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  • Computer science bill to address disparities in access – if it passes

    Computer science bill to address disparities in access – if it passes


    Photo by Allison Shelley for EDUimages

    Unless Assembly Bill 2097 — requiring every public high school to teach a computer science course — advances in the state Legislature on Thursday, access to computer science in California will continue to be inequitable across socioeconomic, racial, gender and geographic lines, according to the bill’s author.

    “It’s predominantly our underserved communities, our Black and brown communities, our rural communities, where students are going to schools that don’t even give them access to computer science,” said Assemblymember Marc Berman about his bill, which would close gaps and increase access to computer science classes in California, as 30 other states do. 

    Currently, the legislation is under “suspense” in the Senate Appropriations Committee, a process in which the bill’s fiscal impact is considered. If it doesn’t come out of suspense Thursday, the bill dies. 

    According to a September 2021 report, California lagged behind the national average and about three dozen other states in the percentage of high schools offering at least one computer science course, which can build a foundational understanding of technology. 

    Across California, the home state of the Silicon Valley, only 42% of high schools offered computer science in the 2018-19 school year, and just 5% of the state’s 1.9 million students enrolled. Access to the course varied, depending on the socioeconomic status, racial makeup and geographic location of schools. 

    For example, the report showed that 31% of schools serving low-income students offered a course, compared with 69% of high-income schools.

    Policy requiring schools to offer computer science has been implemented in states such as Nevada, where about 96% of the state’s schools offer a course, based on a national 2023 State of Computer Science Education report. 

    Closing equity gaps: The need for a computer science requirement 

    Since the 2018-19 school year, the percentage of California schools offering a computer science course has slightly increased to 45%, based on 2023 data. But California still lags the national average of 57.5% and still shows disparities among student groups and schools in certain communities. 

    “It’s been frustrating to see either the lack of progress or the remarkably slow progress that we’ve made, and that really emphasizes for me how important it is that we set this requirement,” Berman said. “If we don’t set that requirement, we’re never going to do the work necessary to accomplish it. Not having a requirement — it’s not yielding the progress that our students deserve.” 

    Based on the 2023 data from the 2022-23 school year:

    • 55% of high schools don’t offer any computer science courses. 
    • 27% of rural schools offer a course, compared with 50% of urban schools and 52% of suburban schools. 

    “That’s why we need this effort,” Berman said about the proposed legislation bringing schools to the baseline of offering the course. 

    “The data is clear that depending on what ZIP code you grow up in is determining whether or not you get the chance to get computer science education, and that shouldn’t be the case in California.” 

    National data shows that 99% of high schools in Arkansas and Maryland offer computer science, with Nevada, Alabama, South Carolina and Indiana having rates above 90%. 

    Among other policies, all of those states require their high schools to offer computer science. 

    What is computer science? ‘A fundamental understanding’

    Credit: Allison Shelley for EDUimages

    AB 2097 defines computer science as “the study of computers and algorithmic processes, including their principles … implementation and impact on society, as described in the computer science academic content standards adopted by the state board.” Furthermore, the bill wants students to go beyond using the technology; they should understand how and why those technologies work. 

    The course teaches and prepares students to “meaningfully engage” in a digitally driven world, according to Computer Science for California (CSforCA), a group of educators, nonprofit organizations and industry leaders that has worked to improve equity in computer science access. 

    According to the group, computer science education can improve digital literacy, critical thinking and other skills that can be applied across multiple fields, including education, entertainment, agriculture, art, medicine and social justice. For example, a class may create an app that increases access to health care services or explore the ethics of data privacy.  

    “We require that (our seniors take government), not because we expect them all to become politicians,” said Modesto City Schools computer science teacher Amy Pezzoni, “but because if they are going to be citizens in our world, we want to make sure they understand how their world works, how to have their voice heard, how to make sure they’re not lost in the noise.”

    Technology is everywhere, Pezzoni said.

    According to a 2020 Brookings Institution analysis, jobs requiring a medium and high level of digital skills increased over the last 20 years, and jobs requiring low-level skills decreased, Bloomberg reported. A 2023 analysis from the National Skills Coalition found that 92% of jobs required digital skills.

    Based on 2023 data, each month, California averaged 45,245 open computing jobs with an average salary of $153,544. 

    “We are not giving California students the opportunity and access to these jobs in the state they live in,” said Mary Nicely, the state’s chief deputy superintendent of public instruction, who represented Superintendent of Public Instruction Tony Thurmond during a June 12 Senate Education Committee hearing. 

