AB 2097: Pupil instruction: high schools: computer science courses: implementation guide.
- Session Year: 2023-2024
- House: Assembly
- Latest Version Date: 2024-06-03
Current Status:
Failed
(2024-08-15: In committee: Held under submission.)
Introduced
In Committee
First Chamber
In Committee
Second Chamber
Enacted
What does this bill do?
The bill requires every school district and charter school with high school grades to adopt and post a public plan to ensure each high school offers at least one computer science course and to report annually on progress. The plans must describe how to boost enrollment of groups underrepresented in computer science (for example, girls, students with disabilities, certain racial and ethnic groups, and low‑income students), and the State Department of Education must publish a computer science implementation guide and disaggregated course enrollment data.
The summary is provided by generative AI which can make mistakes. For original language, please view the details in the table below.
(1)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, 2026, to (A) adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science in each of its high schools in accordance with a specified timeline, (B) post the plan to its internet website, and (C) review, on or before May 31, 2026, and annually thereafter, the plan at a regularly scheduled public meeting and report to the public on the plans implementation, as provided. The bill would require school districts and charter schools to describe in the adopted 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. By imposing additional duties on school districts and charter schools, the bill would impose a state-mandated local program. The bill would require the State Department of Education, on or before June 30, 2027, and annually thereafter, to publicly post specified computer science course-related data on its internet website, as specified.
(2)Existing law creates the California Computer Science Coordinator, as a position within the department, to provide statewide coordination in, among other things, implementing the computer science content standards and leading the implementation of the Computer Science Strategic Implementation Plan, as provided.
This bill would require the department, by July 1, 2025, and under the direction of the California Computer Science Coordinator, to develop a computer science implementation guide that would include specified information regarding computer science standards-aligned courses, as provided, and would encourage school districts, county offices of education, and charter schools to review the computer science implementation guide developed by the department.
(3)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.
(1)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, 2026, to (A) adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science in each of its high schools in accordance with a specified timeline, (B) post the plan to its internet website, and (C) review, on or before May 31, 2026, and annually thereafter, the plan at a regularly scheduled public meeting and report to the public on the plans implementation, as provided. The bill would require school districts and charter schools to describe in the adopted 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. By imposing additional duties on school districts and charter schools, the bill would impose a state-mandated local program. The bill would require school districts and charter schools, the State Department of Education, on or before June 30, 2027, and by each June 30 annually thereafter, to report publicly post specified computer science course-related data to the department, on its internet website, as specified. By imposing additional duties on school districts and charter schools, the bill would impose a state-mandated local program.
(2)Existing law creates the California Computer Science Coordinator, as a position within the State Department of Education, department, to provide statewide coordination in, among other things, implementing the computer science content standards and leading the implementation of the Computer Science Strategic Implementation Plan, as provided.
This bill would require the department, by July 1, 2025, and under the direction of the California Computer Science Coordinator, to develop a computer science implementation guide that would include specified information regarding computer science standards-aligned courses, as provided, and would encourage school districts, county offices of education, and charter schools to review the computer science implementation guide developed by the department.
(3)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.
(1)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 maintaining any of grades 9 to 12, inclusive, to offer computer science courses pursuant to a specified timeline. The bill would require a computer science course offered for these purposes to be provided pursuant to in-person instruction, as defined, except as provided. The bill would, among other things, require school districts and charter schools make 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, 2026, to (A) adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science in each of its high schools in accordance with a specified timeline, (B) post the plan to its internet website, and (C) review, on or before May 31, 2026, and annually thereafter, the plan at a regularly scheduled public meeting and report to the public on the plans implementation, as provided. The bill would require school districts and charter schools to describe in the adopted 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, 2027, and by each June 30 thereafter, to report specified computer science 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.
(2)Existing law requires a pupil to complete designated coursework while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school. These graduation requirements include, among others, the completion of 3 years of courses in English, 2 years of courses in mathematics, 2 years of courses in science, and 3 years of courses in social studies, as specified.This bill would, commencing with pupils graduating in the 203031 school year, including for pupils enrolled in a charter school, add the completion of a course in computer science to the above-described graduation requirements, as provided. By imposing additional duties on local educational agencies, the bill would impose a state-mandated local program.(3)(2)Existing law creates the California Computer Science Coordinator, as a position within the State Department of Education, to provide statewide coordination in, among other things, implementing the computer science content standards and leading the implementation of the Computer Science Strategic Implementation Plan, as provided.
This bill would require the department, by July 1, 2025, and under the direction of the California Computer Science Coordinator, to develop a computer science implementation guide that would include specified information regarding computer science standards-aligned courses, as provided, and would require encourage school districts, county offices of education, and charter schools to review the computer science implementation guide developed by the department for guidance regarding courses through which a pupil may fulfill the computer science graduation requirement. By imposing additional duties on local educational agencies, the bill would impose a state-mandated local program. department.
(4)(3)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.
(1)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 maintaining any of grades 9 to 12, inclusive, to offer computer science education courses pursuant to a specified timeline. The bill would require a computer science education course offered for these purposes to be provided pursuant to in-person instruction, as defined, except as provided. The bill would, among other things, require school districts and charter schools make 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, 2027, 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.
(2)Existing law requires a pupil to complete designated coursework while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school. These graduation requirements include, among others, the completion of 3 years of courses in English, 2 years of courses in mathematics, 2 years of courses in science, and 3 years of courses in social studies, as specified.
This bill would, commencing with pupils graduating in the 203031 school year, including for pupils enrolled in a charter school, add the completion of a course in computer science to the above-described graduation requirements, as provided. By imposing additional duties on local educational agencies, the bill would impose a state-mandated local program.
(3)Existing law creates the California Computer Science Coordinator, as a position within the State Department of Education, to provide statewide coordination in, among other things, implementing the computer science content standards and leading the implementation of the Computer Science Strategic Implementation Plan, as provided.
This bill would require the department, under the direction of the California Computer Science Coordinator, to develop a computer science implementation guide that would include specified information regarding computer science standards-aligned courses, as provided, and would require school districts, county offices of education, and charter schools to review the computer science implementation guide developed by the department for guidance regarding courses through which a pupil may fulfill the computer science graduation requirement. By imposing additional duties on local educational agencies, the bill would impose a state-mandated local program.
(3)(4)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.
(1)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 maintaining any of grades 9 to 12, inclusive, to offer computer science education courses pursuant to a specified timeline. The bill would require a computer science education course offered for these purposes to be provided pursuant to in-person instruction, as defined, except as provided. The bill would, among other things, require school districts and charter schools make 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, 2027, 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.
(2)Existing law requires a pupil to complete designated coursework while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school. These graduation requirements include, among others, the completion of 3 years of courses in English, 2 years of courses in mathematics, 2 years of courses in science, and 3 years of courses in social studies, as specified.
This bill would, commencing with pupils graduating in the 203031 school year, including for pupils enrolled in a charter school, add the completion of a course in computer science to the above-described graduation requirements, as provided. By imposing additional duties on local educational agencies, the bill would impose a state-mandated local program.
(3)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.
(a)The Legislature finds and declares all of the following:
(1)In 2014, Assembly Member Curt Hagman authored, and Governor Jerry Brown signed, Assembly Bill 1539 of the 201314 Regular Session, directing the Instructional Quality Commission to consider developing, and recommending to the State Board of Education, computer science content standards, on or before July 31, 2019, pursuant to recommendations developed by a group of computer science experts. The Instructional Quality Commission recommended computer science standards to the State Board of Education in July 2018, and that state board adopted those standards in September 2018.
(2)In 2016, Assembly Member Susan Bonilla authored, and Governor Jerry Brown signed, Assembly Bill 2329 of the 201516 Regular Session, to require the State Board of Education to create a California Computer Science Strategic Implementation Plan (CSSIP). The CSSIP was developed by 23 CSSIP Advisory Panel members, appointed or designated by a variety of entities, including the Governor, the Senate Committee on Rules, the Speaker of the Assembly, and the Superintendent of Public Instruction. The CSSIP Advisory Panel members had expertise in computer science and included educators from higher education and K12 educational entities, superintendents, researchers, representatives from industry, and others. The CSSIP recommendations were submitted to the State Department of Education, the State Board of Education, and the Legislature in September 2018 and approved by the State Board of Education in May 2019. The vision statement of the CSSIP states, Californias vision is to ensure that all students develop foundational knowledge and skills in computer science to prepare them for college, careers, and civic engagement. The mission statement of the CSSIP states, All schools offer rigorous and relevant computer science education equitably and sustainably throughout grades K12. All teachers are adequately prepared to teach rigorous and relevant computer science aligned with the California K12 Computer Science Standards (CA K12 CS Standards).
(3)Studies on computer science education prove that computer science education develops computational, critical thinking, and problem solving skills that are foundational knowledge for all pupils, regardless of their ultimate field of study or occupation. The Computer Science Standards for California Public Schools, Kindergarten through Grade Twelve, were adopted unanimously by the State Board of Education in 2018, and the Computer Science Strategic Implementation Plan states, computer science for all ensures each and every student develops foundational conceptual knowledge and proficiency in computer science practices to provide the skills to responsibly and productively participate in a world in which digital technologies are broadly integrated.
(4)Despite the value of computer science education, the most recent available data shows that:
(A)Fifty-five percent of high schools in California do not offer a single course in computer science.
(B)Just 5 percent of the 1,930,000 high school pupils in California are enrolled in a computer science course.
(C)Only 34 percent of schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander pupils offer computer science courses, compared to 52 percent of schools serving a greater proportion of White and Asian pupils.
(D)While female pupils comprise 49 percent of the high school population, just 30 percent of pupils taking computer science courses are female.
(E)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.
(F)Rural schools are two times less likely to offer computer science courses than urban schools.
(5)California lags behind the national average, and behind 40 other states, in the percentage of high schools offering at least one computer science course.
(6)Thirty-one other states currently require high schools to offer a computer science course, with eight of those states requiring a computer science course for graduation.
(7)As of January 2023, California has 45,245 open computing jobs that have an average salary of $153,544, yet there were only 9,339 graduates in computer science in 2020. California has the highest number of open computing jobs in the nation.
(8)California has made significant investments in in-service professional development education opportunities in computer science for teachers throughout California. To date, California has invested $20,000,000 for professional learning for educators through the Educator Workforce Investment Grant Program for computer science. An additional $15,000,000 has been invested in the Computer Science Supplementary Authorization Incentive Grant Program to support educators in credentialing. The $50,000,000 Mathematics, Science, and Computer Science Professional Learning Grant reflects further investment in computer science, and Assembly Bill 1251 (Chapter 834, Statutes of 2023), requires the Commission on Teaching Credentialing to, upon appropriation by the Legislature, convene a workgroup to discuss options for expanding credentialing options for computer science.
(b)It is the intent of the Legislature to ensure all California public high schools operated by school districts and charter schools offer computer science.
SEC. 2.Section 51220.7 is added to the Education Code, to read:51220.7.(a)(1)By January 1, 2026, the governing board of each school district, and the governing body of each charter school, maintaining any of grades 9 to 12, inclusive, shall adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science in accordance with all of the following:
(A)(i)Commencing with the 202627 school year, at least one high school per school district offers a computer science course.
(ii)Notwithstanding clause (i), school districts maintaining only one high school instead offer a computer science course by no later than the 202728 school year.
(B)Commencing with the 202728 school year, all charter schools maintaining any of grades 9 to 12, inclusive, offer a computer science course.
(C)Commencing with the 202728 school year, at least 50 percent of the high schools per school district offer a computer science course.
(D)Commencing with the 202829 school year, all high schools in a school district offer a computer science course.
(2)School districts and charter schools shall post the required plan adopted pursuant to paragraph (1) on their respective internet website and shall otherwise make them available upon the request of the department.
(3)On or before May 31, 2026, and annually thereafter until each high school in a school district or each charter school maintaining any of grades 9 to 12, inclusive, as applicable, offers a computer science course, the governing board of a school district and the governing body of a charter school shall review the required plan adopted pursuant to paragraph (1) at a regularly scheduled public meeting and report to the public on its progress in implementing the plan.
(b)For purposes of this section, the following definitions apply:
(1)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 Section 60605.4.
(2)Computer science course means a computer science course that is aligned to the computer science academic content standards adopted by the state board pursuant to Section 60605.4 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.
(c)If a traditional classroom setting for a computer science course is not feasible, the school district or charter school shall include its plan to offer a virtual or distance course option in the require required plan adopted pursuant to subdivision (a). The computer science course shall be listed as an option in the schools course catalog.
(d)School districts and charter schools shall describe, in the required plan adopted pursuant to subdivision (a), its 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, as defined in Section 42238.01, that are underrepresented in the field of computer science.
(e)On or before June 30, 2027, and annually thereafter, the department shall publicly post the following course-related data for grades 9 to 12, inclusive, on its internet website, disaggregated at the state, county, school district, and school levels, for computer science courses that are submitted and certified by local educational agencies as part of the annual Fall 2 submission to the California Longitudinal Pupil Achievement Data System pursuant to Section 60900:
(1)The names and course codes of computer science courses offered in that pupils are enrolled in at each school.
(2)The number and percentage of pupils who enrolled in each computer science course, disaggregated by each of the following:
(A)Gender.
(B)Race and ethnicity.
(C)Special education status.
(D)English learner status.
(E)Socioeconomically disadvantaged status, including pupils who are eligible for free or reduced-price meals, as defined in Section 42238.01.
(F)Grade level.
SEC. 3.Chapter 19 (commencing with Section 53310) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read:19.Computer Science Implementation Guide53310.(a)(1)By July 1, 2025, the department, under the direction of the California Computer Science Coordinator, established pursuant to Section 84 of Chapter 51 of the Statutes of 2019, shall develop a computer science implementation guide, which shall include information on all of the following regarding computer science standards-aligned courses:
(A)Varied computer science course options to best meet local capacity and context, including, but not limited to, computer science courses taught as part of a course that may satisfy an AG requirement or that may be integrated into another content area. area, which may include career technical education.
(B)Credentialing pathways.
(C)Existing funding sources for professional learning.
(D)Case studies and best practices from California high schools.
(E)References to computer science standards-aligned curriculum resources, including, but not limited to, open-source options.
(F)Open source teacher-ready resources for utilization in computer science courses.
(2)In developing the guide pursuant to paragraph (1), the department shall seek input from stakeholders with relevant expertise and experience in computer science education.
(b)School districts, county offices of education, and charter schools are encouraged to review the computer science implementation guide developed by the department.
SEC. 4.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
(a)The Legislature finds and declares all of the following:
(1)In 2014, Assembly Member Curt Hagman authored, and Governor Jerry Brown signed, Assembly Bill 1539 of the 201314 Regular Session, directing the Instructional Quality Commission to consider developing, and recommending to the State Board of Education, computer science content standards, on or before July 31, 2019, pursuant to recommendations developed by a group of computer science experts. The Instructional Quality Commission recommended computer science standards to the State Board of Education in July 2018, and that state board adopted those standards in September 2018.
(2)In 2016, Assembly Member Susan Bonilla authored, and Governor Jerry Brown signed, Assembly Bill 2329 of the 201516 Regular Session, to require the State Board of Education to create a California Computer Science Strategic Implementation Plan (CSSIP). The CSSIP was developed by 23 CSSIP Advisory Panel members, appointed or designated by a variety of entities, including the Governor, the Senate Committee on Rules, the Speaker of the Assembly, and the Superintendent of Public Instruction. The CSSIP Advisory Panel members had expertise in computer science and included educators from higher education and K12 educational entities, superintendents, researchers, representatives from industry, and others. The CSSIP recommendations were submitted to the State Department of Education, the State Board of Education, and the Legislature in September 2018 and approved by the State Board of Education in May 2019. The vision statement of the CSSIP states, Californias vision is to ensure that all students develop foundational knowledge and skills in computer science to prepare them for college, careers, and civic engagement. The mission statement of the CSSIP states, All schools offer rigorous and relevant computer science education equitably and sustainably throughout grades K12. All teachers are adequately prepared to teach rigorous and relevant computer science aligned with the California K12 Computer Science Standards (CA K12 CS Standards).
(3)Studies on computer science education prove that computer science education develops computational, critical thinking, and problem solving skills that are foundational knowledge for all pupils, regardless of their ultimate field of study or occupation. The Computer Science Standards for California Public Schools, Kindergarten through Grade Twelve, were adopted unanimously by the State Board of Education in 2018, and the Computer Science Strategic Implementation Plan states, computer science for all ensures each and every student develops foundational conceptual knowledge and proficiency in computer science practices to provide the skills to responsibly and productively participate in a world in which digital technologies are broadly integrated.
(4)Despite the value of computer science education, the most recent available data shows that:
(A)Fifty-five percent of high schools in California do not offer a single course in computer science.
(B)Just 5 percent of the 1,930,000 high school pupils in California are enrolled in a computer science course.
(C)Only 34 percent of schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander pupils offer computer science courses, compared to 52 percent of schools serving a greater proportion of White and Asian pupils.
(D)While female pupils comprise 49 percent of the high school population, just 30 percent of pupils taking computer science courses are female.
(E)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.
(F)Rural schools are two times less likely to offer computer science courses than urban schools.
(5)California lags behind the national average, and behind 40 other states, in the percentage of high schools offering at least one computer science course.
(6)Thirty-one other states currently require high schools to offer a computer science course, with eight of those states requiring a computer science course for graduation.
(7)As of January 2023, California has 45,245 open computing jobs that have an average salary of $153,544, yet there were only 9,339 graduates in computer science in 2020. California has the highest number of open computing jobs in the nation.
(8)California has made significant investments in in-service professional development education opportunities in computer science for teachers throughout California. To date, California has invested $20,000,000 for professional learning for educators through the Educator Workforce Investment Grant Program for computer science. An additional $15,000,000 has been invested in the Computer Science Supplementary Authorization Incentive Grant Program to support educators in credentialing. The $50,000,000 Mathematics, Science, and Computer Science Professional Learning Grant reflects further investment in computer science, and Assembly Bill 1251 (Chapter 834, Statutes of 2023), requires the Commission on Teaching Credentialing to, upon appropriation by the Legislature, convene a workgroup to discuss options for expanding credentialing options for computer science.
(b)It is the intent of the Legislature to ensure all California public high schools operated by school districts and charter schools offer computer science.
SEC. 2.Section 51220.7 is added to the Education Code, to read:51220.7.(a)(1)By January 1, 2026, the governing board of each school district, and the governing body of each charter school, maintaining any of grades 9 to 12, inclusive, shall adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science in accordance with all of the following:
(A)(i)Commencing with the 202627 school year, at least one high school per school district offers a computer science course.
(ii)Notwithstanding clause (i), school districts maintaining only one high school instead offer a computer science course by no later than the 202728 school year.
(B)Commencing with the 202728 school year, all charter schools maintaining any of grades 9 to 12, inclusive, offer a computer science course.
(C)Commencing with the 202728 school year, at least 50 percent of the high schools per school district offer a computer science course.
(D)Commencing with the 202829 school year, all high schools in a school district offer a computer science course.
(2)School districts and charter schools shall post the required plan adopted pursuant to paragraph (1) on their respective internet website and shall otherwise make them available upon the request of the department.
(3)On or before May 31, 2026, and annually thereafter until each high school in a school district or each charter school maintaining any of grades 9 to 12, inclusive, as applicable, offers a computer science course, the governing board of a school district and the governing body of a charter school shall review the required plan adopted pursuant to paragraph (1) at a regularly scheduled public meeting and report to the public on its progress in implementing the plan.
