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 establish the California Computer Science Demonstration Project Grant Program for specified purposes, including increasing the number of public high schools offering a computer science course to increase pupil access to computer science education and increasing the computer science course access of pupils eligible for free or reduced-priced meals and pupils that are underrepresented in the field of computer science. The bill would also establish the California Computer Science Demonstration Project Grant Program Working Group that includes the coordinator and nonprofit organizations and private industry stakeholders with relevant expertise and experience in computer science education. The bill would authorize the coordinator to engage with the working group, as provided. The bill would authorize only public high schools that do not offer computer science courses to be eligible to voluntarily participate in the demonstration project. grant program.

The bill would require the funding entity or funding entities, as defined, to administer the demonstration project. grant program. If there are multiple funding entities, the bill, among other things, would require each funding entity to determine how the funds that it contributes to the demonstration project grant program will be spent, provided that expenditure aligns with the demonstration projects grant programs purposes, and require the funding entities to coordinate implementation of the demonstration project. grant program. The bill would require the funding entities, in coordination with the working group, to select the public high schools to participate in the demonstration project, grant program, as provided. The bill would require the demonstration project grant program to be funded through contributions, gifts, grants, in-kind donations, and donations from the funding entity or funding entities, and would specify the allowable uses of those funds.

The bill would require the funding entity or funding entities, in coordination with the working group, to evaluate the effectiveness of the demonstration project grant program and submit an interim report to certain legislative committees on or before July August 1, 2027, and a final report on or before April July 1, 2028, as specified. The bill would separately repeal the grant programs provisions as of January 1, 2029.

The bill would separately require the department, on or before June 30, 2028, and annually thereafter, to publicly post specified computer science course-related data on its internet website, as specified.

Existing law creates the California Computer Science Coordinator, Coordinator as a position within the department, 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.

(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, 2027, 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, 2027, 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, 2028, 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, 2026, 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.

SENATE COMMITTEE ON APPROPRIATIONS

Senator Anna Caballero, Chair

2025 - 2026 Regular Session

AB 887 (Berman) - Pupil instruction: high schools: computer science courses: California Computer Science Demonstration Grant Program: reporting

Bill Summary:

This bill establishes a voluntary California Computer Science Demonstration Grant Program and a corresponding California Computer Science Demonstration Grant Program Working Group (Working Group) for the purposes of expanding computer science course access to eligible public high schools and collect data on computer science course enrollment.

Fiscal Impact:

• The bill’s establishment of the program along with the Working Group would be funded with private sources, therefore it would not result in additional costs to the state. However, at the expiration of the pilot program and to the extent private funding is no longer available, there could be Proposition 98 General Fund cost pressures for the participating high schools to continue to offer computer science courses. The amount of these costs is unknown and would depend on the number of schools and the number of courses that they are offering.

• Any costs to the California Department of Education (CDE) are expected to be minor and absorbable.

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.

AB 130 (Committee on Budget, Chapter 44, Statutes of 2021) establishes the Computer Science Supplementary Authorization Incentive Grant Program for the purpose of providing one-time grants to local educational agencies (LEAs) to support the preparation of credentialed teachers to earn a supplementary authorization in computer science and provide instruction in computer science coursework. It authorizes LEAs to use grant funding to pay teachers’ costs of coursework, books, fees, and tuition, as applicable, and requires applicants to provide a 100% match of grant funding, which may be in the form of release time or substitute teacher costs.

Proposed Law:

This bill establishes the California Computer Science Demonstration Grant Program as a pilot program for the following purposes:

1. Increasing the number of public high schools offering a computer science course to increase student access to computer science education.
2. Increasing the computer science course access of pupils eligible for free or reduced-price meals, as specified, and pupils that are underrepresented in the field of computer science.
3. Reporting disaggregated data on the number of students who enroll in each new computer science course that results from the pilot program and submitting an interim report and a final report to the Legislature.

This bill establishes the California Computer Science Demonstration Grant Program Working Group which shall include non-profit organizations and private industry stakeholders with relevant expertise and experience in computer science education.

This bill requires the California Computer Science Coordinator to serve as a member on the Working Group.

The bill specifies that the pilot program shall be administered by a funding entity or entities. If there are multiple funding entities, the bill requires each funding entity to determine how funds that it contributes to the pilot program will be spent, provided that the expenditure completely aligns with the purposes of the pilot program. It also requires each funding entity to coordinate with each other to implement the purpose of the pilot program and submit one interim report and one final report to the Legislature.

This bill authorizes only public high schools that do not offer any computer science course to be eligible to voluntarily participate in the pilot program. The bill provides that the schools shall comply with applicable federal and state laws to protect individual privacy, including but not limited to, the federal Family Educational Rights and Privacy Act.

