneven access to computer science coursework, AB 2329 (Bonilla), Chapter 693, Statutes of 2016, required the Superintendent of Public Instruction to convene a computer science strategic implementation advisory panel to develop recommendations for the “California Computer Science Strategic Implementation Plan.” The plan was to include recommendations for various aspects of computer science instruction, including broadening the pool of computer science teachers, providing professional development for educators in computer science, increasing the number of computer science courses offered by schools and ensuring that all students have access to quality computer science courses.

The advisory panel presented its draft recommendations to the State Board of Education (SBE) in 2018 and in 2019, the SBE adopted the plan. The plan recommended that school districts adopt a high school graduation requirement for computer science, aligned to the states core computer science standards that can be satisfied through a variety of ways: standalone computer science courses, interdisciplinary courses, or a portfolio of computational artifacts.

This bill requires an LEA to adopt a plan to offer at last one course at every high school by the 2027-28 school year.

Analysis Prepared by: Natasha Collins / APPR. / (916) 319-2081

Date of Hearing: April 26, 2023

ASSEMBLY COMMITTEE ON EDUCATION

Al Muratsuchi, Chair

ABPCA Bill Id:AB 1054 (

Author:Berman) – As Amended Ver:March 23, 2023

SUBJECT: Student instruction: high schools: computer science education courses

SUMMARY: Requires that school districts and charter schools serving students in grades 9 through 12 offer courses in computer science according to a specified timeline, and, by June 30, 2026, school districts and charter schools to submit specified data about computer science courses and coursetaking to the California Department of Education (CDE). Specifically, this bill:

1. Requires school districts and charter schools maintaining any of grades 9 to 12, offer at least one course in computer science education pursuant to the following timeline:
2. Commencing with the 2025–26 school year, at least one high school per school district must offer a computer science education course. Requires school districts maintaining only one high school to instead offer a computer science education course no later than the 2026–27 school year;
3. Commencing with the 2026–27 school year, all charter schools maintaining any of grades 9 to 12, must offer a computer science education course;
4. Commencing with the 2026–27 school year, at least 50% of the high schools per school district must offer a computer science education course; and
5. Commencing with the 2027–28 school year, all high schools in a school district must offer a computer science education course.
6. Establishes the following definitions for purposes of this requirement:
7. “Computer science” means the study of computers and algorithmic processes, including their principles, hardware and software designs, implementation, and impact on society, as described in the computer science academic content standards adopted by the State Board of Education (SBE); and
8. “Computer science education course” means a computer science course that is aligned to the computer science academic content standards adopted by the (SBE) and in which students do not merely use technology as passive consumers, but understand why and how computing technologies work, and then build upon that conceptual knowledge by creating computational artifacts.
9. Permits computer science education courses offered for purposes of this requirement to be provided as in-person instruction, defined as instruction under the immediate physical supervision and control of a certificated employee or hybrid models offering fewer than five days per week of in-person instruction.
10. Permits, if a traditional classroom setting is not feasible, the school district or charter school to submit an alternate plan for approval by the CDE, before the start of the school year, to offer a virtual or distance course option. Requires the computer science course to be listed as an option in the school’s course catalog.
11. Requires school districts and charter schools to make efforts to increase the computer science education course enrollment of female students, students with disabilities, students who belong to ethnic and racial groups, and students eligible for free or reduced-priced meals that are underrepresented in the field of computer science.
12. Requires, by June 30, 2026, and by each June 30 thereafter, each school district and charter school to submit to the CDE a report for the concluding academic year that includes all of the following:
13. The names and course codes of computer science education courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available.
14. The number and percentage of students who enrolled in each computer science education course, disaggregated by each of the following:
15. Gender;
16. Race and ethnicity;
17. Special education status;
18. English learner status;
19. Eligibility for free and reduced-price meals; and
20. Grade level.
21. The number of computer science teachers at each school, disaggregated by:
22. Credential and certification, as applicable;
23. Gender; and
24. Race and ethnicity.
25. Requires the CDE to publicly post all of the following on its website:
26. The names and course codes of computer science education courses offered in each school, disaggregated by school;
27. The data required to be reported about students and teachers of computer science, aggregated to the statewide level; and
28. A list of computer science education course codes and names, including course descriptions and which courses align to the computer science academic content standards.
29. Requires the CDE to publicly post data consistent with any standards prescribed pursuant to the California Cradle-to-Career Data System.

