1.This Act may be cited as the
Computer Science Education Act of
2011
.
2.The Congress finds the following:
(1)Computing
technology, driven by breakthroughs in computer science, is an integral part of
the culture of the United States and is reshaping how people interact.
(2)Computer science
is transforming industry, creating new fields of commerce, driving innovation
in all fields of science, and bolstering productivity in established economic
sectors.
(3)Computer science
underpins the information technology sector of the United States economy, which
is a significant contributor to the economic output of the United
States.
(4)The Bureau of
Labor Statistics projects that from 2008 through 2018 more than 1,500,000
high-wage computing jobs will be created in the United States economy, making
high-wage computing one of the fastest growing occupational fields.
(5)Computer science
is critical for national security and for meeting the challenges that a modern
society faces. Of the 14 Grand Challenges for Engineering determined by the
National Academy of Engineering, 8 have a predominant or significant computer
science component.
(6)Providing students with computer science
education in elementary and secondary school is critical for student success in
the 21st century and for strengthening the workforce.
(7)Elementary and secondary computer science
education gives students a deeper knowledge of the fundamentals of computing,
yielding critical thinking skills that will serve them throughout their lives
in numerous fields.
(8)Computer science
courses in elementary and secondary schools are fading from the national
landscape at a time when they are most needed. The Computer Science Teachers
Association (CSTA) has found that introductory secondary school computer
science courses have decreased in number by 17 percent since 2005 and the
number of Advanced Placement (AP) computer science courses has decreased by 33
percent.
(9)Significant
disparities in access to computer science education exist for minorities.
Research in the Los Angeles Unified School District, the second largest and one
of the most diverse school districts in the United States, found
college-preparatory computer science courses were commonly missing in schools
with high numbers of Latino and African-American students.
(10)According to the
National Center for Women and Information Technology, women and certain racial
minorities are underrepresented in computer science education. In 2008, 17
percent of AP computer science test takers were women, even though women
represented 55 percent of all AP test takers. In 2008, only 4 percent of AP
computer science test takers were African-Americans, even though
African-Americans represented 7 percent of all AP test takers. Only 784
African-American students nationwide took the AP computer science exam in
2008.
(11)While some
States, including Texas and Georgia, allow computer science courses to count
toward a student’s secondary school core graduation requirements, most States
that have specific course requirements for graduation count computer science
courses only as electives, chilling student interest in computer science
courses.
(12)The CSTA has
found that many States do not have a certification or licensure process for
computer science teachers, and where certification processes do exist, such
processes often have no connection to computer science content.
(13)The CSTA has
developed model computer science teacher certification pathways for both new
and experienced teachers.
(14)Computer science
education has been encumbered by confusion regarding the related but distinct
concepts of computer science education, technology education, and the use of
technology in education.
(15)Computer science
education courses have often been placed within the vocational education
pathways in schools, creating a focus on applied information technology skills
rather than a focus on developing core computer science knowledge.
(16)The Association
for Computing Machinery and the CSTA have established a clear four-part,
grade-appropriate framework of standards for computer science education to
guide State reform efforts.
(17)With the growing importance of computing in
society, the need for students to understand the fundamentals of computing, and
the significant challenges computer science education faces in elementary and
secondary education, broad support for computer science education is needed to
catalyze reform.
3.State
comprehensive planning grants
(a)The Secretary of
Education shall award grants to State educational agencies to develop
comprehensive plans to strengthen elementary and secondary computer science
education in accordance with this section.
(b)A
comprehensive plan developed under this section shall outline strategies for
achieving the following objectives:
(1)Provide an
engaging and rigorous computer science education intended to ensure students
are prepared for the 21st century.
(2)Assess the State’s
needs for computer science education, particularly for underrepresented
populations.
(3)Ensure access to
computer science courses, particularly at low-performing schools and for
low-income students and students underrepresented in computing.
(4)Ensure that students are exposed to
grade-appropriate computer science concepts in kindergarten through grade 12
and that computer science courses at the secondary level are viewed as part of
the core curriculum students need to be ready for postsecondary education and
careers.
(5)Ensure that
teachers have the appropriate background, skills, and access to resources to
teach computer science.