This bill requires the funding entity or funding entities, in coordination with the Working Group, to select public high schools to participate in the pilot program from the eligible high schools that apply to participate. It requires the Working Group, when selecting public high schools to participate in the pilot program, to consider geographic diversity and prioritize selecting participants with the goal of increasing the computer science course access of pupils eligible for free or reduced meals, as specified, and pupils that are underrepresented in the field of computer science.

This bill authorizes the allowable expenses to include the following: educator recruitment, professional development training, examinations and industry certifications, incentives for school districts to increase access to computer science courses, incentives for educators who successfully complete professional development and teach computer science courses, and administrative costs.

This bill requires the funding entity or funding entities, in coordination with the Working Group, to evaluate the effectiveness of the pilot program and also submit an interim report on or before August 1, 2027, and a final report on or before July 1, 2028, to the respective Senate and Assembly Committees of Education and any other relevant policy and fiscal committees of the Legislature, as specified.

This bill provides that the pilot program shall be funded through contributions, gifts, grants, in-kind donations, and donations from the funding entity or entities. The bill specifies that the Working Group shall not be funded by the state.

This bill requires the CDE, on or before June 30, 2028, and annually thereafter, to 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 LEAs as part of the annual Fall 2 submission to California Longitudinal Pupil Achievement Data System (CALPADS): the names and course codes of computer science courses that pupils are enrolled in at each school and the number and percentage of pupils who enrolled in each computer science course, disaggregated as specified.

Related Legislation:

AB 2097 (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 with the 2026-27 school year and across all high schools by the 2028-29 school year, as specified. AB 2097 was held on the Suspense File in this Committee.

AB 1054 (Berman, 2023) was substantially similar to AB 2097 and held on the Suspense File in this Committee.

Staff Comments:

This bill establishes a pilot program to increase the number of computer science courses available to students who are historically underrepresented in the field of computer science. A private funding entity would administer the pilot program, while the Working Group would be comprised of nonprofit organizations and private industry stakeholders with relevant expertise and experience in computer science education. The funding entity, in coordination with the Working Group, would select eligible schools that apply for the pilot program and provide grant funding to the high schools that are selected and support educator recruitment, professional development, examinations and industry certifications, and incentives.

According to the author, “Thirty-two states already require every high school to offer a computer science course. Alabama, Arkansas, Indiana, Louisiana, 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.

“In response to state cost considerations, AB 887 would be a creative step toward increasing access to computer science for all, by allowing public high schools, who would otherwise have no access to computer science, to participate in a pilot program. The purpose of the pilot program would be to increase the number of public high schools offering computer science and increase access to computer science education for socioeconomically disadvantaged students and students that are underrepresented in the field of computer science. It is time to restore California as a leader and take action to increase access to computer science education, and begin closing the current gender and diversity gaps.”

-- END --

SENATE COMMITTEE ON EDUCATION

Senator Sasha Renée Pérez, Chair

2025 - 2026 Regular

Bill No: Hearing Date: July 16, 2025

Subject: Pupil instruction: high schools: computer science courses: California Computer Science Demonstration Project: reporting.

SUMMARY

This bill establishes a voluntary California Computer Science Demonstration Project and a corresponding California Computer Science Demonstration Project Working Group (Working Group) for the purposes of expanding computer science course access to eligible public high schools and collect data on computer science course enrollment.

BACKGROUND

Existing law:

1. Establishes requirements for graduation from high school, including three courses in English, two courses in mathematics, two courses in science, three courses in social studies, one course in visual or performing arts or world languages or career technical education (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. (Education Code (EC) § 51225.3)
2. Requires that, of the three courses in social studies, two must be year-long courses in United States history and geography, and in world history, culture, and geography, and that the remaining two are a one-semester course in American government and civics, and a one-semester course in economics. (EC § 51225.3)
3. Authorizes the governing board of a school district to require a student to complete additional coursework, beyond the courses required at the state level, in order to receive a diploma of graduation from high school. (EC § 51225.3)
4. Requires the Superintendent of Public Instruction (SPI) to convene a computer science strategic implementation advisory panel to develop recommendations for a Computer Science Strategic Implementation Plan (CSSIP), and requires the panel to submit recommendations for a strategic plan to the State Board of Education (SBE) by January 15, 2019.
5. Requires the plan to include, at a minimum, recommendations on all of the following:
   1. Broadening the pool of teachers to teach computer science;
   2. Defining computer science education principles that meet the needs of students in all grades; and
   3. Ensuring that all students have access to quality computer science courses.
6. 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. (EC § 60605.4)
7. 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)
8. 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)
9. Through regulation, authorizes holders of credentials in mathematics, business, and Industrial and Technology Education, as well as holders of supplementary authorizations in computer science, to teach computer science. (California Code of Regulations, Title 5, Section 80005)
10. Establishes the Computer Science Supplementary Authorization Incentive Grant Program for the purpose of providing one-time grants to local educational agencies (LEAs) to support the preparation of credentialed teachers to earn a supplementary authorization in computer science and provide instruction in computer science coursework. 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)