EXISTING LAW:

1. Establishes requirements for graduation from high school, including three courses in English, two courses in mathematics, two courses in science, three courses in social studies, one course in visual or performing arts or world languages, two courses in physical education, and, commencing with the class of students graduating in the 2029-30 academic year, a one-semester course in ethnic studies.
2. Requires that, of the three courses in social studies, two must be year-long courses in United States history and geography, and in world history, culture, and geography, and that the remaining two are a one-semester course in American government and civics, and a one-semester course in economics.
3. Authorizes the governing board of a school district to require a student to complete additional coursework, beyond the courses required at the state level, in order to receive a diploma of graduation from high school.
4. Requires the Superintendent of Public Instruction (SPI) to convene a computer science strategic implementation advisory panel to develop recommendations for a computer science strategic implementation plan, and requires the panel to submit recommendations for a strategic plan to the State Board of Education (SBE) by January 15, 2019.
5. Requires the plan to include, at a minimum, recommendations on all of the following:
6. Broadening the pool of teachers to teach computer science;
7. Defining computer science education principles that meet the needs of students in all grades; and
8. Ensuring that all students have access to quality computer science courses.
9. Requires the Instructional Quality Commission (IQC) to consider developing and recommending to the SBE, on or before July 31, 2019, computer science content standards for kindergarten and grades 1 to 12 pursuant to recommendations developed by a group of computer science experts.
10. States that if a school district requires more than two courses in mathematics for graduation from high school, the district may award a student up to one mathematics course credit for successfully completing a “category C” approved computer science course. (EC 51225.35)
11. Requires the California State University (CSU), and requests the University of California (UC), to develop guidelines for high school computer science courses that may be approved for the purposes of recognition for admission. (EC 66205.5)
12. Through regulation, authorizes holders of credentials in mathematics, business, and ITE, as well as holders of supplementary authorizations in computer science, to teach computer science. (California Code of Regulations, Title 5, Section 80005)
13. Establishes the Computer Science Supplementary Authorization Incentive Grant Program for the purpose of providing one-time grants to local educational agencies (LEAs) to support the preparation of credentialed teachers to earn a supplementary authorization in computer science and provide instruction in computer science coursework.
14. States that teachers participating in the Computer Science Supplementary Authorization Incentive Grant Program are eligible to receive an award of up $2,500 through the program. Authorizes LEAs to use grant funding for the purpose of paying teachers’ costs of coursework, books, fees, and tuition, as applicable. Requires applicants for the program to provide a 100% match of grant funding, which may be in the form of release time or substitute teacher costs.

FISCAL EFFECT: This bill has been keyed a possible state-mandated local program by the Office of Legislative Counsel.

COMMENTS:

Need for the bill. The author states, “From Silicon Valley to Biotech Beach, California is the undisputed cradle of innovation. However, far too many students grow up in the shadows of tech companies, yet do not have the opportunity to learn the skills they need to work there. As of 2023, California has 49,040 open computing jobs with an average salary of $115,754, yet there were only 9,339 graduates in computer science in 2020.

There are currently 27 states that already require all high schools to offer a course in computer science and Arkansas, Nebraska, Nevada, South Carolina, and Tennessee go even further requiring a computer science course for graduation. California has fallen behind these 27 other states when it comes to prioritizing access to computer science education, exacerbating educational inequities and the diversity gaps in tech.

According to the Kapor Center, 60% of high schools in California do not offer any computer science courses. Schools serving low-income communities are three times less likely to offer core computer science courses than schools serving high-income communities. Rural schools are two times less likely to offer computer science courses than urban schools. While 52% of high schools serving a greater proportion of White or Asian students offered computer science courses, only 34% of high schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander students, offered computer science courses. While young women comprise 49% of the high school population, they comprise only 30% of students taking computer science.

AB 1054 would ensure computer science education for all by requiring public high schools in California to offer at least one computer science education course with a phased in approach with final implementation by the 2027-28 school year. It is time to restore California as a leader and take the next step to ensure every high school student in California has access to computer science education, which will help close the gender and diversity gaps.”

Computer Science Strategic Implementation Plan emphasizes the need to improve access to computer science instruction. In May, 2019, the SBE adopted the California Computer Science Strategic Implementation Plan, which supported the goal that “all schools offer rigorous and relevant computer science education equitably and sustainably throughout grades K–12.” The plan made numerous recommendations organized into three themes: Access and Equity, Educator Support, and Standards Implementation.

The plan recommended that school districts adopt a high school graduation requirement for computer science, aligned to the 9–12 core computer science standards that can be satisfied through a variety of ways: standalone computer science courses, interdisciplinary courses, or a portfolio of computational artifacts.