(b)For purposes of this section, the following definitions apply:
(1)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 Section 60605.4.
(2)Computer science course means a computer science course that is aligned to the computer science academic content standards adopted by the state board pursuant to Section 60605.4 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.
(c)If a traditional classroom setting for a computer science course is not feasible, the school district or charter school shall include its plan to offer a virtual or distance course option in the require plan adopted pursuant to subdivision (a). The computer science course shall be listed as an option in the schools course catalog.
(d)School districts and charter schools shall describe, in the required plan adopted pursuant to subdivision (a), its 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, as defined in Section 42238.01, that are underrepresented in the field of computer science.
(e)On or before June 30, 2027, and by each June 30 annually thereafter, each school district and charter school shall submit to the department a report for the concluding academic year that shall include, but not be limited to, all of the following: the department shall publicly post the following course-related data for grades 9 to 12, inclusive, on its internet website, disaggregated at the state, county, school district, and school levels, for computer science courses that are submitted and certified by local educational agencies as part of the annual Fall 2 submission to the California Longitudinal Pupil Achievement Data System pursuant to Section 60900:
(1)The names and course codes of computer science courses offered in each school.
(2)The number and percentage of pupils who enrolled in each computer science course, disaggregated by each of the following:
(A)Gender.
(B)Race and ethnicity.
(C)Special education status.
(D)English learner status.
(E)Eligibility Socioeconomically disadvantaged status, including pupils who are eligible for free and or reduced-price meals, as defined in Section 42238.01.
(F)Grade level.
(f)The department shall publicly post all of the following on its internet website:(1)The data identified in paragraph (1) of subdivision (e), disaggregated by school.(2)The data identified in paragraph (2) of subdivision (e), aggregated to the statewide level.(3)A list of computer science course codes and names, including which courses align to the computer science academic content standards adopted pursuant to Section 60605.4.SEC. 3.Chapter 19 (commencing with Section 53310) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read:19.Computer Science Implementation Guide53310.(a)(1)By July 1, 2025, the department, under the direction of the California Computer Science Coordinator, established pursuant to Section 84 of Chapter 51 of the Statutes of 2019, shall develop a computer science implementation guide, which shall include information on all of the following regarding computer science standards-aligned courses:
(A)Varied computer science course options to best meet local capacity and context, including, but not limited to, computer science courses taught as part of a course that may satisfy an AG requirement or that may be integrated into another content area.
(B)Credentialing pathways.
(C)Existing funding sources for professional learning.
(D)Case studies and best practices from California high schools.
(E)References to computer science standards-aligned curriculum resources, including, but not limited to, open-source options.
(F)Open source teacher-ready resources for utilization in computer science courses.
(2)In developing the guide pursuant to paragraph (1), the department shall seek input from stakeholders with relevant expertise and experience in computer science education.
(b)School districts, county offices of education, and charter schools are encouraged to review the computer science implementation guide developed by the department.
SEC. 4.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
(a)The Legislature finds and declares all of the following:
(1)In 2014, Assembly Member Curt Hagman authored, and Governor Jerry Brown signed, Assembly Bill 1539 of the 201314 Regular Session, directing the Instructional Quality Commission to consider developing, and recommending to the State Board of Education, computer science content standards, on or before July 31, 2019, pursuant to recommendations developed by a group of computer science experts. The Instructional Quality Commission recommended computer science standards to the State Board of Education in July 2018, and that state board adopted those standards in September 2018.
(2)In 2016, Assembly Member Susan Bonilla authored, and Governor Jerry Brown signed, Assembly Bill 2329 of the 201516 Regular Session, to require the State Board of Education to create a California Computer Science Strategic Implementation Plan (CSSIP). The CSSIP was developed by 23 CSSIP Advisory Panel members, appointed or designated by a variety of entities, including the Governor, the Senate Committee on Rules, the Speaker of the Assembly, and the Superintendent of Public Instruction. The CSSIP Advisory Panel members had expertise in computer science and included educators from higher education and K12 educational entities, superintendents, researchers, representatives from industry, and others. The CSSIP recommendations were submitted to the State Department of Education, the State Board of Education, and the Legislature in September 2018 and approved by the State Board of Education in May 2019. The vision statement of the CSSIP states, Californias vision is to ensure that all students develop foundational knowledge and skills in computer science to prepare them for college, careers, and civic engagement. The mission statement of the CSSIP states, All schools offer rigorous and relevant computer science education equitably and sustainably throughout grades K12. All teachers are adequately prepared to teach rigorous and relevant computer science aligned with the California K12 Computer Science Standards (CA K12 CS Standards).
(3)Studies on computer science education prove that computer science education develops computational, critical thinking, and problem solving skills that are foundational knowledge for all pupils, regardless of their ultimate field of study or occupation. The Computer Science Standards for California Public Schools, Kindergarten through Grade Twelve, were adopted unanimously by the State Board of Education in 2018, and the Computer Science Strategic Implementation Plan states, computer science for all ensures each and every student develops foundational conceptual knowledge and proficiency in computer science practices to provide the skills to responsibly and productively participate in a world in which digital technologies are broadly integrated.
(4)Despite the value of computer science education, the most recent available data shows that:
(A)Fifty-five percent of high schools in California do not offer a single course in computer science.
(B)Just 5 percent of the 1,930,000 high school pupils in California are enrolled in a computer science course.
(C)Only 34 percent of schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander pupils offer computer science courses, compared to 52 percent of schools serving a greater proportion of White and Asian pupils.
(D)While female pupils comprise 49 percent of the high school population, just 30 percent of pupils taking computer science courses are female.
(E)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.
(F)Rural schools are two times less likely to offer computer science courses than urban schools.
(5)California lags behind the national average, and behind 40 other states, in the percentage of high schools offering at least one computer science course.
(6)Thirty-one other states currently require high schools to offer a computer science course, with eight of those states requiring a computer science course for graduation.
(7)As of January 2023, California has 45,245 open computing jobs that have an average salary of $153,544, yet there were only 9,339 graduates in computer science in 2020. California has the highest number of open computing jobs in the nation.
(8)California has made significant investments in in-service professional development education opportunities in computer science for teachers throughout California. To date, California has invested $20,000,000 for professional learning for educators through the Educator Workforce Investment Grant Program for computer science. An additional $15,000,000 has been invested in the Computer Science Supplementary Authorization Incentive Grant Program to support educators in credentialing. The $50,000,000 Mathematics, Science, and Computer Science Professional Learning Grant reflects further investment in computer science, and Assembly Bill 1251 (Chapter 834, Statutes of 2023), requires the Commission on Teaching Credentialing to, upon appropriation by the Legislature, convene a workgroup to discuss options for expanding credentialing options for computer science.
(b)It is the intent of the Legislature to ensure all California public high schools operated by school districts and charter schools offer computer science.
SEC. 2.Section 51220.7 is added to the Education Code, to read:51220.7.(a)(1)Commencing with the 202627 school year, at least one high school per school district shall offer a computer science course.(2)Notwithstanding paragraph (1), school districts maintaining only one high school shall instead offer a computer science course by no later than the 202728 school year.(b)Commencing with the 202728 school year, all charter schools maintaining any of grades 9 to 12, inclusive, shall offer a computer science course.(c)Commencing with the 202728 school year, at least 50 percent of the high schools per school district shall offer a computer science course.(d)Commencing with the 202829 school year, all high schools in a school district offer a computer science course.(e)51220.7.(a)(1)By January 1, 2026, the governing board of each school district, and the governing body of each charter school, maintaining any of grades 9 to 12, inclusive, shall adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science in accordance with all of the following:
(A)(i)Commencing with the 202627 school year, at least one high school per school district offers a computer science course.
(ii)Notwithstanding clause (i), school districts maintaining only one high school instead offer a computer science course by no later than the 202728 school year.
(B)Commencing with the 202728 school year, all charter schools maintaining any of grades 9 to 12, inclusive, offer a computer science course.
(C)Commencing with the 202728 school year, at least 50 percent of the high schools per school district offer a computer science course.
(D)Commencing with the 202829 school year, all high schools in a school district offer a computer science course.
(2)School districts and charter schools shall post the required plan adopted pursuant to paragraph (1) on their respective internet website and shall otherwise make them available upon the request of the department.
(3)On or before May 31, 2026, and annually thereafter until each high school in a school district or each charter school maintaining any of grades 9 to 12, inclusive, as applicable, offers a computer science course, the governing board of a school district and the governing body of a charter school shall review the required plan adopted pursuant to paragraph (1) at a regularly scheduled public meeting and report to the public on its progress in implementing the plan.
(b)For purposes of this section, the following definitions apply:
(1)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 Section 60605.4.
(2)Computer science course means a computer science course that is aligned to the computer science academic content standards adopted by the state board pursuant to Section 60605.4 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.
(f)A computer science course offered for purposes of this section shall be provided pursuant to in-person instruction, as defined in subdivision (f) of Section 43520.5. If(c)If a traditional classroom setting for a computer science course is not feasible, the school district or charter school may submit an alternate shall include its plan to offer a virtual or distance course option. option in the require plan adopted pursuant to subdivision (a). The computer science course shall be listed as an option in the schools course catalog.
(g)(d)School districts and charter schools shall make describe, in the required plan adopted pursuant to subdivision (a), its 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, as defined in Section 42238.01, that are underrepresented in the field of computer science.
(h)(e)On or before June 30, 2027, and by each June 30 thereafter, each school district and charter school shall submit to the department 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 courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available. school.
(2)The number and percentage of pupils who enrolled in each computer science course, disaggregated by each of the following:
(A)Gender.
(B)Race and ethnicity.
(C)Special education status.
(D)English learner status.
(E)Eligibility for free and reduced-price meals, as defined in Section 42238.01.
(F)Grade level.
(i)(f)The department shall publicly post all of the following on its internet website:
(1)The data identified in paragraph (1) of subdivision (h), (e), disaggregated by school.
(2)The data identified in paragraph (2) of subdivision (h), (e), aggregated to the statewide level.
(3)A list of computer science course codes and names, including course descriptions and which courses align to the computer science academic content standards adopted pursuant to Section 60605.4.
SEC. 3.Section 51225.3 of the Education Code, as amended by Section 35 of Chapter 571 of the Statutes of 2022, is amended to read:51225.3.(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:(A)Three courses in English.(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.(C)Two courses in science, including biological and physical sciences.(D)Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics.(E)One course in visual or performing arts, world language, or, commencing with the 201213 school year, career technical education.(i)For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in world language.(ii)For purposes of this subparagraph, a course in career technical education means a course in a district-operated career technical education program that is aligned to the career technical model curriculum standards and framework adopted by the state board, including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement.(iii)This subparagraph does not require a school or school district that currently does not offer career technical education courses to start new career technical education programs for purposes of this section.(iv)If a school district or county office of education elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the governing board of the school district or county office of education, before offering that alternative to pupils, shall notify parents, teachers, pupils, and the public at a regularly scheduled meeting of the governing board of all of the following:(I)The intent to offer career technical education courses to fulfill the graduation requirement specified in this subparagraph.(II)The impact that offering career technical education courses, pursuant to this subparagraph, will have on the availability of courses that meet the eligibility requirements for admission to the California State University and the University of California, and whether the career technical education courses to be offered pursuant to this subparagraph are approved to satisfy those eligibility requirements. If a school district elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the school district shall comply with subdivision (l) of Section 48980.(III)The distinction, if any, between the high school graduation requirements of the school district or county office of education, and the eligibility requirements for admission to the California State University and the University of California.(F)Two courses in physical education, unless the pupil has been exempted pursuant to this code.(G)(i)Commencing with pupils graduating in the 202930 school year, including for pupils enrolled in a charter school, a one-semester course in ethnic studies. A local educational agency, including a charter school, may require a full-year course in ethnic studies at its discretion. Commencing with the 202526 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer at least a one-semester course in ethnic studies.(ii)Subject to the course offerings of a local educational agency, including a charter school, a pupil may fulfill the requirement of clause (i) through the completion of any of the following types of courses:(I)A course based on the model curriculum developed pursuant to Section 51226.7.(II)An existing ethnic studies course.(III)An ethnic studies course taught as part of a course that has been approved as meeting the AG requirements of the University of California and the California State University.(IV)A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school. The proposed course shall first be presented at a public meeting of the governing board of the school district or the governing body of the charter school, and shall not be approved until a subsequent public meeting of the governing board or governing body at which the public has had the opportunity to express its views on the proposed course.(iii)A course that does not use ethnic studies content as the primary content through which the subject is taught shall not be used to satisfy the requirement of clause (i).(iv)A pupil completing a course described in clause (ii) shall also accrue credit for coursework in the subject that the course is offered, including, if applicable, credit towards satisfying a course required for a diploma of graduation from high school pursuant to this section.(v)Curriculum, instruction, and instructional materials for a course described in clause (ii) shall meet all of the following requirements:(I)Be appropriate for use with pupils of all races, religions, nationalities, genders, sexual orientations, and diverse ethnic and cultural backgrounds, pupils with disabilities, and English learners.(II)Not reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.(III)Not teach or promote religious doctrine.(vi)It is the intent of the Legislature that local educational agencies, including charter schools, consider that, pursuant to Section 51226.7, the Instructional Quality Commission undertook a lengthy, thorough, deliberative, and inclusive process before submitting a model curriculum in ethnic studies to the state board. To the extent that local educational agencies, including charter schools, choose to locally develop an ethnic studies program for approval by their governing board or governing body, it is the intent of the Legislature that local educational agencies not use the portions of the draft model curriculum that were not adopted by the Instructional Quality Commission due to concerns related to bias, bigotry, and discrimination.(vii)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall not be construed to alter any other requirement of this section for pupils enrolled in a charter school.(H)(i)Commencing with pupils graduating in the 203031 school year, including for pupils enrolled in a charter school, a course in computer science.(ii)Subject to the course offerings of a local educational agency, including for pupils enrolled in a charter school, a pupil may fulfill the requirement pursuant to clause (i) through the completion of any of the following types of courses:(I)A computer science course, as defined in paragraph (2) of subdivision (e) of Section 51220.7. (II)A computer science course taught as part of a course that satisfies both of the following requirements:(ia)It has been approved as meeting the AG requirements for the University of California and the California State University.(ib)It is aligned to the computer science academic content standards as adopted by the state board pursuant to Section 60605.4.(iii)A pupil completing a course described in subclause (II) of clause (ii) may count that course toward both the graduation requirement pursuant to this subparagraph and the graduation requirement for which it is otherwise offered.(2)Other coursework requirements adopted by the governing board of the school district.(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.(c)On or before July 1, 2017, the department shall submit a comprehensive report to the appropriate policy committees of the Legislature on the addition of career technical education courses to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a), including, but not limited to, the following information:(1)A comparison of the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 200506 to 201112 school years, inclusive, to the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 201213 to 201617 school years, inclusive.(2)The reasons, reported by school districts, that pupils give for choosing to enroll in a career technical education course to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a).(3)The type and number of career technical education courses that were conducted for the 200506 to 201112 school years, inclusive, compared to the type and number of career technical education courses that were conducted for the 201213 to 201617 school years, inclusive.(4)The number of career technical education courses that satisfied the subject matter requirements for admission to the University of California or the California State University.(5)The extent to which the career technical education courses chosen by pupils are aligned with the California Career Technical Education Model Curriculum Standards, and prepare pupils for employment, advanced training, and postsecondary education.(6)The number of career technical education courses that also satisfy the visual and performing arts requirement, and the number of career technical education courses that also satisfy the world language requirement.(7)Annual pupil dropout and graduation rates for the 201112 to 201415 school years, inclusive.(d)For purposes of completing the report described in subdivision (c), the Superintendent may use existing state resources and federal funds. If state or federal funds are not available or sufficient, the Superintendent may apply for and accept grants, and receive donations and other financial support, from public or private sources for purposes of this section.(e)For purposes of completing the report described in subdivision (c), the Superintendent may accept support, including, but not limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents, and pupils.(f)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall become operative only upon an appropriation of funds by the Legislature for purposes of these amendments in the annual Budget Act or another statute.(g)This section shall become inoperative on the earlier of the following two dates:(1)On July 1, immediately following the first fiscal year after the enactment of Chapter 621 of the Statutes of 2011 in which the number of career technical education courses that, as determined by the department, satisfy the world language requirement for admission to the California State University and the University of California is at least twice the number of career technical education courses that meet these admission requirements as of January 1, 2012. This section shall be repealed on the following January 1, unless a later enacted statute, that becomes operative on or before that date, deletes or extends the dates on which it becomes inoperative and is repealed. It is the intent of the Legislature that new career technical education courses that satisfy the world language requirement for admission to the California State University and the University of California focus on world languages aligned with career preparation, emphasizing real-world application and technical content in related career and technical education courses.(2)On July 1, 2027, and, as of January 1, 2028, is repealed.SEC. 4.Section 51225.3 of the Education Code, as amended by Section 36 of Chapter 571 of the Statutes of 2022, is amended to read:51225.3.(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:(A)Three courses in English.(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.(C)Two courses in science, including biological and physical sciences.(D)Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics.(E)One course in visual or performing arts or world language. For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in world language.(F)Two courses in physical education, unless the pupil has been exempted pursuant to this code.(G)(i)Commencing with pupils graduating in the 202930 school year, including for pupils enrolled in a charter school, a one-semester course in ethnic studies. A local educational agency, including a charter school, may require a full-year course in ethnic studies at its discretion. Commencing with the 202526 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer at least a one-semester course in ethnic studies.(ii)Subject to the course offerings of a local educational agency, including a charter school, a pupil may fulfill the requirement of clause (i) through the completion of any of the following types of courses:(I)A course based on the model curriculum developed pursuant to Section 51226.7.(II)An existing ethnic studies course.(III)An ethnic studies course taught as part of a course that has been approved as meeting the AG requirements of the University of California and the California State University.(IV)A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school. The proposed course shall first be presented at a public meeting of the governing board of the school district or the governing body of the charter school, and shall not be approved until a subsequent public meeting of the governing board or governing body at which the public has had the opportunity to express its views on the proposed course.(iii)A course that does not use ethnic studies content as the primary content through which the subject is taught shall not be used to satisfy the requirement of clause (i).(iv)A pupil completing a course described in clause (ii) shall also accrue credit for coursework in the subject that the course is offered, including, if applicable, credit towards satisfying a course required for a diploma of graduation from high school pursuant to this section.(v)Curriculum, instruction, and instructional materials for a course described in clause (ii) shall meet all of the following requirements:(I)Be appropriate for use with pupils of all races, religions, nationalities, genders, sexual orientations, and diverse ethnic and cultural backgrounds, pupils with disabilities, and English learners.(II)Not reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.(III)Not teach or promote religious doctrine.(vi)It is the intent of the Legislature that local educational agencies, including charter schools, consider that, pursuant to Section 51226.7, the Instructional Quality Commission undertook a lengthy, thorough, deliberative, and inclusive process before submitting a model curriculum in ethnic studies to the state board. To the extent that local educational agencies, including charter schools, choose to locally develop an ethnic studies program for approval by their governing board or governing body, it is the intent of the Legislature that local educational agencies not use the portions of the draft model curriculum that were not adopted by the Instructional Quality Commission due to concerns related to bias, bigotry, and discrimination.(vii)The amendments made to this section by Section 2 of Chapter 661 of the Statutes of 2021 shall not be construed to alter any other requirement of this section for pupils enrolled in a charter school.(H)(i)Commencing with pupils graduating in the 203031 school year, including for pupils enrolled in a charter school, a course in computer science.(ii)Subject to the course offerings of a local educational agency, including for pupils enrolled in a charter school, a pupil may fulfill the requirement pursuant to clause (i) through the completion of any of the following types of courses:(I)A computer science course, as defined in paragraph (2) of subdivision (e) of Section 51220.7.(II)A computer science course taught as part of a course that satisfies both of the following requirements:(ia)It has been approved as meeting the AG requirements for the University of California and the California State University.(ib)It is aligned to the computer science academic content standards as adopted by the state board pursuant to Section 60605.4.(iii)A pupil completing a course described in subclause (II) of clause (ii) may count that course toward both the graduation requirement pursuant to this subparagraph and the graduation requirement for which it is otherwise offered.(2)Other coursework requirements adopted by the governing board of the school district.(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.(c)If a pupil completed a career technical education course that met the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of Section 51225.3, as amended by Section 3 of Chapter 621 of the Statutes of 2011, before the inoperative date of that section, that course shall be deemed to fulfill the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of this section.(d)The amendments made to this section by Section 2 of Chapter 661 of the Statutes of 2021 shall become operative only upon an appropriation of funds by the Legislature for purposes of these amendments in the annual Budget Act or another statute.(e)This section shall become operative upon the date that Section 51225.3, as amended by Section 35 of Assembly Bill 185 of the 202122 Regular Session, becomes inoperative.SEC. 5.SEC. 3.Chapter 19 (commencing with Section 53310) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read:19.Computer Science Implementation Guide53310.(a)The (1)By July 1, 2025, the department, under the direction of the California Computer Science Coordinator, established pursuant to Section 84 of Chapter 51 of the Statutes of 2019, shall develop a computer science implementation guide, which shall include information on all of the following regarding computer science standards-aligned courses:
(1)(A)Varied computer science course options to best meet local capacity and context, including, but not limited to, computer science courses taught as part of a course that may satisfy an A-G AG requirement or that may be integrated into another content area.