    Pezzoni said that offering at least one computer science course, such as introductory computer science, builds students’ “fundamental understanding” of technology.  

    “It’s in our personal lives. It’s in every industry,” she said. “We just want to make sure they have the skills and the knowledge — the understanding of tech — to be successful (with whatever) they choose to do.”

    Pointing to computer science concepts such as artificial intelligence, web design and development, graphics, computer programming, robotics, cybersecurity and problem-solving, Pezzoni said, “It’s … the understanding of how technology works and how many different ways that you can engage with computer science.” 

    In 2018-19, high schoolers in Colusa, Mariposa, Modoc, San Benito and Sierra counties had no access to any computer science courses, according to the September 2021 Computer Science Access report.

    In other California schools, only 34% of campuses with a high proportion of Black, Indigenous, Latino and Pacific Islander students offered a course. And only 30% of females were enrolled in computer science courses even though they made up 49% of the student population before the pandemic. 

    Opponents of the bill say the inequity in both access to computer science courses and basic digital skills could create difficulties for some students, making it hard for them to do well in the course. Mark Epstein, with the California Environmental Technology Education Network, said at an April 24 Assembly committee hearing that students need a prerequisite course on basic digital skills to even succeed in a computer science class. 

    But Pezzoni said she meets students where they are. At the beginning of the class, she finds out what motivated students to take the class and what they want to do with their lives. 

    “I give them the skill, but I allow them to apply it in a way … that’s going to be meaningful for them,” Pezzoni said. “And I have seen students who were hell-bent on getting out of the class end up becoming some of my best students because they realized what they could do with it in their own interest. I have some that are continuing on a path that’s not tech, but they’re really appreciating the skills that our classes are giving them.

    “There is no reason students cannot engage in computer science.”

    Berman echoed the importance of meeting students where they are.

    “If they come in and they don’t have any computational skill, all the more reason for them to be taking this course and to get that experience,” he said. “I don’t think that we should penalize or punish students just because they haven’t had the chance yet to get these skills. I think that’s who we should be trying to support.”

    Computer science skills apply to practically any industry a student will pursue in the future, Berman added. The CSforCA coalition, for example, explained how computer science can make agriculture more sustainable and productive, highlighting robotic machines used in farming.

    And it can spark a passion for tech, Berman and Pezzoni said. Pezzoni has even had students who wanted to pursue medicine or business change their minds and decide to go into tech. 

    “They didn’t realize all of the opportunities they have to make a difference in tech, so they made that switch,” she said.

    Implementation is a concern

    Berman’s computer science bill would require the class to be offered in all public high schools by 2028-29. Even though the legislation doesn’t require immediate action, Berman said some school administrators have anxiety about implementation. 

    Pezzoni, who started and grew computer science courses in two low-income schools in the Central San Joaquin Valley, said it is achievable.

    If “this could be done in a low socioeconomic area in the Central Valley,” Pezzoni said, “it could be done anywhere in California.”

    After she started a computer science class in Ceres Unified in Stanislaus County, she said, “Students took it and were like, ‘OK, what’s next?’”

    “‘What can we do with this now?’” she said students asked her. “It, organically, will grow. They will drive that demand. But if they never have the opportunity to experience it, they don’t even know what they’re asking for. Or they just make the assumption, ‘Oh, well, that’s not for me because if it was important, they would offer it.’” 

    Pezzoni said there is a misconception that implementing computer science is a “big scary hurdle to overcome” because of the needed equipment or upgrades and necessary teachers and curriculum. 

    “And really none of that is an issue,” she said. “I think once districts start diving in and making this happen, they’re going to be pleasantly surprised how easy this is going to be for them to do.”

    Berman explained, “You don’t have to create curriculum. You don’t have to create professional development. That all exists already.”

    According to a bill analysis by the Senate Appropriations Committee, school districts would have to purchase instructional materials and provide professional development to current teachers. 

    While the exact cost is unknown, “it could be in the millions to potentially low tens of millions of dollars in Proposition 98 General Fund each year,” the analysis concluded.

    The Department of Finance opposed the bill based on its estimate of $50 million to $73 million in ongoing funding from Proposition 98.

    California has invested nearly $100 million for professional development and certification of computer science teachers, Berman said. In 2016, the state updated credentialing guidelines to allow single-subject credentialed teachers in other disciplines to pursue a computer science supplementary authorization with required coursework, preparing educators to teach the course. 