(c)Contents of
comprehensive plansA State
educational agency that receives a grant under subsection (a) shall develop a
comprehensive plan that meets the objectives described in subsection (b) and
includes the following:
(1)An assessment of
elementary and secondary computer science education in such State.
(2)Proposals to
improve elementary and secondary computer science education in such State
through the development and implementation of—
(A)challenging and
grade-appropriate academic content standards for computer science at elementary
and secondary education levels;
(B)grade-appropriate
assessments of computer science learning;
(C)programs to
increase access to computer science courses for students at low-performing
schools and students underrepresented in computing;
(D)improved computer science teacher
certification or licensure requirements and processes;
(E)professional
development programs for computer science teachers; and
(F)programs for
ensuring that computer science courses at the secondary level are considered an
integral part of the curriculum students need to be well prepared for higher
education and employment.
(d)In
developing a comprehensive plan under this section, a State educational agency
shall collaborate with representatives of institutions of higher education,
with other interested parties, and, where they exist in such State, with State
P–16 or P–20 councils.
(e)The Secretary shall
award each grant under subsection (a) for a period of two years.
(f)
(1)The Secretary shall
award grants under subsection (a) proportionally among the State educational
agencies that apply for grant funding under this section based on the number of
low-income children served by the State educational agency compared to the
total number of low-income children served by all of the State educational
agencies that apply for grant funding under this section.
(2)Counting
low-income children
(A)The number of low-income children to be counted for
purposes of this section is the aggregate of—
(i)the
number of children aged 5 to 17, inclusive, in the State from families below
the poverty level, as determined by the Secretary on the basis of the most
recent satisfactory data;
(ii)the
number of children (determined for either the preceding year or for the second
preceding year, as the Secretary finds appropriate) aged 5 to 17, inclusive, in
the State in institutions for neglected and delinquent children (other than
such institutions operated by the United States); and
(iii)the number of
children aged 5 to 17, inclusive, in the State from families above the poverty
level as determined under paragraph (4)(A) of section 1124(c) of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6333(c)(4)).
(B)In making computations under subparagraph
(A), the Secretary shall use the methodology described in paragraphs (3)
through (5) of section 1124(c) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6333(c)).
(3)Notwithstanding paragraph (1), each State educational
agency approved by the Secretary to receive a grant under this section shall
receive a minimum grant of $250,000.
(g)Authorization of
appropriationsThere is
authorized to be appropriated such sums as necessary, subject to the
availability of appropriations, to carry out this section.
4.
(a)The Secretary
shall award grants to State educational agencies in accordance with this
section to implement computer science education improvements proposed in
comprehensive plans that meet the requirements of subsections (b) and (c) of
section 3.
(b)Each
State educational agency applying for a grant under this section shall—
(1)develop
quantifiable benchmarks for the activities supported under such grant, which
may include benchmarks for increasing—
(A)student knowledge
and competency of grade-appropriate computer science concepts;
(B)the number of
students that take computer science courses;
(C)the diversity of
students who take computer science courses;
(D)the number of
students who plan to pursue postsecondary computer science degrees;
(E)the diversity of
students who plan to pursue postsecondary computer science degrees; and
(F)the number of
teachers who are certified to teach computer science; and
(2)submit such
quantifiable benchmarks to the Secretary for approval.
(c)Grant
funds received under this section shall be used by each State educational
agency for the development and implementation of—
(1)challenging and
grade-appropriate academic content standards for computer science;
(2)grade-appropriate
assessments of computer science learning;
(3)programs to
increase access to computer science courses for students at low-performing
schools and students underrepresented in computing;
(4)improved computer
science teacher certification requirements and processes;
(5)professional
development programs for computer science teachers;
(6)programs for ensuring that computer science
courses at the secondary level are considered an integral part of the
curriculum students need to be well prepared for higher education and
employment;
(7)effective computer
science curricula;
(8)computer science distance learning
programs; and
(9)such other
activities that strengthen computer science education and that such State
educational agency considers appropriate.
(d)A State educational agency may use not more than five
percent of a grant received under this section for administrative
expenses.
