Sec. 6112. Improving access to elementary and secondary computer science education

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The purpose of this section is to improve the United States’ global competitiveness by improving access to computer science education and computational thinking skills for students enrolled in elementary schools and secondary schools operated by local educational agencies, particularly for students facing systemic barriers. In this section: The terms dual or concurrent enrollment program , elementary school , educational service agency , English learner , evidence-based , local educational agency , middle grades , professional development , secondary school , Secretary , State , State educational agency , and technology have the meanings given the terms in section 8101 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7801 ).

The term computer science education means instruction or learning regarding the study of computers and algorithmic processes and the study of computing principles and theories, as defined by a State, and may include instruction or learning on— computer programming or coding as a tool to— create software, such as applications, games, and websites; and process, manage, analyze, or manipulate data; development and management of computer hardware related to sharing, processing, representing, securing, and using digital information; and computational thinking skills and interdisciplinary problem-solving to equip students with the skills and abilities necessary to apply computational thinking in the digital world.

The term computational thinking skills means critical thinking skills that include— knowledge of how problems and solutions can be expressed in such a way that allow them to be modeled or solved using a computer or machine; the use of strategies related to problem decomposition, pattern matching, abstractions, modularity, and algorithm design; and that involve creative problem solving skills and are applicable across a wide-range of disciplines and careers. The term State’s computer science education standards means academic standards established by a State regarding computer science education and computational thinking skills.

The term students facing systemic barriers means students who are underrepresented in the computer science field, including through enrollment in computer science education courses in elementary and secondary education, enrollment and completion of computer science associates’, bachelors’, and graduate degrees, and participation in computer science careers, which includes female students, students from families with low incomes, Black and Latino students, Native American and Alaskan Native students, Native Hawaiian and Pacific Islander students, students with disabilities, English learners, students in rural areas, migrant students, students experiencing homelessness, and children and youth in foster care.

The term technology infrastructure means computer devices and internet connectivity. From the amounts appropriated under subsection (k), after making the reservations described in paragraph (2), the Secretary shall award computer science education program grants, on a competitive basis, to State educational agencies (which may include consortia of State educational agencies) that have submitted applications described in subsection

(d)to increase access to computer science education and increase the development of computational thinking skills in elementary and secondary education, particularly for students facing systemic barriers, in order to increase American competitiveness, in accordance with this section. From the total amount appropriated under subsection

(k)for a fiscal year, the Secretary shall reserve— not less than 1 percent for the Bureau of Indian Education for the purpose of this section; not less than 2 percent for technical assistance and administration; and not less than 2 percent for evaluation, in accordance with subsection (h). A State educational agency receiving a grant under paragraph

(1)shall use not less than 90 percent of the grant funds to award competitive subgrants to local educational agencies and educational service agencies. A State educational agency receiving a grant under paragraph

(1)shall reserve not more than 10 percent of the total grant amount received by the State for State level activities described in subsection (f)(1), of which not more than 2 percent of the total grant amount received by the State shall be used to provide technical assistance or for administrative purposes. Grants awarded by the Secretary under this section shall be of sufficient size and scope to allow State educational agencies to carry out the purpose of this section. A grant awarded under this section shall be for a period of not more than 5 years. The Secretary may renew a grant awarded under this section for 1 additional 2-year period for programs that meet the outcomes described in the data-driven plan required under subsection (d)(1). The Secretary shall coordinate with the Director of the National Science Foundation to identify and disseminate best practices to expand access to computer science education and the development of computational thinking skills for all students, particularly students facing systemic barriers, and to support the effective implementation of the grant program under this section. In order to receive a grant under this section, a State educational agency shall submit an application to the Secretary at such time, in such manner, and including such information as the Secretary may reasonably require, including the following: A description of the State educational agency’s data-driven plan to provide equitable access to computer science education and improve the development of computational thinking skills for all students, particularly students facing systemic barriers, including how the State educational agency will— measure equity gaps across the State, across and within local educational agencies, and across and within schools served by such agencies, in access and enrollment in computer science coursework for students facing systemic barriers; use data collected under subparagraph

(A)to target State-level investments or supports to close identified equity gaps; and ensure that local educational agencies and educational service agencies receiving a subgrant under this section develop and implement a data-driven approach to meet such agency’s goals described in subsection (f)(2)(A), including through the measurement and collection of local data aligned with the State educational agency’s data-driven plan. A description of the factors the State educational agency will take into account when reviewing applications submitted by agencies under subsection