    Last year, another bill requiring all high schools to teach computer science stalled in the Senate, in part because of the lack of teachers, CalMatters reported. The following October, Gov. Gavin Newsom signed AB 1251, the “next step to increase accessibility for equitable computer science education in California,” the CSforCA coalition said in a news release at the time. The legislation requires the California Commission on Teacher Credentialing to establish a work group to develop a teacher preparation pathway for computer science to address the number of teachers able to teach the course.

    Graduation requirement removed from bill, but not from vision

    Among the 30 states that require high schools to offer a course, eight mandate it as a graduation requirement. 

    “I think that should be an eventual goal,” Berman said. “I think the next logical step, especially as the economy continues to change and people continue to see the value and the benefit, is that every student should take it.”

    When the bill was first introduced in February, it included requiring the course as a graduation requirement. According to Berman, the requirement was removed from the bill. 

    “I have some colleagues that feel like we’ve already created some additional graduation requirements and to add more is not appropriate at this time,” he said. 

    In late June, lawmakers rushed legislation to make California the 26th state with a graduation requirement for personal finance, starting in 2030-31. It adds to mandates such as the 2029-30 graduation requirement for ethnic studies. 

    The computer science bill passed the Assembly in May and the Senate Education Committee in June. It now sits in the Senate Appropriations Committee, where a similar bill died last year. The bill faces a similar fate on Thursday if the Appropriations Committee doesn’t send it to the full Senate for a vote.

    “What the bill does is, it says this is a priority. This is a priority for our students. This is a priority for our communities,” Berman said. “It forces school districts to make this a priority. But I think once they do that, the benefit is going to be massive.

    “This bill will make computer science availability and access for every student a priority.” 





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  • Trump attacks a key strategy for California schools: Flagging racial disparities in discipline

    Trump attacks a key strategy for California schools: Flagging racial disparities in discipline


    Fremont High School students in Oakland Unified use restorative justice circles to welcome newcomers, get to know each other and build bridges between different cliques and ethnic groups.

    Credit: Tatiana Chaterji / Oakland Unified

    Top Takeaways
    • Trump executive order challenges the concept that race-neutral policies can be discriminatory.
    • Administration said focus on equity in discipline has harmed student safety, while advocates say it’s an excuse to roll back civil rights protections.
    • Experts say executive order threatening to withhold funding from schools doesn’t have much bearing on California schools — for now.

    The Trump administration has taken aim at a key assumption of federal civil rights enforcers and California’s school discipline strategy: that large racial disparities are a red flag for discrimination.

    Trump’s executive order, released Wednesday, attacks the concept of disparate impact — the idea that a policy that may seem neutral actually harms a racial or ethnic group. The order calls this approach to discipline, championed by both the Biden and Obama administrations, a “risk to children’s safety and well-being in the classroom.”

    “Their policies placed racial equity quotas over student safety — encouraging schools to turn a blind eye to poor or violent behavior in the name of inclusion,” U.S. Department of Education Secretary Linda McMahon said in a statement.

    The previous Trump administration rescinded Obama-era guidance from the Department of Education, which warned it would initiate investigations based on reports of racial disparities in discipline. 

    The executive order takes this a step further by threatening state agencies and districts that fail to comply with the Trump administration’s “colorblind” interpretation of Title VI of the Civil Rights Act, which protects against racial discrimination.

    The introduction of the California School Dashboard, the state’s school accountability website, raised public awareness of suspension rates and other indicators of school performance. The dashboard designates the performance of every district and every school as well as their student groups — including racial groups — in one of five colors. No statewide student group’s suspension rate was red, designating the worst performance, but 674 schools — 7% of 9,671 schools — had that designation. They may have been designated for state assistance to determine the cause of high suspension rates. They would also have to commit to lowering suspensions as part of their district’s annual accountability plan.

    Suspensions in California have dropped dramatically over the last decade, but disparities remain: 8.6% of Black students were suspended in 2023-24, compared with 2.7% of white students.

    California has also taken action and banned schools from suspending students solely for “defiance.” Many advocates claimed it was a “catch-all” justification to punish students, particularly students of color, for smaller infractions, like refusing to take their hat off. The state banned the practice for K-3 students in 2013, expanded it to K-8 in 2019 and, this school year, expanded it to high school students.

    Los Angeles Unified School District pioneered this policy to reduce suspensions. In 2013, its school board passed the School Climate Bill of Rights. A district spokesperson said in a statement to EdSource that the district follows state law and district policy regarding student discipline.

    “Race is not a consideration in the application of student discipline policies at the district,” the statement said. 