ANALYSIS

This bill:

1. Makes several findings and declarations related to computer science education.
2. States that it is the Legislature’s intent to establish a pilot program to increase student access to computer science courses.
3. Establishes the California Computer Science Demonstration Project as a pilot program for the following purposes:
   1. Increasing the number of public high schools offering a computer science course to increase student access to computer science education.
   2. Increasing the computer science course access of pupils eligible for free or reduced-price meals, as specified, and pupils that are underrepresented in the field of computer science.
   3. Reporting disaggregated data on the number of students who enroll in each new computer science course that results from the pilot program and submitting an interim report and a final report to the Legislature.
4. Establishes the California Computer Science Demonstration Project Working Group (Working Group) which shall include non-profit organizations and private industry stakeholders with relevant expertise and experience in computer science education.
5. Authorizes the California Computer Science Coordinator to engage with the Working Group, on the condition that any voluntary engagement aligns with the existing duties and responsibilities of the California Computer Science Coordinator and would result in no additional state costs.
6. Specified that the pilot program shall be administered by a funding entity or entities.
7. Requires the following if there are multiple funding entities:
   1. Requires each funding entity to determine how funds that it contributes to the pilot program will be spent, provided that the expenditure completely aligns with the purposes of the pilot program.
   2. Requires each funding entity to coordinate with each other to implement the purpose of the pilot program.
   3. Requires each funding entity to coordinate with each other to submit one interim report and one final report to the Legislature.
8. Authorizes public high schools that do not offer any computer science course to voluntarily participate in the pilot program.
9. Requires the funding entity or funding entities, in coordination with the Working Group, to select public high schools to participate in the pilot program from the eligible high schools that apply to participate.
   1. Requires the Working Group, when selecting public high schools to participate in the pilot program, to consider geographic diversity and prioritize selecting participants with the goal of increasing the computer science course access of pupils eligible for free or reduced meals, as specified, and pupils that are underrepresented in the field of computer science.
10. Authorizes the allowable expenses to include the following:
    1. Educator recruitment.
    2. Professional development training.
    3. Examinations and industry certifications.
    4. Incentives for school districts to increase access to computer science courses.
    5. Incentives for educators who successfully complete professional development and teach computer science courses.
    6. Administrative costs.
11. Requires the funding entity or funding entities, in coordination with the Working Group, to evaluate the effectiveness of the pilot program.
12. Requires the funding entity or funding entities, in coordination with the working group, to submit an interim report on or before July 1, 2027, and a final report on or before April 1, 2028, to the respective Senate and Assembly Committees of Education and any other relevant policy and fiscal committees of the Legislature.
13. Establishes the intent of the interim and final report described in #12 above to include, but not be limited to, the following:
    1. Pupil enrollment data, disaggregated by gender, race and ethnicity, special education status, English learner status, socioeconomically disadvantaged status, and grade level.
    2. Equity and access data.
    3. Educator support data.
    4. Curriculum data.
    5. Implementation data, including case studies from participating public high schools.
    6. Recommendations for expansion of the pilot program, including funding considerations.
14. Establishes that the pilot program shall be funded through contributions, gifts, grants, in-kind donations, and donations from the funding entity or entities.
15. Defines the following terms:
    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 SBE.
    2. “Computer science course” means a computer science course that is aligned to the computer science content standards adopted by the SBE and in which the 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.
    3. “Funding entity” means a nonprofit organization or private entity that contributes, gifts, grants, or donates funding to implement the pilot program.
    4. “Pilot program” means the California Computer Science Demonstration Project, as specified.
16. Requires California Department of Education (CDE), on or before June 30, 2028, and annually thereafter, to 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 LEAs as part of the annual Fall 2 submission to California Longitudinal Pupil Achievement Data System (CALPADS):
    1. The names and course codes of computer science courses that pupils are enrolled in at each school.
    2. The number and percentage of pupils who enrolled in each computer science course, disaggregated as specified.

STAFF COMMENTS

1. Need for the bill. According to the author, “Thirty-two states already require every high school to offer a computer science course. Alabama, Arkansas, Indiana, Louisiana, 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.

“In response to state cost considerations, AB 887 would be a creative step toward increasing access to computer science for all, by allowing public high schools, who would otherwise have no access to computer science, to participate in a pilot program. The purpose of the pilot program would be to increase the number of public high schools offering computer science and increase access to computer science education for socioeconomically disadvantaged students and students that are underrepresented in the field of computer science. It is time to restore California as a leader and take action to increase access to computer science education, and begin closing the current gender and diversity gaps.”