(2)(B)Credentialing pathways.
(3)(C)Existing funding sources for professional learning.
(4)(D)Case studies and best practices from California high schools.
(5)(E)References to computer science standards-aligned curriculum resources, including, but not limited to, open source open-source options.
(6)(F)Open source teacher-ready resources for utilization in computer science courses.
(2)In developing the guide pursuant to paragraph (1), the department shall seek input from stakeholders with relevant expertise and experience in computer science education.
(b)School districts, county offices of education, and charter schools shall are encouraged to review the computer science implementation guide developed by the department for guidance regarding courses through which a pupil may fulfill the computer science graduation requirement specified in Section 51225.3. department.
SEC. 6.SEC. 4.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
(a)The Legislature finds and declares all of the following:
(1)In 2014, Assembly Member Curt Hagman authored, and Governor Jerry Brown signed, Assembly Bill 1539 of the 201314 Regular Session, directing the Instructional Quality Commission to consider developing, and recommending to the State Board of Education, computer science content standards, on or before July 31, 2019, pursuant to recommendations developed by a group of computer science experts. The Instructional Quality Commission recommended computer science standards to the State Board of Education in July 2018, and that state board adopted those standards in September 2018.
(2)In 2016, Assembly Member Susan Bonilla authored, and Governor Jerry Brown signed, Assembly Bill 2329 of the 201516 Regular Session, to require the State Board of Education to create a California Computer Science Strategic Implementation Plan (CSSIP). The CSSIP was developed by 23 CSSIP Advisory Panel members, appointed or designated by a variety of entities, including the Governor, the Senate Committee on Rules, the Speaker of the Assembly, and the Superintendent of Public Instruction. The CSSIP Advisory Panel members had expertise in computer science and included educators from higher education and K12 educational entities, superintendents, researchers, representatives from industry, and others. The CSSIP recommendations were submitted to the State Department of Education, the State Board of Education, and the Legislature in September 2018 and approved by the State Board of Education in May 2019. The vision statement of the CSSIP states, Californias vision is to ensure that all students develop foundational knowledge and skills in computer science to prepare them for college, careers, and civic engagement. The mission statement of the CSSIP states, All schools offer rigorous and relevant computer science education equitably and sustainably throughout grades K12. All teachers are adequately prepared to teach rigorous and relevant computer science aligned with the California K12 Computer Science Standards (CA K12 CS Standards).
(3)Studies on computer science education prove that computer science education develops computational, critical thinking, and problem solving skills that are foundational knowledge for all pupils, regardless of their ultimate field of study or occupation. The Computer Science Standards for California Public Schools, Kindergarten through Grade Twelve, were adopted unanimously by the State Board of Education in 2018, and the Computer Science Strategic Implementation Plan states, computer science for all ensures each and every student develops foundational conceptual knowledge and proficiency in computer science practices to provide the skills to responsibly and productively participate in a world in which digital technologies are broadly integrated.
(4)Despite the value of computer science education, the most recent available data shows that:
(A)Fifty-five percent of high schools in California do not offer a single course in computer science.
(B)Just 5 percent of the 1,930,000 high school pupils in California are enrolled in a computer science course.
(C)Only 34 percent of schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander pupils offer computer science courses, compared to 52 percent of schools serving a greater proportion of White and Asian pupils.
(D)While female pupils comprise 49 percent of the high school population, just 30 percent of pupils taking computer science courses are female.
(E)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.
(F)Rural schools are two times less likely to offer computer science courses than urban schools.
(5)California lags behind the national average, and behind 40 other states, in the percentage of high schools offering at least one computer science course.
(6)Twenty-seven Thirty-one other states currently require high schools to offer a computer science course, with five eight of those states requiring a computer science course for graduation.
(7)As of January 2023, California has 45,245 open computing jobs that have an average salary of $153,544, yet there were only 9,339 graduates in computer science in 2020. California has the highest number of open computing jobs in the nation.
(8)California has made significant investments in in-service professional development education opportunities in computer science for teachers throughout California. To date, California has invested $35,000,000 specifically for computer science education professional development and a working group on credentialing for instruction on computer science. $20,000,000 for professional learning for educators through the Educator Workforce Investment Grant Program for computer science. An additional $15,000,000 has been invested in the Computer Science Supplementary Authorization Incentive Grant Program to support educators in credentialing. The $50,000,000 Mathematics, Science, and Computer Science Professional Learning Grant reflects further investment in computer science, and Assembly Bill 1251 (Chapter 834, Statutes of 2023), requires the Commission on Teaching Credentialing to, upon appropriation by the Legislature, convene a workgroup to discuss options for expanding credentialing options for computer science.
(b)It is the intent of the Legislature to ensure all California public high schools operated by school districts and charter schools offer computer science.
SEC. 2.Section 51220.7 is added to the Education Code, to read:51220.7.(a)(1)Commencing with the 202627 school year, at least one high school per school district shall offer a computer science education course.
(2)Notwithstanding paragraph (1), school districts maintaining only one high school shall instead offer a computer science education course by no later than the 202728 school year.
(b)Commencing with the 202728 school year, all charter schools maintaining any of grades 9 to 12, inclusive, shall offer a computer science education course.
(c)Commencing with the 202728 school year, at least 50 percent of the high schools per school district shall offer a computer science education course.
(d)Commencing with the 202829 school year, all high schools in a school district offer a computer science education course.
(e)For purposes of this section, the following definitions apply:
(1)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 Section 60605.4.
(2)Computer science education course means a computer science course that is aligned to the computer science academic content standards adopted by the state board pursuant to Section 60605.4 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.
(f)A computer science education course offered for purposes of this section shall be provided pursuant to in-person instruction, as defined in subdivision (f) of Section 43520.5. If a traditional classroom setting is not feasible, the school district or charter school may submit an alternate plan to offer a virtual or distance course option. The computer science education course shall be listed as an option in the schools course catalog.
(g)School districts and charter schools shall make 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, as defined in Section 42238.01, that are underrepresented in the field of computer science.
(h)On or before June 30, 2027, and by each June 30 thereafter, each school district and charter school shall submit to the department 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:
(A)Gender.
(B)Race and ethnicity.
(C)Special education status.
(D)English learner status.
(E)Eligibility for free and reduced-price meals, as defined in Section 42238.01.
(F)Grade level.
(i)(1)The department shall publicly post all of the following on its internet website:
(A)(1)The data identified in paragraph (1) of subdivision (h), disaggregated by school.
(B)(2)The data identified in paragraph (2) of subdivision (h), aggregated to the statewide level.
(C)(3)A list of computer science education course codes and names, including course descriptions and which courses align to the computer science academic content standards adopted pursuant to Section 60605.4.
(2)The department shall publicly post data consistent with any standards prescribed pursuant to the California Cradle-to-Career Data System established pursuant to Article 2 (commencing with Section 10860) of Chapter 8.5 of Part 7 of Division 1 of Title 1.SEC. 3.Section 51225.3 of the Education Code, as amended by Section 35 of Chapter 571 of the Statutes of 2022, is amended to read:51225.3.(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:
(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:
(A)Three courses in English.
(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.
(C)Two courses in science, including biological and physical sciences.
(D)Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics.
(E)One course in visual or performing arts, world language, or, commencing with the 201213 school year, career technical education.
(i)For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in world language.
(ii)For purposes of this subparagraph, a course in career technical education means a course in a district-operated career technical education program that is aligned to the career technical model curriculum standards and framework adopted by the state board, including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement.
(iii)This subparagraph does not require a school or school district that currently does not offer career technical education courses to start new career technical education programs for purposes of this section.
(iv)If a school district or county office of education elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the governing board of the school district or county office of education, before offering that alternative to pupils, shall notify parents, teachers, pupils, and the public at a regularly scheduled meeting of the governing board of all of the following:
(I)The intent to offer career technical education courses to fulfill the graduation requirement specified in this subparagraph.
(II)The impact that offering career technical education courses, pursuant to this subparagraph, will have on the availability of courses that meet the eligibility requirements for admission to the California State University and the University of California, and whether the career technical education courses to be offered pursuant to this subparagraph are approved to satisfy those eligibility requirements. If a school district elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the school district shall comply with subdivision (l) of Section 48980.
(III)The distinction, if any, between the high school graduation requirements of the school district or county office of education, and the eligibility requirements for admission to the California State University and the University of California.
(F)Two courses in physical education, unless the pupil has been exempted pursuant to this code.
(G)(i)Commencing with pupils graduating in the 202930 school year, including for pupils enrolled in a charter school, a one-semester course in ethnic studies. A local educational agency, including a charter school, may require a full-year course in ethnic studies at its discretion. Commencing with the 202526 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer at least a one-semester course in ethnic studies.
(ii)Subject to the course offerings of a local educational agency, including a charter school, a pupil may fulfill the requirement of clause (i) through the completion of any of the following types of courses:
(I)A course based on the model curriculum developed pursuant to Section 51226.7.
(II)An existing ethnic studies course.
(III)An ethnic studies course taught as part of a course that has been approved as meeting the AG requirements of the University of California and the California State University.
(IV)A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school. The proposed course shall first be presented at a public meeting of the governing board of the school district or the governing body of the charter school, and shall not be approved until a subsequent public meeting of the governing board or governing body at which the public has had the opportunity to express its views on the proposed course.
(iii)A course that does not use ethnic studies content as the primary content through which the subject is taught shall not be used to satisfy the requirement of clause (i).
(iv)A pupil completing a course described in clause (ii) shall also accrue credit for coursework in the subject that the course is offered, including, if applicable, credit towards satisfying a course required for a diploma of graduation from high school pursuant to this section.
(v)Curriculum, instruction, and instructional materials for a course described in clause (ii) shall meet all of the following requirements:
(I)Be appropriate for use with pupils of all races, religions, nationalities, genders, sexual orientations, and diverse ethnic and cultural backgrounds, pupils with disabilities, and English learners.
(II)Not reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.
(III)Not teach or promote religious doctrine.
(vi)It is the intent of the Legislature that local educational agencies, including charter schools, consider that, pursuant to Section 51226.7, the Instructional Quality Commission undertook a lengthy, thorough, deliberative, and inclusive process before submitting a model curriculum in ethnic studies to the state board. To the extent that local educational agencies, including charter schools, choose to locally develop an ethnic studies program for approval by their governing board or governing body, it is the intent of the Legislature that local educational agencies not use the portions of the draft model curriculum that were not adopted by the Instructional Quality Commission due to concerns related to bias, bigotry, and discrimination.
(vii)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall not be construed to alter any other requirement of this section for pupils enrolled in a charter school.
(H)(i)Commencing with pupils graduating in the 203031 school year, including for pupils enrolled in a charter school, a course in computer science education. science.
(ii)Subject to the course offerings of a local educational agency, including for pupils enrolled in a charter school, a pupil may fulfill the requirement pursuant to clause (i) through the completion of a any of the following types of courses:
(I)A computer science course, as defined in paragraph (2) of subdivision (e) of Section 51220.7.
(II)A computer science course taught as part of a course that has satisfies both of the following requirements:
(ia)It has been approved as meeting the AG requirements for the University of California and the California State University.
(ib)It is aligned to the computer science academic content standards as adopted by the state board pursuant to Section 60605.4.
(iii)A pupil completing a course described in subclause (II) of clause (ii) may count that course toward both the graduation requirement pursuant to this subparagraph and the graduation requirement for which it is otherwise offered.
(2)Other coursework requirements adopted by the governing board of the school district.
(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.
(c)On or before July 1, 2017, the department shall submit a comprehensive report to the appropriate policy committees of the Legislature on the addition of career technical education courses to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a), including, but not limited to, the following information:
(1)A comparison of the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 200506 to 201112 school years, inclusive, to the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 201213 to 201617 school years, inclusive.
(2)The reasons, reported by school districts, that pupils give for choosing to enroll in a career technical education course to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a).
(3)The type and number of career technical education courses that were conducted for the 200506 to 201112 school years, inclusive, compared to the type and number of career technical education courses that were conducted for the 201213 to 201617 school years, inclusive.
(4)The number of career technical education courses that satisfied the subject matter requirements for admission to the University of California or the California State University.
(5)The extent to which the career technical education courses chosen by pupils are aligned with the California Career Technical Education Model Curriculum Standards, and prepare pupils for employment, advanced training, and postsecondary education.
(6)The number of career technical education courses that also satisfy the visual and performing arts requirement, and the number of career technical education courses that also satisfy the world language requirement.
(7)Annual pupil dropout and graduation rates for the 201112 to 201415 school years, inclusive.
(d)For purposes of completing the report described in subdivision (c), the Superintendent may use existing state resources and federal funds. If state or federal funds are not available or sufficient, the Superintendent may apply for and accept grants, and receive donations and other financial support support, from public or private sources for purposes of this section.
(e)For purposes of completing the report described in subdivision (c), the Superintendent may accept support, including, but not limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents, and pupils.
(f)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall become operative only upon an appropriation of funds by the Legislature for purposes of these amendments in the annual Budget Act or another statute.
(g)This section shall become inoperative on the earlier of the following two dates:
(1)On July 1, immediately following the first fiscal year after the enactment of Chapter 621 of the Statutes of 2011 in which the number of career technical education courses that, as determined by the department, satisfy the world language requirement for admission to the California State University and the University of California is at least twice the number of career technical education courses that meet these admission requirements as of January 1, 2012. This section shall be repealed on the following January 1, unless a later enacted statute, that becomes operative on or before that date, deletes or extends the dates on which it becomes inoperative and is repealed. It is the intent of the Legislature that new career technical education courses that satisfy the world language requirement for admission to the California State University and the University of California focus on world languages aligned with career preparation, emphasizing real-world application and technical content in related career and technical education courses.
(2)On July 1, 2027, and, as of January 1, 2028, is repealed.
SEC. 4.Section 51225.3 of the Education Code, as amended by Section 36 of Chapter 571 of the Statutes of 2022, is amended to read:51225.3.(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:
(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:
(A)Three courses in English.
(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.
(C)Two courses in science, including biological and physical sciences.
(D)Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics.
(E)One course in visual or performing arts or world language. For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in world language.
(F)Two courses in physical education, unless the pupil has been exempted pursuant to this code.
(G)(i)Commencing with pupils graduating in the 202930 school year, including for pupils enrolled in a charter school, a one-semester course in ethnic studies. A local educational agency, including a charter school, may require a full-year course in ethnic studies at its discretion. Commencing with the 202526 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer at least a one-semester course in ethnic studies.
(ii)Subject to the course offerings of a local educational agency, including a charter school, a pupil may fulfill the requirement of clause (i) through the completion of any of the following types of courses:
(I)A course based on the model curriculum developed pursuant to Section 51226.7.
(II)An existing ethnic studies course.
(III)An ethnic studies course taught as part of a course that has been approved as meeting the AG requirements of the University of California and the California State University.
(IV)A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school. The proposed course shall first be presented at a public meeting of the governing board of the school district or the governing body of the charter school, and shall not be approved until a subsequent public meeting of the governing board or governing body at which the public has had the opportunity to express its views on the proposed course.
(iii)A course that does not use ethnic studies content as the primary content through which the subject is taught shall not be used to satisfy the requirement of clause (i).
(iv)A pupil completing a course described in clause (ii) shall also accrue credit for coursework in the subject that the course is offered, including, if applicable, credit towards satisfying a course required for a diploma of graduation from high school pursuant to this section.
(v)Curriculum, instruction, and instructional materials for a course described in clause (ii) shall meet all of the following requirements:
(I)Be appropriate for use with pupils of all races, religions, nationalities, genders, sexual orientations, and diverse ethnic and cultural backgrounds, pupils with disabilities, and English learners.
(II)Not reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.
(III)Not teach or promote religious doctrine.
(vi)It is the intent of the Legislature that local educational agencies, including charter schools, consider that, pursuant to Section 51226.7, the Instructional Quality Commission undertook a lengthy, thorough, deliberative, and inclusive process before submitting a model curriculum in ethnic studies to the state board. To the extent that local educational agencies, including charter schools, choose to locally develop an ethnic studies program for approval by their governing board or governing body, it is the intent of the Legislature that local educational agencies not use the portions of the draft model curriculum that were not adopted by the Instructional Quality Commission due to concerns related to bias, bigotry, and discrimination.
(vii)The amendments made to this section by Section 2 of Chapter 661 of the Statutes of 2021 shall not be construed to alter any other requirement of this section for pupils enrolled in a charter school.
(H)(i)Commencing with pupils graduating in the 203031 school year, including for pupils enrolled in a charter school, a course in computer science education. science.
(ii)Subject to the course offerings of a local educational agency, including for pupils enrolled in a charter school, a pupil may fulfill the requirement pursuant to clause (i) through the completion of a any of the following types of courses:
(I)A computer science course, as defined in paragraph (2) of subdivision (e) of Section 51220.7.
(II)A computer science course taught as part of a course that has satisfies both of the following requirements:
(ia)It has been approved as meeting the AG requirements for the University of California and the California State University.
(ib)It is aligned to the computer science academic content standards as adopted by the state board pursuant to Section 60605.4.
(iii)A pupil completing a course described in subclause (II) of clause (ii) may count that course toward both the graduation requirement pursuant to this subparagraph and the graduation requirement for which it is otherwise offered.
(2)Other coursework requirements adopted by the governing board of the school district.
(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.
(c)If a pupil completed a career technical education course that met the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of Section 51225.3, as amended by Section 3 of Chapter 621 of the Statutes of 2011, before the inoperative date of that section, that course shall be deemed to fulfill the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of this section.
