Power surge: How a multistakeholder coalition promotes equity in computer science education policy

Abstract

The Computer Science (CS) for All national movement is increasingly relying on state-level change to broaden participation in computing. To foster an environment in which all students have opportunities to thrive in CS education, policy action is necessary to help create the learning conditions for success. CS education in California has grown substantially in the last decade, yet opportunity gaps remain for young women and Black, Latinx, and Native American students. Early grassroots efforts to advance equity in computing evolved into the Computer Science for California coalition of K–16 educators, industry leaders, and other equity advocates to promote the growth of equity-minded teaching and learning opportunities in K–12 CS education. New policies at the state level reflect an increasing commitment among Sacramento policymakers to expand CS education. Yet troubling disparities in CS access and success continue to exist between traditionally advantaged students and their historically underserved peers. By drawing on interviews with 20 individuals involved in CS education policy, this study illuminates the contributing factors to recent policy successes and considerations for achieving further progress. Interviewees described the importance of tapping into the values of influential decision makers, educating policymakers about the benefits of CS education, and identifying the problems and solutions that require policy attention. To build the capacity of key policy actors in making informed decisions, this research demonstrates the continued value of providing useful information, developing relationships with policymakers, and creating resources that are easy to consume and understand. The interviews also suggest that attention to funding, disruptions from the COVID-19 pandemic, equity, and ongoing stakeholder support will shape prospects for CS education policy success moving forward.