1. Computer Science Standards and Strategic Plan. In September 2018, the SBE adopted the California Computer Science Standards (Standards). The 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 Standards outline the knowledge, concepts, and skills that students should acquire in each grade band--encouraging school districts to provide opportunities for computer science education for all students.

As the Standards were developed, the creation of the Computer Science Strategic Implementation Plan (CSSIP) was also underway. The development of the CSSIP was a multi-step process that involved 23 panel members, comprising teachers, administrators, faculty from institutions of higher education (IHEs), a public school student, representatives from private industry, a parent organization, the California Commission on Teacher Credentialing (CTC), and the IQC. Members were selected based on their expertise and leadership in computer science education, experience in standards-based interdisciplinary and differentiated instruction for diverse student populations, and previous committee experience. The final CSSIP includes activities and recommendations organized into three sections: Equity and Access, Supporting Educators to Teach Computer Science, and Expanding Computer Science Course Offerings. Each section provides the following:

• • 1. A brief overview of the topic, its current status, and why it is important;
    2. A description of state activities, both those that the state plans to implement right away and those that should be considered pending funding; and
    3. Expert suggestions and guidance for schools, districts, county offices of education (COEs), community and business partners, and other entities to consider as they work to improve computer science education for the students in their local schools and communities.

1. More Than Half of High Schools Do Not Offer Computer Science.  In February 2024, the SPI issued a press statement, noting that 55% of high schools in California do not offer a single computer science course. Only 5% 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.
2. Schools face computer science 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) 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.

1. State efforts to alleviate workforce shortages. 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% 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 who provide instruction at either of the following: (a) a school operating within a rural district, and (b) a school with a higher share of unduplicated pupils than other applicants. This funding is available for encumbrance until June 30, 2026.

As of March 2025, seven competitive rounds of Request for Applications have been awarded, and a total of 17 LEAs have been awarded a total of $2,563,700, with roughly $12 million remaining in the grant program.

This bill would create a framework for private funding to support the growth of the computer science educator workforce.

1. Why codify? This bill establishes the California Computer Science Demonstration Project (a pilot program) and a corresponding Working Group to increase the number of computer science courses available to students who are historically underrepresented in the field of computer science. A funding entity or entities would administer the pilot program, and the Working Group would be comprised of nonprofit organizations and private industry stakeholders with relevant expertise and experience in computer science education. The funding entities would determine how their specific contributions to the pilot program shall be spent, provided that the expenditures align with the purposes of the pilot program. The funding entities, in coordination with the Working Group, would select eligible schools that apply for the pilot program and presumably provide grant funding to selected schools to support efforts such as educator recruitment, professional development, examinations and industry certifications, and incentives. CDE’s existing Computer Science Coordinator may engage with the Working Group, so long as their engagement does not result in any additional state costs; however, their participation is not required. If private non-state entities conduct all of these functions, it begs the question: why does this need to be codified?

Based on information provided by the author’s office, the unique framework employed by this bill is the result of conversations with stakeholders across the state that voiced concerns about the cost pressures associated with a statewide requirement for public high schools to offer computer science courses. These cost pressures range from workforce shortages and administrative needs to infrastructure and equipment inequities. By connecting eligible schools with private dollars, this bill seeks to help address those cost pressures and bring a statewide vision of computer science course offerings closer to reality. By codifying the pilot program and the Working Group, the author intends for the work to serve as a proof of concept. However, in the interest of zeroing out the cost and resource impacts to the state, the Committee may wish to consider whether the resulting framework removes much of the hallmarks of accountability, oversight, and transparency that are expected of codified pilot programs.

To be clear, there is nothing in existing law that prohibits a private entity from establishing a philanthropic pilot program, convening a working group, or submitting a report to the Legislature. Simply put, they do not need the Legislature’s permission. Conversely, the codification of the non-state framework proposed by this bill would likely set a precedent in the Education Code.

The Committee may wish to consider the following:

• Student data privacy is of the utmost importance, particularly in a time when information can be used against students and their families. How can students and families be sure that student information is being handled responsibly when they provide data to the Working Group and potentially multiple private funding entities?
• This bill establishes the Working Group and specifies the qualities of its members. However, it does not specify who or what entity would be responsible for selecting members to be part of the Working Group. If a state entity is not selecting the membership or convening the group, who or what is?
• Much of the allowable expenses outlined in the bill work to address the workforce shortage issue that LEAs face in expanding computer science course offerings. If this is due, in part, to an issue of credentialing, shouldn’t the CTC have a role in the Working Group?
• How can the public be assured that a conflict of interest will not arise when a privately funded effort assumes the legitimacy that accompanies codification, without the hallmarks of transparency or oversight that are fundamental to state programs?
• What information would be made available to the LEAs, the state, or the public about the source of the funds contributed by the funding entities?