(e)In performing the activities required under
subsection (c), each State educational agency shall partner with institutions
of higher education and local educational agencies, and may partner with
nonprofit organizations, businesses, and other State educational
agencies.
(f)
(1)Each State
educational agency receiving a grant under this section shall provide a
non-Federal share, in cash or in-kind, of the funding for the activities
described in subsection (c) of not less than 20 percent of the total cost of
such activities in any fiscal year.
(2)Financial
hardship waiverThe Secretary may reduce or waive the requirement
to provide a non-Federal share under paragraph (1) for a State educational
agency if such State educational agency demonstrates a need for such waiver or
reduction due to extreme financial hardship.
(g)The Secretary shall
award each grant under subsection (a) for a period of five years.
(h)At the end of the five-year period for a grant, the grant
recipient may apply for an additional grant under this section by submitting an
updated comprehensive plan that meets the requirements of subsections (b) and
(c) of section 3. In considering an application for a subsequent grant under
this section, the Secretary shall take into consideration the reports filed
under subsection (l).
(i)Competitive
basis; priorityThe Secretary shall—
(1)award grants for a
fiscal year on a competitive basis among State educational agencies that meet
the requirements for funding under this section; and
(2)give priority to
State educational agency proposals that include an emphasis on serving
low-performing schools and on increasing participation in computer science by
students underrepresented in computing.
(j)In allocating grant funds received under this section, a
State educational agency shall give priority to proposals that include an
emphasis on serving low-performing schools and on increasing participation in
computer science by students underrepresented in computing.
(k)Funds made available
to carry out this section shall be used to supplement, and not supplant, other
Federal and State funds available to carry out the activities described in this
section.
(l)Each
State educational agency receiving a grant under this section shall—
(1)measure the
progress of such State educational agency in achieving the benchmarks developed
under subsection (b)(1);
(2)collect data
relating to student-related benchmarks developed under subsection (b)(1) in a
form that is disaggregated by student race, ethnicity, gender, disability
status, migrant status, English proficiency status, and low-income status,
except that such disaggregation shall not be required when the number of
students in a category is insufficient to yield statistically reliable results
or the results would reveal personally identifiable information about an
individual student;
(3)collect such other
performance information as the Secretary may reasonably require for the
national evaluation conducted under section 7;
(4)submit a report to
the Secretary addressing each item in paragraphs (1) through (3) not later than
four years after the date on which the State educational agency receives an
initial grant under this section; and
(5)not later than two
years after the date of the submission of the report required under paragraph
(4), and biennially thereafter until the State educational agency no longer
receives grant funding under this section, submit to the Secretary an update of
such report.
(m)The
Secretary shall provide guidance to State educational agencies regarding
acceptable data sources and methodologies for—
(1)establishing
performance benchmarks; and
(2)measuring progress
by State educational agencies receiving grants under this section.
5.Commission on
Computer Science Education
(a)Not
later than 90 days after the date of the enactment of this Act, the Secretary
shall establish a Commission, to be known as the Blue Ribbon Commission
on Computer Science Education (in this section referred to as the
Commission), to provide recommendations for expanding and
improving computer science education.
(b)The
Commission shall consist of not more than 20 members and shall include at least
one of each of the following:
(1)A
State education official.
(2)An expert in
computer science.
(3)A
representative of an elementary or secondary computer science education
practitioner organization.
(4)An elementary or secondary computer science
teacher.
(5)A
social scientist with expertise on equity issues in the field of computer
science.
(6)A
representative of the computing industry or an industry that depends on
computing services.
(c)The
Commission shall—
(1)review the state of elementary and
secondary computer science education; and
(2)review the state
of computer science teacher certification requirements.
(d)Not
later than 270 days after the date on which the Commission is established, the
Commission shall submit to Congress and the Secretary a report containing the
results of the review under subsection (c). Such report shall include—
(1)recommendations on
best practices for computer science instruction, teacher preparation, and
professional development;
(2)recommendations on
best practices for computer science teacher certification, including
recommendations on achieving congruence between State computer science teacher
certification standards and the content of teacher preparation programs offered
by institutions of higher education; and
(3)recommendations
for expanding capacity—
(A)to help students
understand computer science, the job opportunities available to those who
pursue computer science education, and the importance of computer science in
the economy;
(B)to strengthen
computer science education in the elementary and secondary public education
system in the United States; and
(C)to increase
participation in computer science among students underrepresented in
computing.