(d)The amendments made to this section by Section 2 of Chapter 661 of the Statutes of 2021 shall become operative only upon an appropriation of funds by the Legislature for purposes of these amendments in the annual Budget Act or another statute.
(e)This section shall become operative upon the date that Section 51225.3, as amended by Section 35 of Assembly Bill 185 of the 202122 Regular Session, becomes inoperative.
SEC. 5.Chapter 19 (commencing with Section 53310) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read:19.Computer Science Implementation Guide53310.(a)The department, under the direction of the California Computer Science Coordinator, established pursuant to Section 84 of Chapter 51 of the Statutes of 2019, shall develop a computer science implementation guide, which shall include information on all of the following regarding computer science standards-aligned courses:
(1)Varied computer science course options to best meet local capacity and context, including, but not limited to, computer science courses taught as part of a course that may satisfy an A-G requirement or that may be integrated into another content area.
(2)Credentialing pathways.
(3)Existing funding sources for professional learning.
(4)Case studies and best practices from California high schools.
(5)References to computer science standards-aligned curriculum resources, including, but not limited to, open source options.
(6)Open source teacher-ready resources for utilization in computer science courses.
(b)School districts, county offices of education, and charter schools shall review the computer science implementation guide developed by the department for guidance regarding courses through which a pupil may fulfill the computer science graduation requirement specified in Section 51225.3.
SEC. 5.SEC. 6.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
(a)The Legislature finds and declares all of the following:
(1)In 2014, Assembly Member Curt Hagman authored, and Governor Jerry Brown signed, Assembly Bill 1539 of the 201314 Regular Session, directing the Instructional Quality Commission to consider developing, and recommending to the State Board of Education, computer science content standards, on or before July 31, 2019, pursuant to recommendations developed by a group of computer science experts. The Instructional Quality Commission recommended computer science standards to the State Board of Education in July 2018, and that state board adopted those standards in September 2018.
(2)In 2016, Assembly Member Susan Bonilla authored, and Governor Jerry Brown signed, Assembly Bill 2329 of the 201516 Regular Session, to require the State Board of Education to create a California Computer Science Strategic Implementation Plan (CSSIP). The CSSIP was developed by 23 CSSIP Advisory Panel members, appointed or designated by a variety of entities, including the Governor, the Senate Committee on Rules, the Speaker of the Assembly, and the Superintendent of Public Instruction. The CSSIP Advisory Panel members had expertise in computer science and included educators from higher education and K12 educational entities, superintendents, researchers, representatives from industry, and others. The CSSIP recommendations were submitted to the State Department of Education, the State Board of Education, and the Legislature in September 2018 and approved by the State Board of Education in May 2019. The vision statement of the CSSIP states, Californias vision is to ensure that all students develop foundational knowledge and skills in computer science to prepare them for college, careers, and civic engagement. The mission statement of the CSSIP states, All schools offer rigorous and relevant computer science education equitably and sustainably throughout grades K12. All teachers are adequately prepared to teach rigorous and relevant computer science aligned with the California K12 Computer Science Standards (CA K12 CS Standards).
(3)Studies on computer science education prove that computer science education develops computational, critical thinking, and problem solving skills that are foundational knowledge for all pupils, regardless of their ultimate field of study or occupation.
(4)Despite the value of computer science education, the most recent available data shows that:
(A)Fifty-five percent of high schools in California do not offer a single course in computer science.
(B)Just 5 percent of the 1,930,000 high school pupils in California are enrolled in a computer science course.
(C)Only 34 percent of schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander pupils offer computer science courses, compared to 52 percent of schools serving a greater proportion of White and Asian pupils.
(D)While female pupils comprise 49 percent of the high school population, just 30 percent of pupils taking computer science courses are female.
(E)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.
(F)Rural schools are two times less likely to offer computer science courses than urban schools.
(5)California lags behind the national average, and behind 40 other states, in the percentage of high schools offering at least one computer science course.
(6)Twenty-seven other states currently require high schools to offer a computer science course, with five of those states requiring a computer science course for graduation.
(7) As of January 2023, California has 45,245 open computing jobs that have an average salary of $153,544, yet there were only 9,339 graduates in computer science in 2020. California has the highest number of open computing jobs in the nation.
(8)California has made significant investments in in-service professional development education opportunities in computer science for teachers throughout California. To date, California has invested $35,000,000 specifically for computer science education professional development and a working group on credentialing for instruction on computer science.
(b)It is the intent of the Legislature to ensure all California public high schools operated by school districts and charter schools offer computer science.
SEC. 2.Section 51220.7 is added to the Education Code, to read:51220.7.(a)(1)Commencing with the 202627 school year, at least one high school per school district shall offer a computer science education course.
(2)Notwithstanding paragraph (1), school districts maintaining only one high school shall instead offer a computer science education course by no later than the 202728 school year.
(b)Commencing with the 202728 school year, all charter schools maintaining any of grades 9 to 12, inclusive, shall offer a computer science education course.
(c)Commencing with the 202728 school year, at least 50 percent of the high schools per school district shall offer a computer science education course.
(d)Commencing with the 202829 school year, all high schools in a school district offer a computer science education course.
(e)For purposes of this section, the following definitions apply:
(1)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 Section 60605.4.
(2)Computer science education course means a computer science course that is aligned to the computer science academic content standards adopted by the state board pursuant to Section 60605.4 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.
(f)A computer science education course offered for purposes of this section shall be provided pursuant to in-person instruction, as defined in subdivision (f) of Section 43520.5. If a traditional classroom setting is not feasible, the school district or charter school may submit an alternate plan to offer a virtual or distance course option. The computer science education course shall be listed as an option in the schools course catalog.
(g)School districts and charter schools shall make 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, as defined in Section 42238.01, that are underrepresented in the field of computer science.
(h)On or before June 30, 2027, and by each June 30 thereafter, each school district and charter school shall submit to the department 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:
(A)Gender.
(B)Race and ethnicity.
(C)Special education status.
(D)English learner status.
(E)Eligibility for free and reduced-price meals, as defined in Section 42238.01.
(F)Grade level.
(i)(1)The department shall publicly post all of the following on its internet website:
(A)The data identified in paragraph (1) of subdivision (h), disaggregated by school.
(B)The data identified in paragraph (2) of subdivision (h), aggregated to the statewide level.
(C)A list of computer science education course codes and names, including course descriptions and which courses align to the computer science academic content standards adopted pursuant to Section 60605.4.
(2)The department shall publicly post data consistent with any standards prescribed pursuant to the California Cradle-to-Career Data System established pursuant to Article 2 (commencing with Section 10860) of Chapter 8.5 of Part 7 of Division 1 of Title 1.
SEC. 3.Section 51225.3 of the Education Code, as amended by Section 35 of Chapter 571 of the Statutes of 2022, is amended to read:51225.3.(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:
(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:
(A)Three courses in English.
(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.
(C)Two courses in science, including biological and physical sciences.
(D)Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics.
(E)One course in visual or performing arts, world language, or, commencing with the 201213 school year, career technical education.
(i)For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in world language.
(ii)For purposes of this subparagraph, a course in career technical education means a course in a district-operated career technical education program that is aligned to the career technical model curriculum standards and framework adopted by the state board, including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement.
(iii)This subparagraph does not require a school or school district that currently does not offer career technical education courses to start new career technical education programs for purposes of this section.
(iv)If a school district or county office of education elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the governing board of the school district or county office of education, before offering that alternative to pupils, shall notify parents, teachers, pupils, and the public at a regularly scheduled meeting of the governing board of all of the following:
(I)The intent to offer career technical education courses to fulfill the graduation requirement specified in this subparagraph.
(II)The impact that offering career technical education courses, pursuant to this subparagraph, will have on the availability of courses that meet the eligibility requirements for admission to the California State University and the University of California, and whether the career technical education courses to be offered pursuant to this subparagraph are approved to satisfy those eligibility requirements. If a school district elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the school district shall comply with subdivision (l) of Section 48980.
(III)The distinction, if any, between the high school graduation requirements of the school district or county office of education, and the eligibility requirements for admission to the California State University and the University of California.
(F)Two courses in physical education, unless the pupil has been exempted pursuant to this code.
(G)(i)Commencing with pupils graduating in the 202930 school year, including for pupils enrolled in a charter school, a one-semester course in ethnic studies. A local educational agency, including a charter school, may require a full-year course in ethnic studies at its discretion. Commencing with the 202526 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer at least a one-semester course in ethnic studies.
(ii)Subject to the course offerings of a local educational agency, including a charter school, a pupil may fulfill the requirement of clause (i) through the completion of any of the following types of courses:
(I)A course based on the model curriculum developed pursuant to Section 51226.7.
(II)An existing ethnic studies course.
(III)An ethnic studies course taught as part of a course that has been approved as meeting the AG requirements of the University of California and the California State University.
(IV)A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school. The proposed course shall first be presented at a public meeting of the governing board of the school district or the governing body of the charter school, and shall not be approved until a subsequent public meeting of the governing board or governing body at which the public has had the opportunity to express its views on the proposed course.
(iii)A course that does not use ethnic studies content as the primary content through which the subject is taught shall not be used to satisfy the requirement of clause (i).
(iv)A pupil completing a course described in clause (ii) shall also accrue credit for coursework in the subject that the course is offered, including, if applicable, credit towards satisfying a course required for a diploma of graduation from high school pursuant to this section.
(v)Curriculum, instruction, and instructional materials for a course described in clause (ii) shall meet all of the following requirements:
(I)Be appropriate for use with pupils of all races, religions, nationalities, genders, sexual orientations, and diverse ethnic and cultural backgrounds, pupils with disabilities, and English learners.
(II)Not reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.
(III)Not teach or promote religious doctrine.
(vi)It is the intent of the Legislature that local educational agencies, including charter schools, consider that, pursuant to Section 51226.7, the Instructional Quality Commission undertook a lengthy, thorough, deliberative, and inclusive process before submitting a model curriculum in ethnic studies to the state board. To the extent that local educational agencies, including charter schools, choose to locally develop an ethnic studies program for approval by their governing board or governing body, it is the intent of the Legislature that local educational agencies not use the portions of the draft model curriculum that were not adopted by the Instructional Quality Commission due to concerns related to bias, bigotry, and discrimination.
(vii)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall not be construed to alter any other requirement of this section for pupils enrolled in a charter school.
(H)(i)Commencing with pupils graduating in the 203031 school year, including for pupils enrolled in a charter school, a course in computer science education.
(ii)Subject to the course offerings of a local educational agency, a pupil may fulfill the requirement pursuant to clause (i) through the completion of a computer science course taught as part of a course that has been approved as meeting the AG requirements for the University of California and the California State University.
(2)Other coursework requirements adopted by the governing board of the school district.
(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.
(c)On or before July 1, 2017, the department shall submit a comprehensive report to the appropriate policy committees of the Legislature on the addition of career technical education courses to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a), including, but not limited to, the following information:
(1)A comparison of the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 200506 to 201112 school years, inclusive, to the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 201213 to 201617 school years, inclusive.
(2)The reasons, reported by school districts, that pupils give for choosing to enroll in a career technical education course to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a).
(3)The type and number of career technical education courses that were conducted for the 200506 to 201112 school years, inclusive, compared to the type and number of career technical education courses that were conducted for the 201213 to 201617 school years, inclusive.
(4)The number of career technical education courses that satisfied the subject matter requirements for admission to the University of California or the California State University.
(5)The extent to which the career technical education courses chosen by pupils are aligned with the California Career Technical Education Model Curriculum Standards, and prepare pupils for employment, advanced training, and postsecondary education.
(6)The number of career technical education courses that also satisfy the visual and performing arts requirement, and the number of career technical education courses that also satisfy the world language requirement.
(7)Annual pupil dropout and graduation rates for the 201112 to 201415 school years, inclusive.
(d)For purposes of completing the report described in subdivision (c), the Superintendent may use existing state resources and federal funds. If state or federal funds are not available or sufficient, the Superintendent may apply for and accept grants, and receive donations and other financial support from public or private sources for purposes of this section.
(e)For purposes of completing the report described in subdivision (c), the Superintendent may accept support, including, but not limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents, and pupils.
(f)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall become operative only upon an appropriation of funds by the Legislature for purposes of these amendments in the annual Budget Act or another statute.
(g)This section shall become inoperative on the earlier of the following two dates:
(1)On July 1, immediately following the first fiscal year after the enactment of Chapter 621 of the Statutes of 2011 in which the number of career technical education courses that, as determined by the department, satisfy the world language requirement for admission to the California State University and the University of California is at least twice the number of career technical education courses that meet these admission requirements as of January 1, 2012. This section shall be repealed on the following January 1, unless a later enacted statute, that becomes operative on or before that date, deletes or extends the dates on which it becomes inoperative and is repealed. It is the intent of the Legislature that new career technical education courses that satisfy the world language requirement for admission to the California State University and the University of California focus on world languages aligned with career preparation, emphasizing real-world application and technical content in related career and technical education courses.
(2)On July 1, 2027, and, as of January 1, 2028, is repealed.
SEC. 4.Section 51225.3 of the Education Code, as amended by Section 36 of Chapter 571 of the Statutes of 2022, is amended to read:51225.3.(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:
(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:
(A)Three courses in English.
(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.
(C)Two courses in science, including biological and physical sciences.
(D)Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics.
(E)One course in visual or performing arts or world language. For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in world language.
(F)Two courses in physical education, unless the pupil has been exempted pursuant to this code.
(G)(i)Commencing with pupils graduating in the 202930 school year, including for pupils enrolled in a charter school, a one-semester course in ethnic studies. A local educational agency, including a charter school, may require a full-year course in ethnic studies at its discretion. Commencing with the 202526 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer at least a one-semester course in ethnic studies.
(ii)Subject to the course offerings of a local educational agency, including a charter school, a pupil may fulfill the requirement of clause (i) through the completion of any of the following types of courses:
(I)A course based on the model curriculum developed pursuant to Section 51226.7.
(II)An existing ethnic studies course.
(III)An ethnic studies course taught as part of a course that has been approved as meeting the AG requirements of the University of California and the California State University.
(IV)A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school. The proposed course shall first be presented at a public meeting of the governing board of the school district or the governing body of the charter school, and shall not be approved until a subsequent public meeting of the governing board or governing body at which the public has had the opportunity to express its views on the proposed course.
(iii)A course that does not use ethnic studies content as the primary content through which the subject is taught shall not be used to satisfy the requirement of clause (i).
(iv)A pupil completing a course described in clause (ii) shall also accrue credit for coursework in the subject that the course is offered, including, if applicable, credit towards satisfying a course required for a diploma of graduation from high school pursuant to this section.
(v)Curriculum, instruction, and instructional materials for a course described in clause (ii) shall meet all of the following requirements:
(I)Be appropriate for use with pupils of all races, religions, nationalities, genders, sexual orientations, and diverse ethnic and cultural backgrounds, pupils with disabilities, and English learners.
(II)Not reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.
(III)Not teach or promote religious doctrine.
(vi)It is the intent of the Legislature that local educational agencies, including charter schools, consider that, pursuant to Section 51226.7, the Instructional Quality Commission undertook a lengthy, thorough, deliberative, and inclusive process before submitting a model curriculum in ethnic studies to the state board. To the extent that local educational agencies, including charter schools, choose to locally develop an ethnic studies program for approval by their governing board or governing body, it is the intent of the Legislature that local educational agencies not use the portions of the draft model curriculum that were not adopted by the Instructional Quality Commission due to concerns related to bias, bigotry, and discrimination.
(vii)The amendments made to this section by Section 2 of Chapter 661 of the Statutes of 2021 shall not be construed to alter any other requirement of this section for pupils enrolled in a charter school.
(H)(i)Commencing with pupils graduating in the 203031 school year, including for pupils enrolled in a charter school, a course in computer science education.
(ii)Subject to the course offerings of a local educational agency, a pupil may fulfill the requirement pursuant to clause (i) through the completion of a computer science course taught as part of a course that has been approved as meeting the AG requirements for the University of California and the California State University.
(2)Other coursework requirements adopted by the governing board of the school district.
(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.
(c)If a pupil completed a career technical education course that met the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of Section 51225.3, as amended by Section 3 of Chapter 621 of the Statutes of 2011, before the inoperative date of that section, that course shall be deemed to fulfill the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of this section.
(d)The amendments made to this section by Section 2 of Chapter 661 of the Statutes of 2021 shall become operative only upon an appropriation of funds by the Legislature for purposes of these amendments in the annual Budget Act or another statute.
(e)This section shall become operative upon the date that Section 51225.3, as amended by Section 35 of Assembly Bill 185 of the 202122 Regular Session, becomes inoperative.
SEC. 5.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
|
Date
|
Status
|
|---|---|
| Aug 15, 2024 | In committee: Held under submission. |
| Jun 24, 2024 | In committee: Referred to suspense file. |
| Jun 12, 2024 | From committee: Do pass and re-refer to Com. on APPR. (Ayes 7. Noes 0.) (June 12). Re-referred to Com. on APPR. |
| Jun 3, 2024 | From committee chair, with author's amendments: Amend, and re-refer to committee. Read second time, amended, and re-referred to Com. on ED. |
| May 29, 2024 | Referred to Com. on ED. |
| May 22, 2024 | In Senate. Read first time. To Com. on RLS. for assignment. |
| May 21, 2024 | Read third time. Passed. Ordered to the Senate. (Ayes 73. Noes 0. Page 5420.) |
| May 20, 2024 | Read second time. Ordered to third reading. |
| May 16, 2024 | Assembly Rule 63 suspended. |
| May 16, 2024 | Read second time and amended. Ordered returned to second reading. |
| May 16, 2024 | Joint Rule 62(a), file notice suspended. (Page 5215.) |
| May 16, 2024 | From committee: Amend, and do pass as amended. (Ayes 11. Noes 0.) (May 16). |
| May 15, 2024 | In committee: Set, first hearing. Referred to APPR. suspense file. |
| Apr 30, 2024 | Re-referred to Com. on APPR. |
| Apr 29, 2024 | Read second time and amended. |
| Apr 25, 2024 | From committee: Amend, and do pass as amended and re-refer to Com. on APPR. (Ayes 6. Noes 0.) (April 24). |
| Apr 10, 2024 | In committee: Set, second hearing. Hearing canceled at the request of author. |
| Apr 3, 2024 | In committee: Set, first hearing. Hearing canceled at the request of author. |
| Apr 2, 2024 | Re-referred to Com. on ED. |
| Apr 1, 2024 | From committee chair, with author's amendments: Amend, and re-refer to Com. on ED. Read second time and amended. |
| Feb 20, 2024 | Referred to Com. on ED. |
| Feb 6, 2024 | From printer. May be heard in committee March 7. |
| Feb 5, 2024 | Read first time. To print. |
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Date
|
Description
|
Location
|
Votes
|
|
|---|---|---|---|---|
| Jun 24, 2024 | Placed on suspense file | Senate Standing Committee on Appropriations |
Passed |
|
| Jun 12, 2024 | Do pass, but first be re-referred to the Committee on [Appropriations] | Senate Standing Committee on Education |
Passed |
|
| May 21, 2024 | AB 2097 Berman Assembly Third Reading | Assembly Floor |
Passed |
|
| May 16, 2024 | Do pass as amended. | Assembly Standing Committee on Appropriations |
Passed |
|
| Apr 24, 2024 | Do pass as amended and be re-referred to the Committee on [Appropriations] | Assembly Standing Committee on Education |
Passed |
This list shows positions taken on this bill by organizations on the date displayed, which is linked to the original source.