1. Author amendments to be taken as Committee amendments.
   1. Adjust the days by which the interim and final report must be submitted to the Legislature, from July 1, 2027, and April 1, 2028, to August 1, 2027, and July 1, 2028, respectively.
   2. Clarify that only public high schools that currently do not offer any computer science courses may be eligible to participate in the voluntary pilot program.
   3. Specify that the pilot program shall operate as a grant program, providing grant funds to selected LEAs to advance the goals of the pilot program.
2. Committee amendments.
   1. Strike the authorization for the California Computer Science Coordinator to engage with the Working Group and instead require that the Coordinator serve on the Working Group.
   2. Require LEAs participating in the pilot program to ensure that any sharing of student data complies with all applicable federal and state laws to protect individual privacy, including but not limited to the federal Family Educational Rights and Privacy Act and Section 1798.24 of the Civil Code.
   3. Require the Working Group and funding entities, as part of the interim and final report, to provide information about the membership of the Working Group and funding entities, as well as source information and descriptions about the dollar amounts of contributions, gifts, grants, in-kind donations, and other donations provided by the funding entity and/or respective funding entities.
   4. Clarify that the Working Group shall not be funded by the state.
   5. Sunset the Working Group and the pilot program on January 1, 2029.

Related legislation.

AB 2097 (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 2026-27 school year and across all high schools by the 2028-29 school year, as specified, and required the 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. AB 2097 was substantively similar to AB 887 as introduced. AB 2097 was held in the Senate Appropriations Committee.

AB 1054 (Berman, 2023) was substantially similar to AB 2097 and 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 1251’s operation was subject to an appropriation, and to date, no allocation has been made in the State Budget for its purpose.

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. AB 1853 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 (Ting, 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 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. AB 2274 was held in the Assembly Education Committee.

AB 20 (Berman, 2020) would have established a Computer Science Coordinator position at the CDE. AB 20 was held in the Assembly Appropriations Committee.

AB 52 (Berman, 2019) would have required the CSSIP to be regularly updated. AB 52 was held in the Assembly Appropriations 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 CSSIP.

SUPPORT

College Board

CSforCA

Kapor Center Advocacy

Microsoft Corporation

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OPPOSITION

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ASSEMBLY THIRD READING

ATR Bill Id:AB 887

Author:(Berman)

As Introduced Ver:February 19, 2025

Majority vote

SUMMARY

Requires the governing boards of school districts and governing bodies of charter schools with students enrolled in grades 9 to 12 to, by January 1, 2027, adopt a plan to offer courses in computer science, and requires the California Department of Education (CDE) to collect data on computer science course enrollment and develop a computer science implementation guide.

Major Provisions

1. Requires, by January 1, 2027, the governing board of each school district, and the governing body of each charter school, maintaining any of grades 9 to 12, 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:
2. Commencing with the 2027–28 school year, at least one high school per school district offers a computer science course. Permits school districts maintaining only one high school instead offer a computer science course by no later than the 2028–29 school year;
3. Commencing with the 2028–29 school year, all charter schools maintaining any of grades 9 to 12, offer a computer science course;
4. Commencing with the 2028–29 school year, at least 50% of the high schools per school district offer a computer science course; and
5. Commencing with the 2029–30 school year, all high schools in a school district offer a computer science course.
6. Requires school districts and charter schools to post the plan on their websites and otherwise make them available upon the request of the CDE.
7. Requires, on or before May 31, 2027, and annually thereafter until each high school in a school district or each charter school maintaining grades 9 to 12 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.
8. 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 in the required plan, and requires the computer science course to be listed as an option in the school's course catalog.
9. Requires school districts and charter schools to describe in the plan 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, that are underrepresented in the field of computer science.
10. Requires the CDE, on or before June 30, 2028, and annually thereafter, to publicly post the following course-related data for grades 9 to 12, inclusive, on its website, disaggregated at the state, county, school district, and school levels, for computer science courses:
11. The names and course codes of computer science courses that pupils are enrolled in at each school; and
12. The number and percentage of pupils who enrolled in each computer science course, disaggregated by each of the following:
13. Gender;
14. Race and ethnicity;
15. Special education status;
16. English learner status;
17. Socioeconomically disadvantaged status, including pupils who are eligible for free or reduced-price meals; and
18. Grade level.
19. Establishes the following definitions for purposes of the act:
20. "Computer science" means the study of computers and algorithmic processes, including their principles, hardware and software designs, implementation, and impact on society, as described in the computer science academic content standards adopted by the State Board of Education (SBE); and
21. "Computer science course" means a computer science course that is aligned to the computer science academic content standards 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.
22. Requires, by July 1, 2026, the CDE, under the direction of the California Computer Science Coordinator, to develop a computer science implementation guide, which would include information on all of the following regarding computer science standards-aligned courses:
23. 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;
24. Credentialing pathways;
25. Existing funding sources for professional learning;
26. Case studies and best practices from California high schools;
27. References to computer science standards-aligned curriculum resources, including, but not limited to, open-source options; and
28. Open source teacher-ready resources for utilization in computer science courses.
29. Requires the CDE, in developing the guide, to input from stakeholders with relevant expertise and experience in computer science education.
30. Encourages school districts, county offices of education, and charter schools to review the computer science implementation guide.