(e)The
Commission shall terminate on the date that is 30 days after the date of the
submission of the report required under subsection (d).
6.Model teacher
preparation programs
(a)Model Teacher
Preparation ProgramsThe
Secretary may award grants to institutions of higher education to improve
computer science teacher training.
(b)A grant received
under subsection (a) shall be used to carry out at least one of the following
activities:
(1)Development of courses for undergraduate
students that—
(A)prepare such
students to teach computer science at the elementary and secondary
level;
(B)address content
and pedagogy in computer science education; and
(C)engage teacher
education and other relevant departments at such institution of higher
education.
(2)Development and
support of mentoring programs to support computer science teachers who are new
to the profession.
(c)Each grant awarded by
the Secretary under this section shall be for a period of five years.
(d)The
Secretary may not award grants under this section before the earlier of the
date of the submission of the report of the Blue Ribbon Commission on Computer
Science Education required under section 5(d), or the date that is one year
after the date of the enactment of this Act. The Secretary shall consider such
report, if available, in awarding grants under this section.
7.
(a)Not earlier than four years after the date of the
enactment of this Act, the Secretary shall contract with an independent
organization for a comprehensive, scientifically valid, and quantitative
evaluation of the performance and effectiveness of the activities funded by
grants received under this Act in improving the availability and quality of
computer science education, the overall participation rate of students in
computer science courses, and the participation rate of students
underrepresented in computing in computer science courses.
(b)
(1)Not later than five years after the date of the enactment
of this Act, the Secretary shall submit to Congress a report on the results of
the evaluation described in subsection (a).
(2)Not later than two
years after the date on which the Secretary submits the report required under
paragraph (1), and biennially thereafter, the Secretary shall submit to
Congress an update of such report.
8.In this Act:
(1)The term computer science means the study of
computers and algorithmic processes and includes the study of computing
principles, computer hardware and software design, computer applications, and
the impact of computers on society.
(2)Computer science
educationThe term computer science education
includes computing education in any of the following:
(A)Software
design.
(B)Hardware
design.
(C)Creation of
digital artifacts.
(D)Abstraction.
(E)Logic.
(F)Algorithm
development and implementation.
(G)Programming
paradigms and languages.
(H)Theoretical
foundations.
(I)Networks.
(J)Graphics.
(K)Databases and
information retrieval.
(L)Information
security and privacy.
(M)Artificial
intelligence.
(N)The relationship
between computing and mathematics.
(O)The limits of
computation.
(P)Applications in
information technology and information systems.
(Q)The social impacts
of computing.
(3)Institution of
higher educationThe term institution of higher
education has the meaning given that term in section 101(a) of the
Higher Education Act of 1965 (20 U.S.C. 1001(a)).
(4)The term local educational
agency—
(A)subject to
subparagraph (B), has the meaning given that term in section 9101(26) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801(26)); and
(B)includes any
charter school (as defined in section 5210(1) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7221i(1))) that constitutes a local
educational agency under State law.
(5)The
term Secretary means the Secretary of Education.
(6)The term State educational agency
has the meaning given that term in section 9101(41) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801(41)).
(7)State P–16 or
P–20 councilThe term State P–16 or P–20 council
means a body of public officials and public and private sector leaders
that—
(A)is established by
a State executive order, statute, or voluntary agreement and may be regularly
chaired or co-chaired by the Governor of the State;
(B)sets formal
aligned expectations for a seamless system of education from the earliest years
of a child’s development through the kindergarten through grade 12 system and
into and through postsecondary education;
(C)acts as a venue
for collaboration across early learning, including preschool through the first
4 years of higher education or through doctoral and professional schools;
and
(D)receives State,
foundation, business, or other funding to carry out the body’s agenda.
(8)Students
underrepresented in computingThe term students
underrepresented in computing—
(A)means populations
historically underrepresented in computer science disciplines; and
(B)includes females,
racial minorities, and low-income students.