Positions by individuals are not included.
|
Organization
|
Position
|
Date
|
|---|---|---|
| Amazon | * N/A | Jun 14, 2024 |
| California Central Valley | * Support | Jun 12, 2024 |
| California Chamber Of Commerce | * Support | Apr 24, 2024 |
| California Environmental Technology Education Network | ** Against | |
| California High School District Coalition | ** Against | |
| California School Board Association | * Indeterminate | Apr 24, 2024 |
| CFT | * Neutral | Apr 24, 2024 |
| Charter Schools Development Center | ** Against | |
| Code.org | * Support | Apr 24, 2024 |
| College Board | ** Support | |
| College Board The | * Support | Apr 24, 2024 |
| CS Forward | ** Support | |
| CS Forward | * Support | Apr 24, 2024 |
| GENup | ** Support | |
| Getaround | * N/A | Jun 14, 2024 |
| Kapor Center | ** Support | |
| Kira Learning | ** Support | |
| Lego Education | ** Support | |
| Microsoft Corporation | * Support | Jun 12, 2024 |
| Monterey County Office Of Education | ** Support | |
| Niemela Pappas & Associates | * Support | Apr 24, 2024 |
| None | * Support | Apr 24, 2024 |
| Paypal | * N/A | Jun 14, 2024 |
| Project Lead The Way Inc. | * Support | Jun 12, 2024 |
| River Charter Schools | * Support | Apr 24, 2024 |
| Sacramento Advocates | * Support | Apr 24, 2024 |
| Salesforce Inc | * N/A | Jun 14, 2024 |
| San Joaquin County Office Of Education | ** Support | |
| Santa Clara County Office Of Education | * Support | Jun 12, 2024 |
| Silicon Valley Leadership Group | ** Support | |
| Snap Inc | * N/A | Jun 14, 2024 |
| SNAP Inc. | ** Support | |
| State Superintendent of Public Instruction Tony Thurmond | ** Support | |
| Technet | * N/A | Jun 14, 2024 |
| The Weideman Group | * Support | Jun 12, 2024 |
| Watsonville High School | * Support | Apr 24, 2024 |
| Zillow | * N/A | Jun 14, 2024 |
| Zoox Inc | * N/A | Jun 14, 2024 |
SENATE COMMITTEE ON APPROPRIATIONS
Senator Anna Caballero, Chair
2023 - 2024 Regular Session
AB 2097 (Berman) - Pupil instruction: high schools: computer science courses: implementation guide
Version: June 3, 2024 | Policy Vote: ED. 7 - 0 |
Urgency: No | Mandate: Yes |
Hearing Date: June 24, 2024 | Consultant: Lenin Del Castillo |
Bill Summary:
This bill requires local educational agencies (LEAs) 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 the 2026-27 school year and across all high schools by the 2028-29 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 millions to potentially low tens of millions of dollars in Proposition 98 General Fund each year. Alternatively, there could be 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 2028-29 school year. Additionally, LEAs and charter schools may incur additional Proposition 98 General Fund costs, likely to be minor, to fulfill the bill’s reporting requirements.
- The costs for the California Department of Education (CDE) to develop a computer science implementation guide and collect computer science data are 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 provides 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.
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 school maintaining any of grades 9 to 12 to adopt a plan at a regularly scheduled public meeting by January 1, 2026, to offer at least one course in computer science education in the following timeline:
- Commencing the 2026–27 school year, at least one high school per school district, or if there is only one high school in a school district, that LEA must offer a computer science education course.
- Commencing the 2027–28 school year, all charter schools maintaining any of grades 9 to 12, inclusive, must offer a computer science education course.
- Commencing the 2027–28 school year, at least 50 percent of the high schools per school district must offer a computer science education course.
- Commencing the 2028–29 school year, all high schools in a school district must offer a computer science education course.
This bill requires the governing board of an LEA, and charter school, on or before May 31, 2026, 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 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 an LEA and charter school, to include in their adopted plan, its 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 the CDE, on or before June 30, 2027, and annually thereafter, to publically post course-related data for grades 9 to 12, inclusive, on its internet website, disaggregated at the state, county, school district, and school levels, for computer science courses that are submitted and certified by LEAs as part of the annual Fall 2 submission to the California Longitudinal Pupil Achievement Data System, as specified.
This bill requires the CDE, by July 1, 2025, under the direction of the California Computer Science Coordinator and in collaboration with stakeholder with relevant expertise and experience in computer science education, to develop a computer science implementation guide, which shall include specified information regarding computer science standards-aligned courses, including varied computer science course options to best meet local capacity and context, including, but not limited to, computer science courses taught as part of a course that may satisfy an A–G requirement or that may be integrated into another content area, which may include career technical education and credentialing pathways.
This bill encourages LEAs, county offices of education, and charter schools are to review the computer science implemented guide developed by CDE.
Related Legislation:
AB 1054 (Berman, 2023), similar to this bill, would have required LEAs 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. This bill was held on the Suspense File in this Committee.
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.
Staff Comments:
This bill defines computer science” to mean 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, and “computer science education course” to mean 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. LEAs would be required to adopt a plan to offer computer science at each of its high schools by the 2028-29 school year, resulting in significant Proposition 98 General Fund costs. There are about 425 LEAs serving students in grades nine through 12 and over 1,500 schools serving students in grades nine through 12.
-- END --
SENATE COMMITTEE ON EDUCATION
Senator Josh Newman, Chair
2023 - 2024 Regular
Bill No: Hearing Date: June 12, 2024
Author: | Berman | ||
Version: |
| ||
Urgency: | Fiscal: | ||
Consultant: | |||
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 2026-27 school year and across all high schools by the 2028-29 school year, as specified, and requires the California Department of Education (CDE), under the direction of the California Computer Science Coordinator, as specified, to develop a computer science implementation guide, which shall include specified information regarding computer science standards-aligned courses.
BACKGROUND
Existing Law:
Education Code (EC)
- 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)
- 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)
- 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:
Phasing in Computer Science Education
- Requires the governing board of school districts and charter school maintaining any of grades 9 to 12 to adopt a plan at a regularly scheduled public meeting by January 1, 2026, to offer at least one course in computer science education in the following timeline:
- Commencing the 2026–27 school year, at least one high school per school district, or if there is only one high school in a school district, that LEA must offer a computer science education course.
- Commencing the 2027–28 school year, all charter schools maintaining any of grades 9 to 12, inclusive, must offer a computer science education course.
- Commencing the 2027–28 school year, at least 50 percent of the high schools per school district must offer a computer science education course.
- Commencing the 2028–29 school year, all high schools in a school district must offer a computer science education course.
- Requires the governing board of an LEA, and charter school, on or before May 31, 2026, 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.
- 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.
- Requires an LEA and charter school, to include in their adopted plan, its 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.
CDE: Publically Available Course Data
- Requires the CDE, on or before June 30, 2027, and annually thereafter, to publically post the following course-related data for grades 9 to 12, inclusive, on its internet website, disaggregated at the state, county, school district, and school levels, for computer science courses that are submitted and certified by LEAs as part of the annual Fall 2 submission to the California Longitudinal Pupil Achievement Data System.
- The names and course codes of computer science education courses that students are enrolled in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available.
- The number and percentage of pupils who enrolled in each computer science education course, disaggregated by each of the following:
- Gender.
- Race and ethnicity.
- Special education status.
- English learner status.
- Socioeconomically disadvantaged status, including pupils who are eligible for free or reduced-price meals
- Grade level.
California Computer Science Coordinator
- Require the CDE, by July 1, 2025, under the direction of the California Computer Science Coordinator and in collaboration with stakeholder with relevant expertise and experience in computer science education, to develop a computer science implementation guide, which shall include information on all of the following regarding computer science standards-aligned courses:
- Varied computer science course options to best meet local capacity and context, including, but not limited to, computer science courses taught as part of a course that may satisfy an A–G requirement or that may be integrated into another content area, which may include career technical education.
- Credentialing pathways.
- Existing funding sources for professional learning.
- Case studies and best practices from California high schools.
- References to computer science standards-aligned curriculum resources, including, but not limited to, open-source options.
- Open source teacher-ready resources for utilization in computer science courses.
- Encourages LEAs, county office of education (COE), and charter schools are to review the computer science implemented guide developed by CDE.
General Provision
- Makes findings and declarations about the importance of providing computer science education to students.
- “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.
- “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
- Need for the bill. According to the author, “Thirty-one states already require every high school to offer a computer science course. Arkansas, Nebraska, Nevada, North Carolina, North Dakota, Rhode Island, South Carolina, and Tennessee go even further requiring a computer science course for high school graduation. California has fallen behind these other states when it comes to prioritizing access to computer science education, exacerbating educational inequities and diversity gaps.
“According to the California Department of Education, nearly half 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.
“From Silicon Valley to Biotech Beach, California is the undisputed cradle of innovation, with over 45,000 high paying computing jobs open and unfilled here in California. Too many students grow up in the shadows of tech companies that are creating world-changing technology and offering good-paying careers, but they are not even getting the opportunity to learn the skills they need to one day work there. However, the reality is that computer science is about so much more than just Silicon Valley tech jobs. Computers and technology are an integral part of our everyday life and are relied upon in every industry, in every corner of California.
“AB 2097 would ensure computer science for all by requiring public high schools in California to adopt a plan to offer at least one computer science course by the 2028-29 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 Standards and Strategic Plan. 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 content standards on or before July 31, 2019, pursuant to recommendations developed by a group of computer science experts. The IQC approved and recommended the draft CA computer science Standards to the SBE in July 2018. The SBE approved the IQC recommendations and adopted the CA Computer Science Standards in September 2018.
The CA Computer Science Standards are based on computer science 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 Computer Science 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 computer science education for all students. Computer science 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 computer science instruction. Consequently, educators are encouraged to design computer science learning experiences according to their local capacity and context to meet the needs of their students.
Concurrent with creating the CA CS Standards, Computer Science Strategic Implementation Plan (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 computer science 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 period for each strategy is provided.
- More Than Half of High Schools Do Not Offer Computer Science. In a press release from the State Superintendent of Public Instruction (SPI), Fifty-five percent of high schools in California do not offer a single course in computer science.
Only 5 percent of California's 1,930,000 high school students are taking a computer science course. Schools in 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 in high-income communities. Additionally, rural schools are two times less likely to offer computer science courses than urban schools.
- Schools Face Workforce Constraints. The CSSIP emphasizes the need to increase the number of teachers qualified to teach computer science to expand the state's K–12 computer science education. This involves a multi-faceted approach to credentialing, new teacher recruitment, and providing professional learning for educators, administrators, and counselors. California offers three single-subject teaching credentials (in mathematics, business, and industrial and technology education (ITE)) that authorize teachers to instruct in computer science. Additionally, the CTC grants supplementary computer science authorizations to teachers with other credentials.
In 2016, the CTC updated its Computer Concepts and Applications authorization to focus more on computer science education, changing the authorization's name to "Computer Science."
To obtain supplementary authorization in computer science, teachers must complete 20-semester units of non-remedial coursework in computer science or hold a collegiate major in a related subject from a regionally accredited college or university. The required coursework covers areas such as computer programming, data structures and algorithms, digital devices and networks, software design, computing impacts, and additional courses within the relevant academic department.
Attempts To Alleviate Workforce Constraints
In 2021, the Legislature passed AB 130 (Committee on Budget, Chapter 44, Statutes of 2021), which appropriated $15 million for CTC's Computer Science Supplementary Authorization Incentive Grant Program. This grant program provides one-time grant awards of up to $2,500 per participant, with a required 100 percent match of grant funding, to support credentialed teachers to obtain supplementary authorization in computer science and provide instruction in computer science coursework in settings authorized by the underlying credential. Any LEA that successfully applies to the competitive grant may use these funds to support tuition, fees, books, and release time. Priority is given to eligible grant applicants for teachers that provide instruction at either of the following: (a) a school operating within a rural district and (b) a school with a higher share than other applicants are of unduplicated pupils. This funding is available for encumbrance until June 20, 2026. Annual participant data is collected by fiscal year and submitted in July. Per the legislation, annual reports are due April 1. The 2022-23 fiscal year was the first year of program implementation and the first yearly data report that included participant data.
As of February 2024, four competitive rounds of Request for Applications have been awarded, a total of 12 LEAs (Fontana, Kern County Superintendent of Schools, Los Angeles, Potter Valley, Hawthorne, Pajaro Valley, Redondo Beach, Alvord, Ventura County Office of Education, Marysville, and Montebello) with funds up to $2,607,500 to support 1,043 participants, with roughly $12 million remaining in the grant program.
More recently, in 2023, the Legislature passed AB 1251 (Luz Rivas, Chapter 834, Statutes of 2023), which established a working group to determine, upon appropriation, which single subject credentials should authorize computer science teaching and report recommendations to the Legislature. To date, no appropriation has been made to conduct this research.
- Related Legislation.
AB 1054 (Berman, 2024) would have required 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. This bill was held in the Senate Appropriations Committee.
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 Teachers Association
Project Lead the Way
Santa Clara County Office of Education
OPPOSITION
Association of California School Administrators
-- END --
ASSEMBLY THIRD READING
ATR Bill Id:AB 2097
Author:(Berman)
As Amended Ver:May 16, 2024
Majority vote
SUMMARY
Requires that by January 1, 2026, the governing board of each school district, and the governing body of each charter school, maintaining any of grades nine to 12 adopt a plan to offer at least one course in computer science in accordance with a specified schedule; requires that specified data about enrollment in computer science courses be reported to, and posted by, the California Department of Education (CDE); and requires the development of a computer science implementation guide
Major Provisions
- Requires, by January 1, 2026, the governing board of each school district, and the governing body of each charter school, maintaining any of grades nine to 12, inclusive, to adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science in accordance with all of the following:
- Commencing with the 2026–27 school year, at least one high school per school district offers a computer science course. States that school districts maintaining only one high school may instead offer a computer science course by no later than the 2027–28 school year;
- Commencing with the 2027–28 school year, all charter schools maintaining any of grades nine to 12, inclusive, offer a computer science course;
- Commencing with the 2027–28 school year, at least 50% of the high schools per school district offer a computer science course; and
- Commencing with the 2028–29 school year, all high schools in a school district offer a computer science course.
- Requires school districts and charter schools to post the required plan on their websites and otherwise make them available upon the request of the CDE.
- Requires, on or before May 31, 2026, and annually thereafter until each of these schools offers a computer science course, the governing board of a school district and the governing body of a charter school to review the required plan at a regularly scheduled public meeting and report to the public on its progress in implementing the plan.
- Requires that, if a traditional classroom setting for a computer science course is not feasible, the school district or charter school include its plan to offer a virtual or distance course option. Requires that the computer science course be listed as an option in the school's course catalog.
- Requires school districts and charter schools to describe, in the required plan, its planned efforts to increase the computer science 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.
- Requires, on or before June 30, 2027, and annually thereafter, the CDE to publicly post the specified course-related data for grades nine to 12, inclusive, on its website, disaggregated at the state, county, school district, and school levels.
- Requires the CDE, by July 1, 2025, under the direction of the California Computer Science Coordinator, and with input from stakeholders, to develop a computer science implementation guide, to include information on all of the following regarding computer science standards-aligned courses:
- Varied computer science course options to best meet local capacity and context;
- Credentialing pathways;
- Existing funding sources for professional learning;
- Case studies and best practices from California high schools;
- References to computer science standards-aligned curriculum resources, including, but not limited to, open-source options; and
- Open source teacher-ready resources for utilization in computer science courses.
- Defines the following terms:
- "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 Section 60605.4; and
- "Computer science course" means a 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.
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 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 nine–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); and
- 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 students offer computer science courses, compared to 52% of schools serving a greater proportion of White and Asian students;
- 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 students comprise 49% of the high school population, just 30% of students taking computer science courses are female; and
- 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 five of those states require a computer science course for graduation from high school. (Kapor Center, 2021)
According to the Author
"Thirty-one states already require every high school to offer a computer science course. Arkansas, Nebraska, Nevada, North Carolina, North Dakota, Rhode Island, South Carolina, and Tennessee go even further requiring a computer science course for high school graduation. California has fallen behind these other states when it comes to prioritizing access to computer science education, exacerbating educational inequities and diversity gaps.
According to the Kapor Center, 55% 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.
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, "Computer science education is necessary in today's increasingly digitized world, especially with the rise of artificial intelligence into everyday life. It is crucial that students know not just how to use technology, but how to create it. Every student deserves to be equipped with the knowledge, tools, and resources to successfully participate and thrive in modern society. As technology continues to expand, today's students need accessible, culturally relevant computer science education. Computer science teaches students how to meaningfully engage and affords them the opportunity to compete globally in an increasingly technology-driven world. Part of developing a well-informed citizenry is helping young people understand and approach computing technology while thinking critically about its potential and impacts. The time is now to pass AB 2097, a bill that will demonstrate the state's commitment to equitable, high-quality computer science education and equip all California students for success."
Arguments in Opposition
The Charter Schools Development Center writes, "This bill would require charter high schools to restructure graduation requirements, calendars, offerings, staffing, and student academic counseling without regard to the student population they serve, as authorized in their charter, and no recognition of the cost to schools, in terms of staff time and operations, or the impact on students.
AB 2097 strikes at the core purpose of charter schools, which is to empower educators to tailor education to meet the specific needs of their students. This bill could be improved by striking explicit references to charter schools and/or adding an explicit reference to charter schools in the mandated cost clause."
FISCAL COMMENTS
According to the Assembly Appropriations Committee:
- One-time Proposition 98 General Fund costs, of an unknown but potentially significant amount, potentially in the low millions, to LEAs and charter schools to adopt a plan to offer computer science at each of its high schools. If each LEA's plan costs $5,000 in staff time and other costs to develop, statewide costs would be about $2 million.
- Ongoing Proposition 98 General Fund costs pressures, of an unknown but likely significant amount, to schools to offer at least one course in computer science at each of its high schools, if it does not already. Recent CDE data indicates that just over half of high schools offer a computer science course.
- Minor and absorbable one-time General Fund costs to CDE to develop a computer science implementation guide. According to CDE, development of a computer science implementation guide already falls into the duty statement of the existing Computer Science Coordinator position at CDE.
- Additional minor and absorbable General Fund costs to CDE to collect computer science data in its existing data system and to post certain information.
VOTES
ASM EDUCATION: 6-0-1
YES: Muratsuchi, Addis, Alvarez, Bonta, Flora, Hoover
ABS, ABST OR NV: McCarty
ASM APPROPRIATIONS: 11-0-4
YES: Wicks, Arambula, Bryan, Calderon, Wendy Carrillo, Mike Fong, Grayson, Haney, Hart, Pellerin, Villapudua
ABS, ABST OR NV: Sanchez, Dixon, Jim Patterson, Ta
UPDATED
VERSION: May 16, 2024
CONSULTANT: Tanya Lieberman / ED. / (916) 319-2087 FN: 0003323
Date of Hearing: May 15, 2024
ASSEMBLY COMMITTEE ON APPROPRIATIONS
Buffy Wicks, Chair
ABPCA Bill Id:AB 2097
Author:(Berman) – As Amended Ver:April 29, 2024
Policy Committee: | Education | Vote: | 6 - 0 |
|
| ||
|
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Urgency: No State Mandated Local Program: Yes Reimbursable: Yes
SUMMARY:
This bill requires, by January 1, 2026, local educational agencies (LEAs) and the governing body of each charter school, maintaining any of grades nine to 12, to adopt a plan to offer at least one course in computer science in each of its high schools.