COMMENTS

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

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

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

1. 34% 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;
2. Schools serving low-income communities are three times less likely to offer core computer science courses, and over two times less likely to offer Advanced Placement courses, than schools serving high-income communities;
3. While female students comprise 49% of the high school population, just 30% of students taking computer science courses are female; and
4. Rural schools are two times less likely to offer computer science courses than urban schools.

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

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.

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 887 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."

Arguments in Support

Project Lead the Way 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 887, 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 Association of California School Administrators writes, "While we understand the importance of computer science education in preparing students for the future, we are deeply concerned about the lack of qualified educators to fulfill this requirement. Currently, California is facing a severe shortage of teachers, particularly in specialized fields such as computer science. Enforcing a computer science requirement without sufficient educators to deliver high-quality instruction would be counterproductive and undermine the intended purpose of the bill. This could result in a superficial understanding of the subject matter, which would be detrimental to students' future success in pursuing careers or higher education in the field.

Furthermore, school leaders are already inundated with countless plans, reports, and administrative tasks that demand their time and attention. These responsibilities take away from the critical work of directly supporting educators and students. The added pressure of implementing a new requirement, such as AB 887, without the proper resources or personnel would further stretch administrators thin, potentially leading to a decline in the quality of support provided to both educators and students.

In light of these concerns, ACSA requests an exemption for schools if they can project that they are unable to secure qualified educators or the necessary resources to teach computer science. This exemption would ensure that schools are not penalized for circumstances beyond their control and would prevent the implementation of a requirement that cannot be effectively fulfilled."

FISCAL COMMENTS

According to the Assembly Appropriations Committee:

1. One-time Proposition 98 General Fund costs of an unknown but potentially significant amount, potentially in the low millions of dollars across all districts and schools statewide, for school districts and charter schools to adopt plans to offer computer science courses at each of their high schools. California has approximately 1,000 school districts and charter schools serving grades 9 through 12 with a total enrollment of 1.9 million students. If each school district and charter school's plan costs $5,000 in staff time and other resources to develop, statewide costs would be about $5 million.
2. Ongoing Proposition 98 General Fund costs pressures, of an unknown but likely significant amount to schools, collectively statewide, for each school district and charter school to offer at least one computer science course offering at each of its high schools, if not already offered. Costs would include materials, technology equipment and licenses, staffing, credentialing, and professional learning, among other costs. Recent CDE data indicates that just over half of high schools currently offer computer science courses.
3. Minor and absorbable one-time General Fund costs to the CDE to develop a computer science implementation guide. Minor and absorbable General Fund costs to the CDE to annually post disaggregated computer science course-related student level data reported through CALPADS; this work and the associated deadline will likely delay CDE's publishing of other data, such as K-12 enrollment.

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

VOTES

ASM EDUCATION: 9-0-0

YES: Muratsuchi, Hoover, Addis, Alvarez, Bonta, Castillo, Garcia, Lowenthal, Patel

ASM APPROPRIATIONS: 14-0-1

YES: Wicks, Arambula, Calderon, Caloza, Dixon, Elhawary, Fong, Mark González, Hart, Pacheco, Pellerin, Solache, Ta, Tangipa

ABS, ABST OR NV: Sanchez

UPDATED

VERSION: February 19, 2025

CONSULTANT: Tanya Lieberman / ED. / (916) 319-2087 FN: 0000692

Date of Hearing: April 9, 2025

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Buffy Wicks, Chair

ABPCA Bill Id:AB 887

Author:(Berman) – As Introduced Ver:February 19, 2025

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

SUMMARY:

This bill requires every school district and every charter school serving high school students to adopt a plan to offer at least one computer science course and to offer a computer science course in all high schools operated by the school district or charter school upon the bill’s full implementation. This bill also requires the California Department of Education (CDE) to publicly post computer science course-related enrollment data reported through the California Longitudinal Pupil Achievement Data System (CALPADS), as specified, and to develop a computer science implementation guide for use by schools.

