“Computer science offers a unique opportunity to address some of the systemic issues that plague the lives of my students, many of whom are often denied access to essential services, opportunities and information because of their zip code. Because it is quickly becoming essential in virtually every industry, being introduced to the field in a public school setting puts students on a pathway to enjoy a greater sense of financial security, purpose and choice—ensuring that my students have access to the field can help dismantle decades of inequity by empowering them to become active developers and not just passive recipients.”

“In order for our students to compete in the innovation economy and be able to access some of the highest-paying careers, they need to be digitally literate. Computer science is driving innovation across every industry and automating a lot of jobs through technology and machine-learning. A career in the tech industry has the power to bring financial freedom to our students and their families, [and] computer science is important because it teaches our students about creativity and bringing an idea or vision to life through problem-solving. I want students across Davidson Country to recognize that they don’t have to just be a programmer to use coding—instead, they can leverage technology for their own interests.”

“Technology is becoming a larger and larger part of all our lives, and it is imperative that every child has, at the very least, a basic understanding of how technology works. Access to computer science education is important so that all students can be not only consumers, but also creators of technology. To me, computer science education is a form of educational justice. All students should have the knowledge to access conversations regarding technology ethics, data and privacy.”

“In my class, we discuss the importance of a more diverse tech workforce, and I work to support students in building the necessary skills to be successful if they choose to take computer science courses after high school. All of the curriculum that I have designed and selected for our school is project-based with a focus on creativity and self-expression. Even if students don’t ever take a computer science course again, I hope that they leave with a sense of what’s possible when they persevere through problems and create work that is meaningful to them.”

“The disparities of access and participation that we see in computer science education are symptoms of inequities present in our educational system as well as society as a whole. In order to achieve equity, individuals and groups must actively work to broaden participation in computing. As advocates looking to rapidly expand computer science education, it is crucial that we keep a close eye on the data surrounding these inequities and take specific action to try to close gaps in access and participation. As a leader of the CS4TX statewide advocacy movement, we have made impressive gains on the policy front in the past several years. And, CS4TX is currently still advocating for approximately $8 million more of funding to be put toward professional development to help certify new computer science teachers.”