This bill also requires, by May 31, 2026, and annually thereafter, LEAs and charter schools to post the plan to its website, and review the plan at a regularly scheduled public meeting and report to the public on the plan’s implementation. The bill further requires LEAs and charter schools to (a) describe in the adopted 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, and (b) on or before June 30, 2027, and by each June 30 thereafter, to report specified computer science course-related data to the California Department of Education (CDE).
The bill requires, by July 1, 2025, CDE to develop a computer science implementation guide and encourages schools to review the guide.
FISCAL EFFECT:
- One-time Proposition 98 General Fund costs, of an unknown but potentially significant amount, potentially in the low millions, to LEAs and charter schools to adopt a plan to offer computer science at each of its high schools. The state has about 425 LEAs serving students in grades nine through 12 and over 1,500 schools serving students in grades nine through 12. If each LEA’s plan costs $5,000 in staff time and other costs to develop, statewide costs would be about $2 million. Costs would be lower to the extent a school already offers at least one computer science course.
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.
- One-time Proposition 98 General Fund costs, of a likely minor amount, for schools to report certain computer scienc-related data to CDE.
- Ongoing Proposition 98 General Fund costs pressures, of an unknown but likely significant amount, to schools to offer at least one course in computer science at each of its high schools, if it does not already. Costs would include materials, staffing, credentialing, and professional learning, among other costs. To the extent high schools already offer at least one computer science course, cost pressures would be lower. Recent CDE data indicates that just over half of high schools offer a computer science course.
- Minor and absorbable one-time General Fund costs to CDE to develop a computer science implementation guide. According to CDE, development of a computer science implementation guide already falls into the duty statement of the existing Computer Science Coordinator position at CDE. Additional minor and absorbable General Fund costs to CDE to collect computer science data in its existing data system.
According to the Legislative Analyst’s Office, the General Fund faces a structural deficit in the tens of billions of dollars over the next several fiscal years.
COMMENTS:
- Purpose. According to the author, “Too many students grow up in the shadows of tech companies that are creating world-changing technology and offering good-paying careers, but they are not even getting the opportunity to learn the skills they need to one day work there.” This bill seeks to provide more opportunities to access computer science courses for California high school students.
- 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 and SBE adopted the plan in 2019. 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 LEAs and charter schools to develop a plan to offer at least one course in computer science at each of its high schools.
- Related Legislation. AB 1054 (Berman) was very similar to this bill. AB 1054 was held in the Senate Appropriations Committee.
Analysis Prepared by: Natasha Collins / APPR. / (916) 319-2081
Date of Hearing: April 24, 2024
ASSEMBLY COMMITTEE ON EDUCATION
Al Muratsuchi, Chair
ABPCA Bill Id:AB 2097 (
Author:Berman) – As Amended Ver:April 1, 2024
SUBJECT: Student instruction: high schools: computer science courses: graduation requirements
SUMMARY: Requires that, commencing with the graduating class of 2030-31, students complete a one-year course in computer science; requires that high schools offer courses in computer science, as specified, commencing with the 2026-27 school year; requires that specified data about enrollment in computer science courses be reported to, and posted by, the California Department of Education (CDE); and requires the development of a computer science implementation guide. Specifically, this bill:
- Requires that, commencing with students graduating in the 2030–31 school year, a student, including a student enrolled in a charter school, complete a one-year course in computer science while in grades 9 to 12, in order to receive a diploma of graduation from high school.
- States that, subject to the course offerings of a local educational agency (LEA), a student including students enrolled in a charter school, may fulfill this requirement through the completion of any of the following types of courses:
- 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.
- A computer science course taught as part of a course that:
- Has been approved as meeting the A–G requirements for the University of California (UC) and the California State University (CSU); and
- Is aligned to the computer science content standards adopted by the SBE.
- Requires that, for courses meeting the requirements of (b) above, a student may count that course toward both the computer science graduation requirement and for the graduation requirement for which it is otherwise offered.
- Requires that, commencing with the 2026–27 school year, at least one high school per school district offer a computer science course. States that school districts maintaining only one high school instead offer a computer science course by no later than the 2027–28 school year.
- Requires that, commencing with the 2027–28 school year, all charter schools maintaining any of grades 9 to 12, inclusive, shall offer a computer science course.
- Requires that, commencing with the 2027–28 school year, at least 50% of the high schools per school district shall offer a computer science course.
- Requires that, commencing with the 2028–29 school year, all high schools in a school district offer a computer science course.
- Requires that these computer science courses be provided through in-person instruction. If a traditional classroom setting is not feasible, permits the school district or charter school to submit an alternate plan 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.
- Requires school districts and charter schools to make efforts to increase the computer science 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.
- Defines the following terms:
- “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 Section 60605.4; and
- “Computer science course” means a 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.
- Requires that, or before June 30, 2027, and by each June 30 thereafter, each school district and charter school submit to the CDE a report for the concluding academic year that includes all of the following:
- The names and course codes of computer science courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available; and
- The number and percentage of students who enrolled in each computer science course, disaggregated by each of the following:
- Gender;
- Race and ethnicity;
- Special education status;
- English learner status;
- Eligibility for free and reduced-price meals; and
- Grade level
- Requires the CDE to publicly post all of the following on its website:
- The data identified above, disaggregated by school;
- The data identified above, aggregated to the statewide level; and
- A list of computer science course codes and names, including course descriptions and which courses align to the adopted computer science academic content standards.
- Requires the CDE, under the direction of the California Computer Science Coordinator to develop a computer science implementation guide, to include information on all of the following regarding computer science standards-aligned courses:
- Varied computer science course options to best meet local capacity and context, including, but not limited to, computer science courses taught as part of a course that may satisfy an A-G requirement or that may be integrated into another content area;
- Credentialing pathways;
- Existing funding sources for professional learning;
- Case studies and best practices from California high schools;
- References to computer science standards-aligned curriculum resources, including, but not limited to, open source options; and
- Open source teacher-ready resources for utilization in computer science courses.
- Requires school districts, county offices of education (COEs), and charter schools to review the computer science implementation guide for guidance regarding courses through which a student may fulfill the computer science graduation requirement.
EXISTING LAW:
- 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 or CTE, 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.
- 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.
- 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.
- 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 SBE by January 15, 2019.
- Requires the plan to include, at a minimum, recommendations on all of the following:
- Broadening the pool of teachers to teach computer science;
- Defining computer science education principles that meet the needs of students in all grades; and
- Ensuring that all students have access to quality computer science courses.
- 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.
- 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)
- Requires the CSU, and requests the UC, to develop guidelines for high school computer science courses that may be approved for the purposes of recognition for admission. (EC 66205.5)
- Through regulation, authorizes holders of credentials in mathematics, business, and Industrial and Technology Education (ITE), as well as holders of supplementary authorizations in computer science, to teach computer science. (California Code of Regulations, Title 5, Section 80005)
- Establishes 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. Authorizes LEAs to use grant funding to pay 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. (AB 130 (Committee on Budget), Chapter 44, Statutes of 2021)
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, “Thirty-one states already require every high school to offer a computer science course. Arkansas, Nebraska, Nevada, North Carolina, North Dakota, Rhode Island, South Carolina, and Tennessee go even further requiring a computer science course for high school graduation. California has fallen behind these other states when it comes to prioritizing access to computer science education, exacerbating educational inequities and diversity gaps.
According to the Kapor Center, 55% 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.
From Silicon Valley to Biotech Beach, California is the undisputed cradle of innovation, with over 45,000 high paying computing jobs open and unfilled here in California. Too many students grow up in the shadows of tech companies that are creating world-changing technology and offering good-paying careers, but they are not even getting the opportunity to learn the skills they need to one day work there. However, the reality is that computer science is about so much more than just Silicon Valley tech jobs. Computers and technology are an integral part of our everyday life and are relied upon in every industry, in every corner of California.
AB 2097 would ensure computer science for all by requiring public high schools in California to offer at least one computer science course with a phased in approach with final implementation by the 2028-29 school year. It also would create a computer science high school graduation requirement by the 2030-2031 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.”
Comprehensive review of state graduation requirements, local graduation requirements, and UC/CSU “A-G” requirements is needed. This bill proposes to add a course in computer science to the coursework requirements commencing with the graduating class of 2030-31.
Current law specifies coursework 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 or CTE, and two courses in physical education. Commencing with students graduating in the 2029-30 academic year, subject to an appropriation, students will be required to take a one-semester course in ethnic studies. Current law also authorizes the governing board of a school district to adopt coursework requirements in excess of the coursework requirements of the state.
To be eligible for admission to the UC or the CSU, a student must complete two additional courses in mathematics (the fourth is strongly recommended), one additional course in the subjects of English and science (recommended), either one to three years of world languages and one year of visual and performing arts (depending upon the choices of the student in meeting state graduation requirements), and one elective course. These “A-G” courses must meet college preparatory standards, and for UC, 11 of these courses must be taken before a student’s senior year of high school.
Depending upon a student’s choices, a student taking 7 classes in each of the four years of high school (many students do not) who plans to meet both state and UC/CSU requirements, has a maximum of 6 or 7 elective course choices over four years. Students who do not take a full schedule have fewer. Students who have other constraints on their schedules, including English learners, students with disabilities, and students who participate in athletics, may have even fewer choices. Research indicates that students’ sense of control over their educational options (such as elective course-taking) is predictive of higher rates of graduation. (Zaff, 2016)
The Committee may wish to consider whether it is appropriate to add another graduation requirement at this time, given the existing requirements and the few opportunities students have to choose elective courses, the recent addition of Ethnic Studies, many other major policy changes recently enacted (such as universal transitional kindergarten, universal expanded learning, and universal meals), and the constraints imposed by the current fiscal environment. Further, the Committee may wish to consider whether the current, incremental approach to establishing graduation requirements is serving students and schools well, or if a comprehensive review of state graduation requirements, aligned to a vision for what California graduates should know and be able to do – perhaps akin to the “graduate profiles” some school districts have adopted - is needed.
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); and
- 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 students offer computer science courses, compared to 52% of schools serving a greater proportion of White and Asian students;
- 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 students comprise 49% of the high school population, just 30% of students taking computer sciences courses are female; and
- 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.
Course Name | Number of Schools | Courses Taught | Number of UC/CSU Courses | Female Enrollment | Male Enrollment | Total Enrollment |
Computer programming | 194 | 468 | 80 | 2,865 | 5,315 | 8,180 |
Computer science | 351 | 806 | 289 | 6,244 | 11,932 | 18,176 |
Exploring Computer Science | 16 | 31 | 11 | 212 | 514 | 726 |
IB Computer science | 7 | 18 | 16 | 102 | 328 | 430 |
Total | 954 | 1,979 | 1,008 | 14,477 | 29,214 | 43,691 |
Source: CDE
Data provided by the College Board shows the following trends in AP computer science course offerings:
Source: College Board
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 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; and
- 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.
Computer Science content standards. In 2018, the SBE adopted California’s first set of computer science standards for grades K-12. The standards are based on the five computer science core concepts and seven core practices:
Core Concepts | Core Practices |
Computing systems | Fostering an inclusive computing culture |
Networks and the internet | Collaborating around computing |
Data and analysis | Recognizing and defining computational problems |
Algorithms and programming | Developing and using abstractions |
Impacts of computing | Creating computational artifacts |
Testing and refining computational artifacts | |
Communicating about computing |
Each standard includes a descriptive statement as well as examples for classroom application. As students progress through the standards from grades K–12, the standards call for students to build conceptual knowledge through active engagement in creative problem solving activities with an awareness of cultural and societal contexts. Computer science core concepts and practices in the standards are vertically aligned, coherent across grades, and designed in developmentally appropriate grade spans. The 9–12 grade span also includes an additional set of standards, referred to as 9–12 Specialty, which provides options for extending a pathway in computer science with content containing increased complexity and depth, and which may be used to create electives that are outside an introductory course.
In addition, the standards contain significant themes of equity, “powerful ideas,” computational thinking, and breadth of application.
Computer Science teaching workforce constrains access to courses. The California Computer Science Strategic Implementation Plan notes that “to grow K–12 computer science education in California, the state will need to increase the number of teachers qualified to teach computer science. Supporting more educators to teach computer science would involve a multi-pronged approach that attends to credentialing, new teacher recruitment, professional learning for teachers, administrators, and counselors regarding the California computer science standards, and institutional and financial support.”
California has three single subject teaching credentials (mathematics, business, and ITE) which authorize teachers to provide instruction in computer science. The Commission on Teacher Credentialing (CTC) issues supplementary authorizations in computer science which also authorize a teacher holding another credential to teach computer science.
In 2016 the CTC modified their Computer Concepts and Applications authorization to reflect a change in focus from teaching basic computer use, keyboarding, and software application to broader preparation in computer science education. The CTC also changed the name of the authorization to “Computer Science.”
To obtain a supplementary authorization in computer science, teachers must complete 20 semester units or 10 upper division semester units, or the equivalent quarter units, of non-remedial coursework in computer science. They may also qualify by holding a collegiate major from a regionally accredited college or university in a subject directly related to the subject to be listed on the credential. The coursework must cover the following content areas:
- Computer Programming;
- Data structures and algorithms;
- Digital devices, systems and networks:
- Software design;
- Impacts of computing; and
- The balance of the units may be in any course that falls within the academic department for that subject category.
AB 1251 (Luz Rivas), Chapter 834, Statutes of 2023, establishes a workgroup to determine which single subject credentials should authorize the teaching of computer science, and to report recommendations to the Legislature. The requirements of this bill were contingent upon an appropriation, and as none has been made for this purpose, the CTC reports that the workgroup has not been formed.
Computer Science Supplementary Authorization Incentive Grant Program not producing single subject computer science teachers. This bill proposes to establish a graduation requirement in computer science. To implement this requirement, more teachers authorized to teach this subject would be needed. Workforce has frequently been cited as a challenge to expansion of CS offerings.
To address this challenge, AB 130 (Committee on Budget), Chapter 44, Statutes of 2021, appropriated $15 million to the CTC for the Computer Science Supplementary Authorization Incentive Grant Program. LEAs receiving grants through this program can use these funds to support tuition, fees, books, and/or release time for participating teachers. A 100% match of grant funds is required, and grant funds may not be used for program administrative purposes.
The CTC reported in February 2024 that, for the 2022-23 fiscal year:
- As of February 2024, four competitive rounds of Request for Applications have been awarded, a total of 12 LEAs with funds up to $2,607,500 to support 1,043 participants.
- $12,392,500 in grant funds remains;
- For the 2022-23 fiscal year, grantees requested a total of 117 participant slots and enrolled 62 participants (52.99%);
- 92% of participants are teaching at an LEA with a high unduplicated student count (above 50%);
- On average, participants need 14.5 units to earn a Computer Science Supplementary Authorization;
- After one year in the grant program, 0% of participants had earned a Computer Science Supplementary Authorization; and
- 0% of participants exited the program early. All participants are expected to continue coursework during the 2023-24 fiscal year.
Computer Science Grants, per Round | Date | Total Grantees | Total Funding | Remaining Funds |
Round 1 | June 20, 2022 | 4 | $955,000 | $14,050,000 |
Round 2 | December 6, 2022 | 3 | $152,500 | $13,892,500 |
Round 3 | May 12, 2023 | 3 | $787,500 | $13,105,000 |
Round 4 | December 15, 2023 | 2 | $712,500 | $12,392,500 |
Totals | 12 | $2,607,500 | $12,392,500 | |
Source: CTC, 2024
Participant Teaching Information | # of Participants (n= 62) | % of Participants* (n= 62) |
Average Teacher Tenure | 9.65 Years | N/A |
Teaches at a Rural School | 7 | 11.29% |
Teaches at a School with a High Unduplicated Student Count | 57 | 91.94% |
Multiple Subject | 41 | 67.21% |
Single Subject, Biological Science | 5 | 8.20% |
Single Subject, English | 4 | 6.56% |
Single Subject, Mathematics | 8 | 13.11% |
Single Subject, Social Science | 3 | 4.92% |
Source: CTC, 2024
The CTC reports that, in the first year of program implementation, the two most common challenges in administering this program were creating and implementing a grant program management system (29%) and LEAs experiencing high staff turnover (29%). LEAs also reported the following factors hindering the success of the program:
- “The cost of instructors and materials - $2,500 per participant is not sufficient to cover materials and faculty, even with matching funds.”
- “It takes large amounts of time to collaborate, communicate with employees, and compile and record data. These actions usually take place out of the traditional workday.”
- “The teachers see it as if they do it [earn the supplementary authorization] then they will teach CS [Computer Science], as opposed to being able to integrate CS into the content they are already teaching.”
Arguments in support. Code.org writes, “Computer science education is necessary in today’s increasingly digitized world, especially with the rise of artificial intelligence into everyday life. It is crucial that students know not just how to use technology, but how to create it. Every student deserves to be equipped with the knowledge, tools, and resources to successfully participate and thrive in modern society. As technology continues to expand, today’s students need accessible, culturally relevant computer science education. Computer science teaches students how to meaningfully engage and affords them the opportunity to compete globally in an increasingly technology-driven world. Part of developing a well-informed citizenry is helping young people understand and approach computing technology while thinking critically about its potential and impacts. The time is now to pass AB 2097, a bill that will demonstrate the state’s commitment to equitable, high-quality computer science education and equip all California students for success.
AB 2097 will ensure further development of access to computer science for every high school
student in California — an opportunity that doesn’t exist for many California children today. Despite California's unparalleled technological innovation, the state ranks 11th lowest in the
nation for high school computer science access, with only 45% 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. As of January 2023, California has 45,245 open computing
jobs that have an average salary of $153,544, yet there were only 9,339 graduates in computer
science in 2020. Requiring all schools to offer computer science and provide access to all
students is a critical first step that is a key implementation piece of AB 2097. However, data has
shown that gaps in participation persist even when every student has access to computer science. In states where every school offers computer science but is not a graduation requirement, fewer than 40% of female students are enrolled in computer science courses. Requiring all students to take a computer science course for graduation closes the gender and racial gaps in K-12 computer science participation, which is why AB 2097 also includes a graduation requirement by the 2030-2031 school year.”
Arguments in opposition. The California Federation of Teachers writes, “While computers certainly are a part of our society's daily modern life, the mandate to require every school district to offer computer science courses and have every student take at least one as a graduation requirement provides two main problems for CFT.
First, the current state of funding for our public education system is unfortunately far below what is needed to meet the most basic needs of our student population today. The National Assessment of Educational Progress (NAEP)—a nationwide test of proficiency in reading and math—shows that California has consistently lagged behind most other states. Among the 50 states and Washington, DC, California is ranked 38th in math and 33rd in reading. Computer science courses require expensive hardware, often expensive software, and expensive professional development for instructors. Beyond the one-time costs, the technology sector is a rapidly-evolving arena, where technology is upgraded beyond the wildest dreams of those who used predecessor technology but a few years prior. Keeping up the materials in order to maintain some semblance of relevance in this course of study is a very expensive endeavor. Yet, AB 2097 has no new funding identified within it, and no ability to raise revenue in order to cover the costs that will endure for a realistic and successful computer science offering.
Secondly, computer science is an extremely engaging and detailed line of study and may not be what is necessary for graduates to successfully engage in higher education or the labor market. Classes in this field are not simply to instruct students how to use computers or common software suites and utilities. Computer science is a theory and practice that allows people to program computers to complete a multitude of tasks. This includes in-depth knowledge of devices, hardware and software, networking, security, storage, algorithms and more. Computer science as a requirement is likely far beyond what most students need in order to succeed in the next chapter of their lives.”