Specifically, this bill requires, by January 1, 2027, every school district that serves students in any of grades 9 through 12, and every charter school governing board or body serving such students, to adopt a plan to offer at least one computer science course in the 2027-28 school year and expand computer science course offerings, as specified, each year through the bill’s full implementation in the 2029-30 school year. This bill also requires, by May 31, 2027, each school district or charter school to post the adopted plans to the school district’s or charter school’s internet website and to annually review the district’s or school’s plan. This bill requires the California Department of Education (CDE) to, on or before June 30, 2028, and annually thereafter, post computer science course-related enrollment data reported through CALPADS, disaggregated by specified demographic characteristics such as gender, race and ethnicity, special education status, English learner status, socioeconomically disadvantaged status, and grade level. Lastly, this bill requires the CDE, on or before July 1, 2026, to develop a computer science implementation guide including information regarding computer science standards aligned courses.

FISCAL EFFECT:

1. One-time Proposition 98 General Fund costs of an unknown but potentially significant amount, potentially in the low millions of dollars across all districts and schools statewide, for school districts and charter schools to adopt plans to offer computer science courses at each of their high schools. California has approximately 1,000 school districts and charter schools serving grades 9 through 12 with a total enrollment of 1.9 million students. If each school district and charter school’s plan costs $5,000 in staff time and other resources to develop, statewide costs would be about $5 million.
2. Ongoing Proposition 98 General Fund costs pressures, of an unknown but likely significant amount to schools, collectively statewide, for each school district and charter school to offer at least one computer science course offering at each of its high schools, if not already offered. Costs would include materials, technology equipment and licenses, staffing, credentialing, and professional learning, among other costs. Recent CDE data indicates that just over half of high schools currently offer computer science courses.
3. Minor and absorbable one-time General Fund costs to the CDE to develop a computer science implementation guide. Minor and absorbable General Fund costs to the CDE to annually post disaggregated computer science course-related student level data reported through CALPADS; this work and the associated deadline will likely delay CDE’s publishing of other data, such as K-12 enrollment.

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

COMMENTS:

1. Purpose. 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.

1. 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 state’s 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.

Analysis Prepared by: Aaron Heredia / APPR. / (916) 319-2081

Date of Hearing: March 26, 2025

ASSEMBLY COMMITTEE ON EDUCATION

Al Muratsuchi, Chair

ABPCA Bill Id:AB 887 (

Author:Berman) – As Introduced Ver:February 19, 2025

SUBJECT: Pupil instruction: high schools: computer science courses: implementation guide

SUMMARY: Requires the governing bodies of school districts and charter schools with students enrolled in grades 9 to 12 to, by January 1, 2027, adopt a plan to offer courses in computer science, and requires the California Department of Education (CDE) to collect data on computer science course enrollment and develop a computer science implementation guide. Specifically, this bill:

1. Requires, by January 1, 2027, the governing board of each school district, and the governing body of each charter school, maintaining any of grades 9 to 12, 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:
2. Commencing with the 2027–28 school year, at least one high school per school district offers a computer science course. Permits school districts maintaining only one high school instead offer a computer science course by no later than the 2028–29 school year;
3. Commencing with the 2028–29 school year, all charter schools maintaining any of grades 9 to 12, offer a computer science course;
4. Commencing with the 2028–29 school year, at least 50% of the high schools per school district offer a computer science course; and
5. Commencing with the 2029–30 school year, all high schools in a school district offer a computer science course.
6. Requires school districts and charter schools to post the plan on their websites and otherwise make them available upon the request of the CDE.
7. Requires, on or before May 31, 2027, and annually thereafter until each high school in a school district or each charter school maintaining grades 9 to 12 to offer 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.
8. 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 in the required plan, and requires the computer science course to be listed as an option in the school’s course catalog.
9. Requires school districts and charter schools to describe in the plan 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, that are underrepresented in the field of computer science.
10. Requires the CDE, on or before June 30, 2028, and annually thereafter, to publicly post the following course-related data for grades 9 to 12, inclusive, on its website, disaggregated at the state, county, school district, and school levels, for computer science courses:
11. The names and course codes of computer science courses that pupils are enrolled in at each school; and
12. The number and percentage of pupils who enrolled in each computer science course, disaggregated by each of the following:
13. Gender;
14. Race and ethnicity;
15. Special education status;
16. English learner status;
17. Socioeconomically disadvantaged status, including pupils who are eligible for free or reduced-price meals; and
18. Grade level.
19. Establishes the following definitions for purposes of the act:
20. “Computer science” means the study of computers and algorithmic processes, including their principles, hardware and software designs, implementation, and impact on society, as described in the computer science academic content standards adopted by the State Board of Education (SBE); and
21. “Computer science course” means a computer science course that is aligned to the computer science academic content standards 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.
22. Requires, by July 1, 2026, the CDE, under the direction of the California Computer Science Coordinator, to develop a computer science implementation guide, which would include information on all of the following regarding computer science standards-aligned courses:
23. 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;
24. Credentialing pathways;
25. Existing funding sources for professional learning;
26. Case studies and best practices from California high schools;
27. References to computer science standards-aligned curriculum resources, including, but not limited to, open-source options; and
28. Open source teacher-ready resources for utilization in computer science courses.
29. Requires the CDE, in developing the guide, to input from stakeholders with relevant expertise and experience in computer science education.
30. Encourages school districts, county offices of education, and charter schools to review the computer science implementation guide.