Access to computer science education in California schools. Research points to problems of access, and enrollment disparities in, coursework in computer science. The author notes:

• 60% of high schools in California do not offer a single course in computer science. (Code.org, 2022)
• California lags behind the national average, and behind 41 other states, in the percentage of high schools offering at least one computer science course. (Code.org, 2022)
• 5% percent of the 1.9 million high school students in California are enrolled in a computer science course. (Kapor Center, 2021)

Disparities in enrollment by race, gender, and region were also highlighted in The California Computer Science Access Report (Kapor Center, 2021):

• 34% percent of schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander pupils offer computer science courses, compared to 52% of schools serving a greater proportion of White and Asian pupils.
• Schools serving low-income communities are three times less likely to offer core computer science courses, and over two times less likely to offer Advanced Placement courses, than schools serving high-income communities.
• While female pupils comprise 49% of the high school population, just 30% of pupils taking computer sciences courses are female.
• Rural schools are two times less likely to offer computer science courses than urban schools.

The author also notes that 27 other states currently require high schools to offer a computer science course, and 5 of those states require a computer science course for graduation from high school. (Kapor Center, 2021)

Data on some computer science offerings in secondary schools is shown below for the 2018-19 school year. The Committee may wish to consider that current course enrollment data more recent than 2018-19 is not posted on the CDE website and was not provided upon request.

Source: CDE

According to a 2021 report by Code.org, the Computer Science Teachers Association, and the Expanding Computing Education Pathways Alliance, 2021 State of Computer Science Education reported on Advanced Placement (AP) enrollment in computer science:

• Of the 32,263 AP computer science exams taken in California in 2018-19, 32% of the test takers identified as female;
• Black/African American students and Native Hawaiian/Pacific Islander students are both four times less likely than their white and Asian peers to take an AP computer science exam; and
• Hispanic students are three times less likely to take an AP computer science exam than their white and Asian peers.

What is the subject of computer science in grades K-12? Computer Science is a relatively new field of study for K-12 education. The Computer Science Strategic Implementation Panel’s draft report notes that there is some confusion over what constitutes computer science instruction in K-12 schools: “computer science is often misconstrued with other technological terminology such as computer literacy, educational technology, digital citizenship, and information technology. These areas focus more on the use of computing systems (e.g., learning to use word processing software). In contrast, computer science calls upon students to understand why and how computing technologies work, and then to build upon that conceptual knowledge by creating computational artifacts.”

The state’s new computer science standards, adopted in 2018, define computer science education as “the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact on society.” The core concepts in computer science instruction are:

• Computing systems
• Networks and Information systems
• Data and Analysis
• Algorithms and Programming
• Impacts of Computing

According to the International Society for Technology in Education’s report, ISTE Standards for Computer Science Education, the field of computer science will continue to rapidly evolve in sometimes unpredictable ways, and as such, plans for teaching computer science will also need the flexibility to continuously adapt.

Recommended amendments. Staff recommends that this bill be amended as follows:

1. To conform to the Committee’s policy on curriculum measures, instead of requiring the offering of courses in computer science, requiring that school districts and charter schools develop and adopt a plan to offer courses in computer science, by the schedule described in the bill.
2. Require school districts and charter schools to post this plan on their websites and make it available to the CDE upon request.
3. Technical and conforming changes.

Related legislation. AB 1251 (Luz Rivas) of the 2023-24 Session, would establish a workgroup to determine which single subject credentials should authorize the teaching of computer science, and report recommendations to the Legislature.

AB 1853 (Berman) of the 2021-22 Session would have established the Computer Science Preservice Teacher Grant Program, administered by the CTC to award competitive grants to institutions of higher education (IHEs) to develop or expand K–12 computer science and computational thinking coursework for individuals seeking specified teaching credentials. This bill was held in the Assembly Appropriations Committee.

AB 2187 (Luz Rivas) of the 2021-22 Session would have established a UC Subject Matter Project in computer science. This bill was held in the Assembly Appropriations Committee.

AB 130 (Committee on Budget), Chapter 44, Statutes of 2021, established the Computer Science Supplementary Authorization Incentive Grant Program for the purpose of providing one-time grants to LEAs to support the preparation of credentialed teachers to earn a supplementary authorization in computer science and provide instruction in computer science coursework.