Recommended amendments. Staff recommends that this bill be amended as follows:
- Delete the proposed graduation requirement.
- To conform to the Committee’s policy on curriculum measures, instead of requiring school districts and charter schools to offer courses in computer science, require, in the same manner as AB 1054 of this Session, that school districts and charter schools develop and adopt a plan to offer courses in computer science.
- Delete the requirement that LEAs include course descriptions and which computer science academic content standards are covered in their reporting to the CDE.
- Specify a date by which the computer science implementation guide would be completed by the CDE, require that the CDE seek stakeholder input in developing the guide, and encourage, rather than require, LEAs to review the guide.
- Technical and conforming changes.
Related legislation. AB 1054 (Berman), of the 2023-24 Session, would have required LEAs 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. This bill was held in the Senate Appropriations Committee.
AB 1251 (Luz Rivas), Chapter 834, Statutes of 2023, establishes a workgroup to determine which single subject credentials should authorize the teaching of computer science, and to 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 institution of higher education 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
Amazon
California Chamber of Commerce
Code.org
College Board; the
Cs Forward
GenUp
GetAround
Kapor Center
Kira Learning
Lego Education
Microsoft Corporation
Monterey County Office of Education
Project Lead the Way
Salesforce
San Joaquin County Office of Education
Santa Clara County Office of Education
Silicon Valley Leadership Group
SNAP INC.
State Superintendent of Public Instruction Tony Thurmond
Technet
Zillow
Oppose
California Environmental Technology Education Network
California Federation of Teachers
California High School District Coalition
California School Boards Association
Charter Schools Development Center
2 individuals
Analysis Prepared by: Tanya Lieberman / ED. / (916) 319-2087
Date of Hearing: April 10, 2024
ASSEMBLY COMMITTEE ON EDUCATION
Al Muratsuchi, Chair
ABPCA Bill Id:AB 2097 (
Author:Berman) – As Amended Ver:April 1, 2024
SUBJECT: Student instruction: high schools: computer science courses: graduation requirements
SUMMARY: Requires that, commencing with the graduating class of 2030-31, students complete a one-year course in computer science; requires that high schools offer courses in computer science, as specified, commencing with the 2026-27 school year; requires that specified data about enrollment in computer science courses be reported to, and posted by, the California Department of Education (CDE); and requires the development of a computer science implementation guide. Specifically, this bill:
- Requires that, commencing with students graduating in the 2030–31 school year, a student, including a student enrolled in a charter school, complete a one-year course in computer science while in grades 9 to 12, in order to receive a diploma of graduation from high school.
- States that, subject to the course offerings of a local educational agency (LEA), a student including students enrolled in a charter school, may fulfill this requirement through the completion of any of the following types of courses:
- 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.
- A computer science course taught as part of a course that:
- Has been approved as meeting the A–G requirements for the University of California (UC) and the California State University (CSU); and
- Is aligned to the computer science content standards adopted by the SBE.
- Requires that, for courses meeting the requirements of (b) above, a student may count that course toward both the computer science graduation requirement and for the graduation requirement for which it is otherwise offered.
- Requires that, commencing with the 2026–27 school year, at least one high school per school district offer a computer science course. States that school districts maintaining only one high school instead offer a computer science course by no later than the 2027–28 school year.
- Requires that, commencing with the 2027–28 school year, all charter schools maintaining any of grades 9 to 12, inclusive, shall offer a computer science course.
- Requires that, commencing with the 2027–28 school year, at least 50% of the high schools per school district shall offer a computer science course.
- Requires that, commencing with the 2028–29 school year, all high schools in a school district offer a computer science course.
- Requires that these computer science courses be provided through in-person instruction. If a traditional classroom setting is not feasible, permits the school district or charter school to submit an alternate plan 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.
- Requires school districts and charter schools to make efforts to increase the computer science 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.
- Defines the following terms:
- “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 Section 60605.4; and
- “Computer science course” means a 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.
- Requires that, or before June 30, 2027, and by each June 30 thereafter, each school district and charter school submit to the CDE a report for the concluding academic year that includes all of the following:
- The names and course codes of computer science courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available; and
- The number and percentage of students who enrolled in each computer science course, disaggregated by each of the following:
- Gender;
- Race and ethnicity;
- Special education status;
- English learner status;
- Eligibility for free and reduced-price meals; and
- Grade level
- Requires the CDE to publicly post all of the following on its website:
- The data identified above, disaggregated by school;
- The data identified above, aggregated to the statewide level; and
- A list of computer science course codes and names, including course descriptions and which courses align to the adopted computer science academic content standards.
- Requires the CDE, under the direction of the California Computer Science Coordinator to develop a computer science implementation guide, to include information on all of the following regarding computer science standards-aligned courses:
- Varied computer science course options to best meet local capacity and context, including, but not limited to, computer science courses taught as part of a course that may satisfy an A-G requirement or that may be integrated into another content area;
- Credentialing pathways;
- Existing funding sources for professional learning;
- Case studies and best practices from California high schools;
- References to computer science standards-aligned curriculum resources, including, but not limited to, open source options; and
- Open source teacher-ready resources for utilization in computer science courses.
- Requires school districts, county offices of education (COEs), and charter schools to review the computer science implementation guide for guidance regarding courses through which a student may fulfill the computer science graduation requirement.
EXISTING LAW:
- 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 or CTE, 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.
- 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.
- 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.
- 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 SBE by January 15, 2019.
- Requires the plan to include, at a minimum, recommendations on all of the following:
- Broadening the pool of teachers to teach computer science;
- Defining computer science education principles that meet the needs of students in all grades; and
- Ensuring that all students have access to quality computer science courses.
- 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.
- 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)
- Requires the CSU, and requests the UC, to develop guidelines for high school computer science courses that may be approved for the purposes of recognition for admission. (EC 66205.5)
- Through regulation, authorizes holders of credentials in mathematics, business, and Industrial and Technology Education (ITE), as well as holders of supplementary authorizations in computer science, to teach computer science. (California Code of Regulations, Title 5, Section 80005)
- Establishes 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. Authorizes LEAs to use grant funding to pay 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. (AB 130 (Committee on Budget), Chapter 44, Statutes of 2021)
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, “Thirty-one states already require every high school to offer a computer science course. Arkansas, Nebraska, Nevada, North Carolina, North Dakota, Rhode Island, South Carolina, and Tennessee go even further requiring a computer science course for high school graduation. California has fallen behind these other states when it comes to prioritizing access to computer science education, exacerbating educational inequities and diversity gaps.
According to the Kapor Center, 55% 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.
From Silicon Valley to Biotech Beach, California is the undisputed cradle of innovation, with over 45,000 high paying computing jobs open and unfilled here in California. Too many students grow up in the shadows of tech companies that are creating world-changing technology and offering good-paying careers, but they are not even getting the opportunity to learn the skills they need to one day work there. However, the reality is that computer science is about so much more than just Silicon Valley tech jobs. Computers and technology are an integral part of our everyday life and are relied upon in every industry, in every corner of California.
AB 2097 would ensure computer science for all by requiring public high schools in California to offer at least one computer science course with a phased in approach with final implementation by the 2028-29 school year. It also would create a computer science high school graduation requirement by the 2030-2031 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.”
Comprehensive review of state graduation requirements, local graduation requirements, and UC/CSU “A-G” requirements is needed. This bill proposes to add a course in computer science to the coursework requirements commencing with the graduating class of 2030-31.
Current law specifies coursework 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 or CTE, and two courses in physical education. Commencing with students graduating in the 2029-30 academic year, subject to an appropriation, students will be required to take a one-semester course in ethnic studies. Current law also authorizes the governing board of a school district to adopt coursework requirements in excess of the coursework requirements of the state.
To be eligible for admission to the UC or the CSU, a student must complete two additional courses in mathematics (the fourth is strongly recommended), one additional course in the subjects of English and science (recommended), either one to three years of world languages and one year of visual and performing arts (depending upon the choices of the student in meeting state graduation requirements), and one elective course. These “A-G” courses must meet college preparatory standards, and for UC, 11 of these courses must be taken before a student’s senior year of high school.
Depending upon a student’s choices, a student taking 7 classes in each of the four years of high school (many students do not) who plans to meet both state and UC/CSU requirements, has a maximum of 6 or 7 elective course choices over four years. Students who do not take a full schedule have fewer. Students who have other constraints on their schedules, including English learners, students with disabilities, and students who participate in athletics, may have even fewer choices. Research indicates that students’ sense of control over their educational options (such as elective course-taking) is predictive of higher rates of graduation. (Zaff, 2016)
The Committee may wish to consider whether it is appropriate to add another graduation requirement at this time, given the existing requirements and the few opportunities students have to choose elective courses, the recent addition of Ethnic Studies, many other major policy changes recently enacted (such as universal transitional kindergarten, universal expanded learning, and universal meals), and the constraints imposed by the current fiscal environment. Further, the Committee may wish to consider whether the current, incremental approach to establishing graduation requirements is serving students and schools well, or if a comprehensive review of state graduation requirements, aligned to a vision for what California graduates should know and be able to do – perhaps akin to the “graduate profiles” some school districts have adopted - is needed.
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); and
- 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 students offer computer science courses, compared to 52% of schools serving a greater proportion of White and Asian students;
- 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 students comprise 49% of the high school population, just 30% of students taking computer sciences courses are female; and
- 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.
Course Name | Number of Schools | Courses Taught | Number of UC/CSU Courses | Female Enrollment | Male Enrollment | Total Enrollment |
Computer programming | 194 | 468 | 80 | 2,865 | 5,315 | 8,180 |
Computer science | 351 | 806 | 289 | 6,244 | 11,932 | 18,176 |
Exploring Computer Science | 16 | 31 | 11 | 212 | 514 | 726 |
IB Computer science | 7 | 18 | 16 | 102 | 328 | 430 |
Total | 954 | 1,979 | 1,008 | 14,477 | 29,214 | 43,691 |
Source: CDE
Data provided by the College Board shows the following trends in AP computer science course offerings:
Source: College Board
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 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; and
- 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.
Computer Science content standards. In 2018, the SBE adopted California’s first set of computer science standards for grades K-12. The standards are based on the five computer science core concepts and seven core practices:
Core Concepts | Core Practices |
Computing systems | Fostering an inclusive computing culture |
Networks and the internet | Collaborating around computing |
Data and analysis | Recognizing and defining computational problems |
Algorithms and programming | Developing and using abstractions |
Impacts of computing | Creating computational artifacts |
Testing and refining computational artifacts | |
Communicating about computing |
Each standard includes a descriptive statement as well as examples for classroom application. As students progress through the standards from grades K–12, the standards call for students to build conceptual knowledge through active engagement in creative problem solving activities with an awareness of cultural and societal contexts. Computer science core concepts and practices in the standards are vertically aligned, coherent across grades, and designed in developmentally appropriate grade spans. The 9–12 grade span also includes an additional set of standards, referred to as 9–12 Specialty, which provides options for extending a pathway in computer science with content containing increased complexity and depth, and which may be used to create electives that are outside an introductory course.
In addition, the standards contain significant themes of equity, “powerful ideas,” computational thinking, and breadth of application.
Computer Science teaching workforce constrains access to courses. The California Computer Science Strategic Implementation Plan notes that “to grow K–12 computer science education in California, the state will need to increase the number of teachers qualified to teach computer science. Supporting more educators to teach computer science would involve a multi-pronged approach that attends to credentialing, new teacher recruitment, professional learning for teachers, administrators, and counselors regarding the California computer science standards, and institutional and financial support.”
California has three single subject teaching credentials (mathematics, business, and ITE) which authorize teachers to provide instruction in computer science. The Commission on Teacher Credentialing (CTC) issues supplementary authorizations in computer science which also authorize a teacher holding another credential to teach computer science.
In 2016 the CTC modified their Computer Concepts and Applications authorization to reflect a change in focus from teaching basic computer use, keyboarding, and software application to broader preparation in computer science education. The CTC also changed the name of the authorization to “Computer Science.”
To obtain a supplementary authorization in computer science, teachers must complete 20 semester units or 10 upper division semester units, or the equivalent quarter units, of non-remedial coursework in computer science. They may also qualify by holding a collegiate major from a regionally accredited college or university in a subject directly related to the subject to be listed on the credential. The coursework must cover the following content areas:
- Computer Programming;
- Data structures and algorithms;
- Digital devices, systems and networks:
- Software design;
- Impacts of computing; and
- The balance of the units may be in any course that falls within the academic department for that subject category.
AB 1251 (Luz Rivas), Chapter 834, Statutes of 2023, establishes a workgroup to determine which single subject credentials should authorize the teaching of computer science, and to report recommendations to the Legislature. The requirements of this bill were contingent upon an appropriation, and as none has been made for this purpose, the CTC reports that the workgroup has not been formed.
Computer Science Supplementary Authorization Incentive Grant Program not producing single subject computer science teachers. This bill proposes to establish a graduation requirement in computer science. To implement this requirement, more teachers authorized to teach this subject would be needed. Workforce has frequently been cited as a challenge to expansion of CS offerings.
To address this challenge, AB 130 (Committee on Budget), Chapter 44, Statutes of 2021, appropriated $15 million to the CTC for the Computer Science Supplementary Authorization Incentive Grant Program. LEAs receiving grants through this program can use these funds to support tuition, fees, books, and/or release time for participating teachers. A 100% match of grant funds is required, and grant funds may not be used for program administrative purposes.
The CTC reported in February 2024 that, for the 2022-23 fiscal year:
- As of February 2024, four competitive rounds of Request for Applications have been awarded, a total of 12 LEAs with funds up to $2,607,500 to support 1,043 participants.
- $12,392,500 in grant funds remains;
- For the 2022-23 fiscal year, grantees requested a total of 117 participant slots and enrolled 62 participants (52.99%);
- 92% of participants are teaching at an LEA with a high unduplicated student count (above 50%);
- On average, participants need 14.5 units to earn a Computer Science Supplementary Authorization;
- After one year in the grant program, 0% of participants had earned a Computer Science Supplementary Authorization; and
- 0% of participants exited the program early. All participants are expected to continue coursework during the 2023-24 fiscal year.
Computer Science Grants, per Round | Date | Total Grantees | Total Funding | Remaining Funds |
Round 1 | June 20, 2022 | 4 | $955,000 | $14,050,000 |
Round 2 | December 6, 2022 | 3 | $152,500 | $13,892,500 |
Round 3 | May 12, 2023 | 3 | $787,500 | $13,105,000 |
Round 4 | December 15, 2023 | 2 | $712,500 | $12,392,500 |
Totals | 12 | $2,607,500 | $12,392,500 | |
Source: CTC, 2024
Participant Teaching Information | # of Participants (n= 62) | % of Participants* (n= 62) |
Average Teacher Tenure | 9.65 Years | N/A |
Teaches at a Rural School | 7 | 11.29% |
Teaches at a School with a High Unduplicated Student Count | 57 | 91.94% |
Multiple Subject | 41 | 67.21% |
Single Subject, Biological Science | 5 | 8.20% |
Single Subject, English | 4 | 6.56% |
Single Subject, Mathematics | 8 | 13.11% |
Single Subject, Social Science | 3 | 4.92% |
Source: CTC, 2024
The CTC reports that, in the first year of program implementation, the two most common challenges in administering this program were creating and implementing a grant program management system (29%) and LEAs experiencing high staff turnover (29%). LEAs also reported the following factors hindering the success of the program:
- “The cost of instructors and materials - $2,500 per participant is not sufficient to cover materials and faculty, even with matching funds.”
- “It takes large amounts of time to collaborate, communicate with employees, and compile and record data. These actions usually take place out of the traditional workday.”
- “The teachers see it as if they do it [earn the supplementary authorization] then they will teach CS [Computer Science], as opposed to being able to integrate CS into the content they are already teaching.”
Arguments in support. Code.org writes, “Computer science education is necessary in today’s increasingly digitized world, especially with the rise of artificial intelligence into everyday life. It is crucial that students know not just how to use technology, but how to create it. Every student deserves to be equipped with the knowledge, tools, and resources to successfully participate and thrive in modern society. As technology continues to expand, today’s students need accessible, culturally relevant computer science education. Computer science teaches students how to meaningfully engage and affords them the opportunity to compete globally in an increasingly technology-driven world. Part of developing a well-informed citizenry is helping young people understand and approach computing technology while thinking critically about its potential and impacts. The time is now to pass AB 2097, a bill that will demonstrate the state’s commitment to equitable, high-quality computer science education and equip all California students for success.
AB 2097 will ensure further development of access to computer science for every high school
student in California — an opportunity that doesn’t exist for many California children today. Despite California's unparalleled technological innovation, the state ranks 11th lowest in the
nation for high school computer science access, with only 45% 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. As of January 2023, California has 45,245 open computing
jobs that have an average salary of $153,544, yet there were only 9,339 graduates in computer
science in 2020. Requiring all schools to offer computer science and provide access to all
students is a critical first step that is a key implementation piece of AB 2097. However, data has
shown that gaps in participation persist even when every student has access to computer science. In states where every school offers computer science but is not a graduation requirement, fewer than 40% of female students are enrolled in computer science courses. Requiring all students to take a computer science course for graduation closes the gender and racial gaps in K-12 computer science participation, which is why AB 2097 also includes a graduation requirement by the 2030-2031 school year.”
Arguments in opposition. The California Federation of Teachers writes, “While computers certainly are a part of our society's daily modern life, the mandate to require every school district to offer computer science courses and have every student take at least one as a graduation requirement provides two main problems for CFT.
First, the current state of funding for our public education system is unfortunately far below what is needed to meet the most basic needs of our student population today. The National Assessment of Educational Progress (NAEP)—a nationwide test of proficiency in reading and math—shows that California has consistently lagged behind most other states. Among the 50 states and Washington, DC, California is ranked 38th in math and 33rd in reading. Computer science courses require expensive hardware, often expensive software, and expensive professional development for instructors. Beyond the one-time costs, the technology sector is a rapidly-evolving arena, where technology is upgraded beyond the wildest dreams of those who used predecessor technology but a few years prior. Keeping up the materials in order to maintain some semblance of relevance in this course of study is a very expensive endeavor. Yet, AB 2097 has no new funding identified within it, and no ability to raise revenue in order to cover the costs that will endure for a realistic and successful computer science offering.
Secondly, computer science is an extremely engaging and detailed line of study and may not be what is necessary for graduates to successfully engage in higher education or the labor market. Classes in this field are not simply to instruct students how to use computers or common software suites and utilities. Computer science is a theory and practice that allows people to program computers to complete a multitude of tasks. This includes in-depth knowledge of devices, hardware and software, networking, security, storage, algorithms and more. Computer science as a requirement is likely far beyond what most students need in order to succeed in the next chapter of their lives.”
Recommended amendments. Staff recommends that this bill be amended as follows:
- Delete the proposed graduation requirement.
- To conform to the Committee’s policy on curriculum measures, instead of requiring school districts and charter schools to offer courses in computer science, require, in the same manner as AB 1054 of this Session, that school districts and charter schools develop and adopt a plan to offer courses in computer science.
- Delete the requirement that LEAs include course descriptions and which computer science academic content standards are covered in their reporting to the CDE.
- Specify a date by which the computer science implementation guide would be completed by the CDE, require that the CDE seek stakeholder input in developing the guide, and encourage, rather than require, LEAs to review the guide.
- Technical and conforming changes.
Related legislation. AB 1054 (Berman), of the 2023-24 Session, would have required LEAs 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. This bill was held in the Senate Appropriations Committee.