    Carolyn Gorman, an analyst with the Manhattan Institute, a conservative think tank, says California is at risk of losing funding for schools with its policies on willful defiance that reference disparate impact.

    But other experts disagree.

    Michael Petrilli, president of the Thomas B. Fordham Institute, said the executive order is no surprise. “I expected them to write about it, but it’s so vague, it’s important to wait for the guidance to see, really, what they are trying to say.”

    “It’s one of those threats that I would advise districts to ignore,” said John Affeldt, managing attorney at Public Advocates.

    Affeldt points to recent court rulings that blocked Trump from enforcing an executive order he signed in January that promised to withhold funds from schools that have diversity, equity and inclusion (DEI) policies.

    It is not illegal to simply have a racial disparity in discipline statistics, Affeldt notes. Instead, disparities serve as a red flag that triggers an investigation to examine whether certain policies or practices are discriminatory and violate civil rights.

    Daniel Losen, a civil rights attorney, education researcher and former director of the Center for Civil Rights Remedies at UCLA’s Civil Rights Project, called the executive order “fear-mongering — making up unproven harms to discourage folks from considering the possibility that maybe their school policies are inequitable.”

    “They are hoping that people think that looking at racial differences is unlawful, even though the law requires that we address disparate impacts” of education policies, he said.  “And those regulations, which have been in effect since the ’60s, have not been rescinded.”

    Losen explored nationwide data on suspensions in his 2020 report “Lost Opportunities: How Disparate School Discipline Continues to Drive Differences in the Opportunity to Learn.” He concluded that the lack of instruction time from suspensions, combined with lost access to mental health services and the stigma of punishment “for breaking a rule, no matter how minor their misconduct,” causes racially disparate harm.

    Those sharp disparities, he wrote, “also raise the question of how we can close the achievement gap if we do not close the discipline gap.”

    Sixth grade teacher Thomas Courtney said he is concerned about the message that an order from the country’s highest office sends to teachers about addressing racism. He worries that it may reinforce a perception among a largely white workforce of teachers that students of color are to blame for the rise of misbehavior in classrooms.

    “The scapegoat is brown and Black children and the fact that they’ve been getting away with murder in your classroom — that’s how this is going to be interpreted,” said Courtney, who teaches humanities and English at Millennial Tech Middle School in San Diego.

    He worries some teachers will read the order and say, “I can finally write suspensions on all those Black kids causing all these problems in my class.”

    Looking at discipline through the lens of disparate impact tends to highlight one glaring fact: Black students — boys in particular — are far more likely to be disciplined. 

    “It’s historically egregious that it is Black males in particular who get referred much more often, suspended much more often, expelled much more often,” Affeldt said.

    Order is an ‘opening salvo’

    This executive order may have little immediate legal effect, but experts expect to see much more from the administration on the topic of discipline.

    “If they say, do not treat kids differently based on race, that should be fine. But they could go further to say that the Office of Civil Rights can investigate only individual circumstances, and cannot assume a disparate impact based on suspension data,” said Petrilli, of the Thomas B. Fordham Institute.

    “They could go looking for principals who would say they did not discipline students because of mandates to reduce the number of suspensions,” he said.

    Or they could find teachers who say that restorative justice in lieu of suspensions, without staff training and administrative support, doesn’t work. As Brian Foster, a retired California teacher, wrote in a comment to EdSource, “When there are no real consequences to bad behavior, it spreads. Behavior is excused and pushed right back into the classroom unresolved, degrading the real learning of all other students.”

    Courtney, who wrote a commentary for EdSource on the topic, worries that this executive order could represent an “opening salvo” in an effort to turn the practice of restorative justice into a politically toxic concept, as critical race theory was. Restorative justice focuses less on punishment and more on strengthening a school’s culture through righting wrongs, solving disputes and building relationships.

    Trump’s executive order doesn’t mention restorative justice practices, but it does refer to a joint letter in 2014 by the U.S. Department of Education and U.S. Department of Justice. That letter notes that strategies such as conflict resolution, restorative practices, counseling and positive interventions may be used.

    Affeldt also expects to see more from the administration on the topic of disparate impact — both inside and outside of schools. He says conservatives have been pushing for a case that would outlaw disparate impact theory. He calls it a “moonshot” for the movement to get a case that would invalidate California’s take on racial discrimination.

    “That’s a real stretch,” Affeldt said, “but that’s their game plan, and they’re trying to tee it up.” 

    EdSource reporter Mallika Seshadri contributed to this story.





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