EXISTING LAW:

1. Establishes requirements for graduation from high school, including three courses in English, two courses in mathematics, two courses in science, three courses in social studies, one course in visual or performing arts or world languages or career technical education (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. (Education Code (EC) 51225.3)
2. Requires that, of the three courses in social studies, two must be year-long courses in United States history and geography, and in world history, culture, and geography, and that the remaining two are a one-semester course in American government and civics, and a one-semester course in economics. (EC 51225.3)
3. Authorizes the governing board of a school district to require a student to complete additional coursework, beyond the courses required at the state level, in order to receive a diploma of graduation from high school. (EC 51225.3)
4. Requires the Superintendent of Public Instruction (SPI) to convene a computer science strategic implementation advisory panel to develop recommendations for a computer science strategic implementation plan, and requires the panel to submit recommendations for a strategic plan to the SBE by January 15, 2019.
5. Requires the plan to include, at a minimum, recommendations on all of the following:
6. Broadening the pool of teachers to teach computer science;
7. Defining computer science education principles that meet the needs of students in all grades; and
8. Ensuring that all students have access to quality computer science courses.
9. Requires the Instructional Quality Commission (IQC) to consider developing and recommending to the SBE, on or before July 31, 2019, computer science content standards for kindergarten and grades 1 to 12 pursuant to recommendations developed by a group of computer science experts. (EC 60605.4)
10. States that if a school district requires more than two courses in mathematics for graduation from high school, the district may award a student up to one mathematics course credit for successfully completing a “category C” approved computer science course. (EC 51225.35)
11. Requires the California State University (CSU), and requests the University of California (UC), to develop guidelines for high school computer science courses that may be approved for the purposes of recognition for admission. (EC 66205.5)
12. Through regulation, authorizes holders of credentials in mathematics, business, and 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)
13. 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 887 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.”

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 to, 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 5 of those states require a computer science course for graduation from high school. (Kapor Center, 2021)

We don’t know how many students are enrolled in computer science. Data on some computer science offerings in secondary schools is shown below for the 2018-19 school year. However, the Committee may wish to consider that the public does not have access to current public information on course enrollment or any other secondary subject, because enrollment data more recent than 2018-19 is not posted on the CDE website.

Source: CDE

Data provided by the College Board shows the following trends in Advanced Placement (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 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:

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 industrial and technology education) 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.

Arguments in support. Project Lead the Way 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 887, 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 Association of California School Administrators writes, “While we understand the importance of computer science education in preparing students for the future, we are deeply concerned about the lack of qualified educators to fulfill this requirement. Currently, California is facing a severe shortage of teachers, particularly in specialized fields such as computer science. Enforcing a computer science requirement without sufficient educators to deliver high-quality instruction would be counterproductive and undermine the intended purpose of the bill. This could result in a superficial understanding of the subject matter, which would be detrimental to students' future success in pursuing careers or higher education in the field.

Furthermore, school leaders are already inundated with countless plans, reports, and administrative tasks that demand their time and attention. These responsibilities take away from the critical work of directly supporting educators and students. The added pressure of implementing a new requirement, such as AB 887, without the proper resources or personnel would further stretch administrators thin, potentially leading to a decline in the quality of support provided to both educators and students.

In light of these concerns, ACSA requests an exemption for schools if they can project that they are unable to secure qualified educators or the necessary resources to teach computer science. This exemption would ensure that schools are not penalized for circumstances beyond their control and would prevent the implementation of a requirement that cannot be effectively fulfilled.”

Related legislation. AB 2097 (Berman) of the 2023-24 Session was substantially similar to this bill. It was held in the Senate Appropriations Committee.

AB 1054 (Berman) of the 2023-24 Session was substantially similar to this bill. It 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

2sigma School INC
California Chamber of Commerce
Microsoft Corporation
Monterey County Office of Education
National AI Youth Council
Project Lead the Way
Reach University
Silicon Valley Leadership Group

Opposition

Association of California School Administrators

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