AB 1251 (Luz Rivas), Chapter 834, Statutes of 2023, establishes a workgroup to determine which single subject credentials should authorize the teaching of computer science, and to 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 institution of higher education 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
Amazon
Code.org
College Board
CS Forward
GenUp
Getaround
Kapor Center
Kira Learning
Lego Education
Microsoft Corporation
Monterey County Office of Education
Project Lead the Way
Salesforce
San Joaquin County Office of Education
Silicon Valley Leadership Group
SNAP INC.
State Superintendent of Public Instruction Tony Thurmond
TechNet
Zillow
Opposition
California Environmental Technology Education Network
California Federation of Teachers AFL-CIO
California School Boards Association
Charter Schools Development Center
2 individuals
Analysis Prepared by: Tanya Lieberman / ED. / (916) 319-2087
Date of Hearing: April 3, 2024
ASSEMBLY COMMITTEE ON EDUCATION
Al Muratsuchi, Chair
ABPCA Bill Id:AB 2097 (
Author:Berman) – As Amended Ver:April 1, 2024
SUBJECT: Student instruction: high schools: computer science courses: graduation requirements
SUMMARY: Requires that, commencing with the graduating class of 2030-31, students complete a one-year course in computer science; requires that high schools offer courses in computer science, as specified, commencing with the 2026-27 school year; requires that specified data about enrollment in computer science courses be reported to, and posted by, the California Department of Education (CDE); and requires the development of a computer science implementation guide. Specifically, this bill:
- Requires that, commencing with students graduating in the 2030–31 school year, a student, including a student enrolled in a charter school, complete a one-year course in computer science while in grades 9 to 12, in order to receive a diploma of graduation from high school.
- States that, subject to the course offerings of a local educational agency (LEA), a student including students enrolled in a charter school, may fulfill this requirement through the completion of any of the following types of courses:
- 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.
- A computer science course taught as part of a course that:
- Has been approved as meeting the A–G requirements for the University of California (UC) and the California State University (CSU); and
- Is aligned to the computer science content standards adopted by the SBE.
- Requires that, for courses meeting the requirements of (b) above, a student may count that course toward both the computer science graduation requirement and for the graduation requirement for which it is otherwise offered.
- Requires that, commencing with the 2026–27 school year, at least one high school per school district offer a computer science course. States that school districts maintaining only one high school instead offer a computer science course by no later than the 2027–28 school year.
- Requires that, commencing with the 2027–28 school year, all charter schools maintaining any of grades 9 to 12, inclusive, shall offer a computer science course.
- Requires that, commencing with the 2027–28 school year, at least 50% of the high schools per school district shall offer a computer science course.
- Requires that, commencing with the 2028–29 school year, all high schools in a school district offer a computer science course.
- Requires that these computer science courses be provided through in-person instruction. If a traditional classroom setting is not feasible, permits the school district or charter school to submit an alternate plan 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.
- Requires school districts and charter schools to make efforts to increase the computer science 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.
- Defines the following terms:
- “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 Section 60605.4; and
- “Computer science course” means a 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.
- Requires that, or before June 30, 2027, and by each June 30 thereafter, each school district and charter school submit to the CDE a report for the concluding academic year that includes all of the following:
- The names and course codes of computer science courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available; and
- The number and percentage of students who enrolled in each computer science course, disaggregated by each of the following:
- Gender;
- Race and ethnicity;
- Special education status;
- English learner status;
- Eligibility for free and reduced-price meals; and
- Grade level
- Requires the CDE to publicly post all of the following on its website:
- The data identified above, disaggregated by school;
- The data identified above, aggregated to the statewide level; and
- A list of computer science course codes and names, including course descriptions and which courses align to the adopted computer science academic content standards.
- Requires the CDE, under the direction of the California Computer Science Coordinator to develop a computer science implementation guide, to include information on all of the following regarding computer science standards-aligned courses:
- Varied computer science course options to best meet local capacity and context, including, but not limited to, computer science courses taught as part of a course that may satisfy an A-G requirement or that may be integrated into another content area;
- Credentialing pathways;
- Existing funding sources for professional learning;
- Case studies and best practices from California high schools;
- References to computer science standards-aligned curriculum resources, including, but not limited to, open source options; and
- Open source teacher-ready resources for utilization in computer science courses.
- Requires school districts, county offices of education (COEs), and charter schools to review the computer science implementation guide for guidance regarding courses through which a student may fulfill the computer science graduation requirement.
EXISTING LAW:
- 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 or CTE, 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.
- 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.
- 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.
- 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 SBE by January 15, 2019.
- Requires the plan to include, at a minimum, recommendations on all of the following:
- Broadening the pool of teachers to teach computer science;
- Defining computer science education principles that meet the needs of students in all grades; and
- Ensuring that all students have access to quality computer science courses.
- 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.
- 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)
- Requires the CSU, and requests the UC, to develop guidelines for high school computer science courses that may be approved for the purposes of recognition for admission. (EC 66205.5)
- Through regulation, authorizes holders of credentials in mathematics, business, and Industrial and Technology Education (ITE), as well as holders of supplementary authorizations in computer science, to teach computer science. (California Code of Regulations, Title 5, Section 80005)
- Establishes 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. Authorizes LEAs to use grant funding to pay 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. (AB 130 (Committee on Budget), Chapter 44, Statutes of 2021)
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, “Thirty-one states already require every high school to offer a computer science course. Arkansas, Nebraska, Nevada, North Carolina, North Dakota, Rhode Island, South Carolina, and Tennessee go even further requiring a computer science course for high school graduation. California has fallen behind these other states when it comes to prioritizing access to computer science education, exacerbating educational inequities and diversity gaps.
According to the Kapor Center, 55% 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.
From Silicon Valley to Biotech Beach, California is the undisputed cradle of innovation, with over 45,000 high paying computing jobs open and unfilled here in California. Too many students grow up in the shadows of tech companies that are creating world-changing technology and offering good-paying careers, but they are not even getting the opportunity to learn the skills they need to one day work there. However, the reality is that computer science is about so much more than just Silicon Valley tech jobs. Computers and technology are an integral part of our everyday life and are relied upon in every industry, in every corner of California.
AB 2097 would ensure computer science for all by requiring public high schools in California to offer at least one computer science course with a phased in approach with final implementation by the 2028-29 school year. It also would create a computer science high school graduation requirement by the 2030-2031 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.”
State graduation requirements, local graduation requirements, and UC/CSU “A-G” requirements: a comprehensive approach is needed. This bill proposes to add a course in computer science to the coursework requirements commencing with the graduating class of 2030-31.
Current law specifies coursework 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 or CTE, and two courses in physical education. Commencing with students graduating in the 2029-30 academic year, subject to an appropriation, students will be required to take a one-semester course in ethnic studies. Current law also authorizes the governing board of a school district to adopt coursework requirements in excess of the coursework requirements of the state.
To be eligible to attend the UC or the CSU, a student must complete two additional courses in mathematics (the fourth is strongly recommended), one additional course in the subjects of English and science (recommended), either one to three years of world languages and one year of visual and performing arts (depending upon the choices of the student in meeting state graduation requirements), and one elective course. These “A-G” courses must meet college preparatory standards, and for UC, 11 of these courses must be taken before a student’s senior year of high school.
Depending upon a student’s choices, a student taking 7 classes each year (not all students do) who plans to meet both state and UC/CSU requirements has a maximum of 6 or 7 elective course choices over four years. Students who do not take a full schedule have fewer. Students who have other constraints on their schedules, including English learners, students with disabilities, and students who participate in athletics may have even fewer choices. Research indicates that students’ sense of control over their educational options (such as elective course-taking) is predictive of higher rates of graduation. (Zaff, 2016)
The Committee may wish to consider whether it is appropriate to add another graduation requirement at this time, given the existing requirements and the few opportunities students have to choose elective courses, the recent addition of Ethnic Studies, many other major policy changes recently enacted (such as universal transitional kindergarten, universal expanded learning, and universal meals), and the constraints imposed by the current fiscal environment. Further, the Committee may wish to consider whether the current, incremental approach to establishing graduation requirements is serving students and schools well, or if a comprehensive review of state graduation requirements, aligned to a vision for what California graduates should know and be able to do, is needed.
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); and
- 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 students offer computer science courses, compared to 52% of schools serving a greater proportion of White and Asian students;
- 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 students comprise 49% of the high school population, just 30% of students taking computer sciences courses are female; and
- 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.
Course Name | Number of Schools | Courses Taught | Number of UC/CSU Courses | Female Enrollment | Male Enrollment | Total Enrollment |
Computer programming | 194 | 468 | 80 | 2,865 | 5,315 | 8,180 |
Computer science | 351 | 806 | 289 | 6,244 | 11,932 | 18,176 |
Exploring Computer Science | 16 | 31 | 11 | 212 | 514 | 726 |
IB Computer science | 7 | 18 | 16 | 102 | 328 | 430 |
Total | 954 | 1,979 | 1,008 | 14,477 | 29,214 | 43,691 |
Source: CDE
Data provided by the College Board shows the following trends in AP computer science course offerings:
Source: College Board
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 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; and
- 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.
Computer Science content standards. In 2018, the SBE adopted California’s first set of computer science standards for grades K-12. The standards are based on the five computer science core concepts and seven core practices:
Core Concepts | Core Practices |
Computing systems | Fostering an inclusive computing culture |
Networks and the internet | Collaborating around computing |
Data and analysis | Recognizing and defining computational problems |
Algorithms and programming | Developing and using abstractions |
Impacts of computing | Creating computational artifacts |
Testing and refining computational artifacts | |
Communicating about computing |
Each standard includes a descriptive statement as well as examples for classroom application. As students progress through the standards from grades K–12, the standards call for students to build conceptual knowledge through active engagement in creative problem solving activities with an awareness of cultural and societal contexts. Computer science core concepts and practices in the standards are vertically aligned, coherent across grades, and designed in developmentally appropriate grade spans. The 9–12 grade span also includes an additional set of standards, referred to as 9–12 Specialty, which provides options for extending a pathway in computer science with content containing increased complexity and depth, and which may be used to create electives that are outside an introductory course.
In addition, the standards contain significant themes of equity, “powerful ideas,” computational thinking, and breadth of application.
Computer Science teaching workforce constrains access to courses. The California Computer Science Strategic Implementation Plan notes that “to grow K–12 computer science education in California, the state will need to increase the number of teachers qualified to teach computer science. Supporting more educators to teach computer science would involve a multi-pronged approach that attends to credentialing, new teacher recruitment, professional learning for teachers, administrators, and counselors regarding the California computer science standards, and institutional and financial support.”
California has three single subject teaching credentials (mathematics, business, and ITE) which authorize teachers to provide instruction in computer science. The Commission on Teacher Credentialing (CTC) issues supplementary authorizations in computer science which also authorize a teacher holding another credential to teach computer science.
In 2016 the CTC modified their Computer Concepts and Applications authorization to reflect a change in focus from teaching basic computer use, keyboarding, and software application to broader preparation in computer science education. The CTC also changed the name of the authorization to “Computer Science.”
To obtain a supplementary authorization in computer science, teachers must complete 20 semester units or 10 upper division semester units, or the equivalent quarter units, of non-remedial coursework in computer science. They may also qualify by holding a collegiate major from a regionally accredited college or university in a subject directly related to the subject to be listed on the credential. The coursework must cover the following content areas:
- Computer Programming;
- Data structures and algorithms;
- Digital devices, systems and networks:
- Software design;
- Impacts of computing; and
- The balance of the units may be in any course that falls within the academic department for that subject category.
AB 1251 (Luz Rivas), Chapter 834, Statutes of 2023, establishes a workgroup to determine which single subject credentials should authorize the teaching of computer science, and to report recommendations to the Legislature. The requirements of this bill were contingent upon an appropriation, and as none has been made for this purpose, the CTC reports that the workgroup has not been formed.
Computer Science Supplementary Authorization Incentive Grant Program not producing single subject computer science teachers. This bill proposes to establish a graduation requirement in computer science. To implement this requirement, more teachers authorized to teach this subject would be needed. Workforce has frequently been cited as a challenge to expansion of CS offerings.
To address this challenge, AB 130 (Committee on Budget), Chapter 44, Statutes of 2021, appropriated $15 million to the CTC for the Computer Science Supplementary Authorization Incentive Grant Program. LEAs receiving grants through this program can use these funds to support tuition, fees, books, and/or release time for participating teachers. A 100% match of grant funds is required, and grant funds may not be used for program administrative purposes.
The CTC reported in February 2024 that, for the 2022-23 fiscal year:
- As of February 2024, four competitive rounds of Request for Applications have been awarded, a total of 12 LEAs with funds up to $2,607,500 to support 1,043 participants.
- $12,392,500 in grant funds remains;
- For the 2022-23 fiscal year, grantees requested a total of 117 participant slots and enrolled 62 participants (52.99%);
- 92% of participants are teaching at an LEA with a high unduplicated student count (above 50%);
- On average, participants need 14.5 units to earn a Computer Science Supplementary Authorization;
- After one year in the grant program, 0% of participants had earned a Computer Science Supplementary Authorization; and
- 0% of participants exited the program early. All participants are expected to continue coursework during the 2023-24 fiscal year.
Computer Science Grants, per Round | Date | Total Grantees | Total Funding | Remaining Funds |
Round 1 | June 20, 2022 | 4 | $955,000 | $14,050,000 |
Round 2 | December 6, 2022 | 3 | $152,500 | $13,892,500 |
Round 3 | May 12, 2023 | 3 | $787,500 | $13,105,000 |
Round 4 | December 15, 2023 | 2 | $712,500 | $12,392,500 |
Totals | 12 | $2,607,500 | $12,392,500 | |
Source: CTC, 2024
Participant Teaching Information | # of Participants (n= 62) | % of Participants* (n= 62) |
Average Teacher Tenure | 9.65 Years | N/A |
Teaches at a Rural School | 7 | 11.29% |
Teaches at a School with a High Unduplicated Student Count | 57 | 91.94% |
Multiple Subject | 41 | 67.21% |
Single Subject, Biological Science | 5 | 8.20% |
Single Subject, English | 4 | 6.56% |
Single Subject, Mathematics | 8 | 13.11% |
Single Subject, Social Science | 3 | 4.92% |
Source: CTC, 2024
The CTC reports that, in the first year of program implementation, the two most common challenges in administering this program were creating and implementing a grant program management system (29%) and LEAs experiencing high staff turnover (29%). LEAs also reported the following factors hindering the success of the program:
- “The cost of instructors and materials - $2,500 per participant is not sufficient to cover materials and faculty, even with matching funds.”
- “It takes large amounts of time to collaborate, communicate with employees, and compile and record data. These actions usually take place out of the traditional workday.”
- “The teachers see it as if they do it [earn the supplementary authorization] then they will teach CS [Computer Science], as opposed to being able to integrate CS into the content they are already teaching.”
Arguments in support. Code.org writes, “Computer science education is necessary in today’s increasingly digitized world, especially with the rise of artificial intelligence into everyday life. It is crucial that students know not just how to use technology, but how to create it. Every student deserves to be equipped with the knowledge, tools, and resources to successfully participate and thrive in modern society. As technology continues to expand, today’s students need accessible, culturally relevant computer science education. Computer science teaches students how to meaningfully engage and affords them the opportunity to compete globally in an increasingly technology-driven world. Part of developing a well-informed citizenry is helping young people understand and approach computing technology while thinking critically about its potential and impacts. The time is now to pass AB 2097, a bill that will demonstrate the state’s commitment to equitable, high-quality computer science education and equip all California students for success.
AB 2097 will ensure further development of access to computer science for every high school
student in California — an opportunity that doesn’t exist for many California children today. Despite California's unparalleled technological innovation, the state ranks 11th lowest in the
nation for high school computer science access, with only 45% 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. As of January 2023, California has 45,245 open computing
jobs that have an average salary of $153,544, yet there were only 9,339 graduates in computer
science in 2020. Requiring all schools to offer computer science and provide access to all
students is a critical first step that is a key implementation piece of AB 2097. However, data has
shown that gaps in participation persist even when every student has access to computer science. In states where every school offers computer science but is not a graduation requirement, fewer than 40% of female students are enrolled in computer science courses. Requiring all students to take a computer science course for graduation closes the gender and racial gaps in K-12 computer science participation, which is why AB 2097 also includes a graduation requirement by the 2030-2031 school year.”
Arguments in opposition. The California Federation of Teachers writes, “While computers certainly are a part of our society's daily modern life, the mandate to require every school district to offer computer science courses and have every student take at least one as a graduation requirement provides two main problems for CFT.
First, the current state of funding for our public education system is unfortunately far below what is needed to meet the most basic needs of our student population today. The National Assessment of Educational Progress (NAEP)—a nationwide test of proficiency in reading and math—shows that California has consistently lagged behind most other states. Among the 50 states and Washington, DC, California is ranked 38th in math and 33rd in reading. Computer science courses require expensive hardware, often expensive software, and expensive professional development for instructors. Beyond the one-time costs, the technology sector is a rapidly-evolving arena, where technology is upgraded beyond the wildest dreams of those who used predecessor technology but a few years prior. Keeping up the materials in order to maintain some semblance of relevance in this course of study is a very expensive endeavor. Yet, AB 2097 has no new funding identified within it, and no ability to raise revenue in order to cover the costs that will endure for a realistic and successful computer science offering.
Secondly, computer science is an extremely engaging and detailed line of study and may not be what is necessary for graduates to successfully engage in higher education or the labor market. Classes in this field are not simply to instruct students how to use computers or common software suites and utilities. Computer science is a theory and practice that allows people to program computers to complete a multitude of tasks. This includes in-depth knowledge of devices, hardware and software, networking, security, storage, algorithms and more. Computer science as a requirement is likely far beyond what most students need in order to succeed in the next chapter of their lives.”
Recommended amendments. Staff recommends that this bill be amended as follows:
- Delete the proposed graduation requirement.
- To conform to the Committee’s policy on curriculum measures, instead of requiring school districts and charter schools to offer courses in computer science, require, in the same manner as AB 1054 of this Session, that school districts and charter schools develop and adopt a plan to offer courses in computer science.
- Delete the requirement that LEAs include course descriptions and which computer science academic content standards are covered in their reporting to the CDE.
- Specify a date by which the computer science implementation guide would be completed by the CDE, require that the CDE seek stakeholder input in developing the guide, delete the requirement that LEAs review the guide.
- Technical and conforming changes.
Related legislation. AB 1054 (Berman), of the 2023-24 Session, would have required LEAs 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. This bill was held in the Senate Appropriations Committee.
AB 1251 (Luz Rivas), Chapter 834, Statutes of 2023, establishes a workgroup to determine which single subject credentials should authorize the teaching of computer science, and to 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 institution of higher education 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
Amazon
Code.org
The College Board
CS Forward
GENup
Getaround
Kapor Center
Kira Learning
Lego Education
Microsoft Corporation
Project Lead the Way Inc.
Salesforce
Silicon Valley Leadership Group
SNAP Inc.
State Superintendent of Public Instruction Tony Thurmond
Technet
Zillow
Opposition
California Environmental Technology Education Network
California Federation of Teachers AFL-CIO
California School Boards Association
Charter Schools Development Center
2 individuals
Analysis Prepared by: Tanya Lieberman / ED. / (916) 319-2087
Discussed in Hearing
1MIN
Senate Standing Committee on Appropriations
10MIN
Senate Standing Committee on Education
1MIN
Assembly Floor
11MIN
Assembly Standing Committee on Education
Bill Author