AB 128 (Committee on Budget), Chapter 21, Statutes of 2021, appropriated $5 million on a one-time basis to establish the Educator Workforce Investment Grant: Computer Science, and required the CDE to select an IHE or nonprofit organizations to provide professional learning for teachers and paraprofessionals statewide in strategies for providing high-quality instruction and computer science learning experiences aligned to the computer science content standards.

AB 498 (Quirk Silva) of the 2021-22 Session was substantially similar to AB 1932 of the 2019-20 Session. This bill was amended into a different jurisdiction and held in the Senate Appropriations Committee.

AB 1410 (Quirk Silva) of the 2019-2020 Session was substantially similar to AB 1932 of the 2019-20 Session. This bill was held in the Senate Appropriations Committee.

AB 1932 (Quirk-Silva) of the 2019-20 Session would have established the Computer Science Access Initiative, to improve students’ access to instruction in computer science by increasing the number of teachers who are authorized and trained to provide computer science instruction in California public schools. This bill was held in the Assembly Education Committee.

AB 2309 (Berman) of the 2019-20 Session would have required the Commission on Teacher Credentialing (CTC) to develop and implement a program to award competitive grants to postsecondary educational institutions for the development of preservice credential programs for individuals seeking a teaching credential, and the expansion of programs of study for single subject or multiple subject credentialed teachers seeking a supplementary authorization in computer science. This bill was held in the Assembly Education Committee.

AB 2274 (Berman) of the 2019-20 Session would have required the CDE to annually compile and post on its website a report on computer science courses, course enrollment, and teachers of computer science courses, for the 2019-20 school year and each subsequent school year. This bill was held in the Assembly Education Committee.

AB 1967 (Luz Rivas) of the 2019-20 Session would have established a UC Subject Matter Project in Computer Science. This bill was held in the Assembly Higher Education Committee.

AB 20 (Berman) of the 2019-20 Session would have established a Computer Science Coordinator position at the CDE. This bill was held in the Assembly Appropriations Committee.

AB 52 (Berman) of the 2019-20 Session would have required the computer science strategic implementation plan to be regularly updated. This bill was held in the Assembly Appropriations Committee.

AB 182 (Luz Rivas) of the 2019-20 Session would have required the CTC to establish a workgroup, comprised of certain members, to determine if the development of a single subject computer science credential is warranted and, if so, to consider requirements for that credential. This bill was held in the Assembly Appropriations Committee.

AB 1410 (Quirk-Silva and O’Donnell) of the 2019-20 Session would have established the Computer Science Access Initiative, to provide grants to LEAs for the purpose of increasing the number of teachers authorized and trained to instruct students in computer science. This bill was held in the Assembly Appropriations Committee.

SB 675 (Chang) of the 2019-20 Session would have enacted the Computer Occupations and Developing Education (CODE) Act, pursuant to which the SBE would administer a grant program promoting the teaching of computer science courses in the public secondary schools. This bill was held in the Senate Governmental Organization Committee.

AB 2329 (Bonilla), Chapter 693, Statutes of 2016, requires the SPI to convene a computer science strategic implementation advisory panel to develop recommendations for a computer science strategic implementation plan.

AB 2275 (Dababneh) of the 2015-16 Session would have authorized a person who holds a single subject teaching credential in business, industrial and technology education, mathematics, or science or a designated subjects career technical education teaching credential to teach courses in computer science to all students. This bill was held in the Assembly Education Committee.

AB 1539 (Hagman, 2014), Chapter 876, Statutes of 2014, requires the IQC to consider developing and recommending to the SBE, on or before July 31, 2019, computer science content standards for kindergarten and grades 1 to 12, pursuant to recommendations developed by a group of computer science experts.

AB 1764 (Olsen), Chapter 888, Statutes of 2014, states that if a school district requires more than two courses in mathematics for graduation from high school, the district may award a student up to one mathematics course credit.

REGISTERED SUPPORT / OPPOSITION:

Support

21st Century Alliance
Amazon
American Association of University Women, San Jose
BSA the Software Alliance
California Chamber of Commerce
California Stem Network
Children Now
Code.org
Intel Corporation
Los Angeles Area Chamber of Commerce
Microsoft Corporation
North Bay Leadership Council
Orange County Department of Education
Regional Economic Association Leaders (R.E.A.L.) Coalition
Riverside County Office of Education
Silicon Valley Leadership Group
Snap, Inc.
TechNet

The College Board
Unite-LA
Walnut Creek Chamber of Commerce & Visitors Bureau

Opposition

None on file

Analysis Prepared by: Tanya Lieberman / ED. / (916) 319-2087