(e)and making subgrants under this section, including how such State educational agency shall— take into consideration the need among agencies, including the number of students served by such agencies who are from families with low incomes, in accordance with paragraph (3)(A)(i); and consider the agency’s capacity and commitment, including the agencies’ previous work to address achievement gaps, to— close equity gaps in access to and enrollment in computer science education coursework, particularly for students facing systemic barriers; and provide access to high-quality instruction to improve the development of computational thinking skills in elementary and secondary education, particularly for students in elementary school and in the middle grades. An assurance that the State educational agency— shall give priority in subgrant awards to local educational agencies that— are in the highest quartile of local educational agencies, in a ranking of all local educational agencies in the State, ranked in descending order by the number or percentage of children in each agency counted under section 1124(c) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6333(c) ); or will partner or collaborate with a Historically Black College or University (within the meaning of the term part B institution under section 322 of the Higher Education Act of 1965 ( 20 U.S.C. 1061 )) or other institution described in section 371(a) of the Higher Education Act of 1965 ( 20 U.S.C. 1067q(a) ), that is located within the State, to carry out activities under the subgrant, in accordance with subsection (f)(2); will distribute subgrant awards among geographically diverse areas, including urban, suburban, and rural areas; and in operating the local competitive subgrant process described in subsection (c)(3)(A), shall conduct outreach to local educational agencies described in subparagraph (A)(i) to make the agencies aware of the subgrant availability under this section, and provide technical assistance and support to such agencies in submitting an application under subsection (e). A description of the State educational agency’s strategy to increase the number of educators prepared to teach computer science education, including by— recruiting educators or individuals with backgrounds in computer science to teach computer science, diversifying the computer science educator pipeline, providing evidence-based professional development for current educators, or providing evidence-based training for current educators seeking to transition from other content areas to computer science; and working with public institutions of higher education in the State to examine the State’s policies regarding educator preparation and licensure to support increased access and enrollment for candidates enrolled in educator preparation programs and current educators in computer science education. A description of the policies and practices of the State educational agency intended to support increased access and enrollment in computer science and support the development of computational thinking skills for elementary school and secondary school students, including— the State educational agency’s efforts to encourage, incentivize, or require school districts to— offer computer science education in secondary schools, including Advanced Placement or International Baccalaureate computer science courses, computer science courses in dual or concurrent enrollment programs, in-demand industry credentials, or high-quality distance education, particularly for students facing systemic barriers across the State; and support the development of opportunities for youth to access extracurricular opportunities, career exploration and exposure activities, career information and advising, and high-quality work-based learning opportunities (such as internships) to increase exposure to computer science education and career pathways, and support the development of computational thinking skills, particularly for students facing systemic barriers; how the State’s elementary school and secondary school curriculum supports rigorous instruction in computer science education and the development of computational thinking skills, particularly for students enrolled in elementary school or in the middle grades; and how the State’s data-driven plan described in paragraph

(1)and grant funds provided under subsection

(c)will be used to inform and change such policies and practices to increase access to instruction in computer science education and the development of computational thinking skills for all students, particularly students facing systemic barriers across the State. In order to receive a subgrant under this section, a local educational agency (which may include a consortium of local educational agencies) or an educational service agency shall submit an application to the State educational agency at such time, in such manner, and including such information as the State educational agency may reasonably require. At a minimum, such application shall include the following: A description of how the local educational agency or educational service agency will— develop and implement a plan to address equity gaps in enrollment and access to computer science education, including the development of computational thinking skills, for students facing systemic barriers and align such plan with the State educational agency’s data-driven plan described in subsection (d)(1); and diversify and support its computer science educators, including through recruitment and retention activities, analyzing disparities among its educators by race, ethnicity, sex, socioeconomic status, age, disability status, and language ability, and addressing such disparities, in alignment with the State’s strategy described in subsection (d)(4). A description of the existing computer science education coursework offered in secondary schools operated by the local educational agency or educational service agency, including the number of students who enroll and complete such courses and the demographics of such students. A description of how the local educational agency or educational service agency will use subgrant funds to implement evidence-based practices to improve the quality of instruction in computer science and the development of computational thinking skills, including— providing evidence-based professional development for current educators in computer science education, or evidence-based training for current educators seeking to transition from other subjects to computer science; and improving instruction in the development of computational thinking skills for students in elementary schools and secondary schools, particularly for students in elementary schools and middle grades. A description regarding whether and how the local educational agency or educational service agency may partner or collaborate, to carry out activities with the subgrant, in accordance with subsection (f)(2), with 1 of the following entities, to the extent practicable if such entities are located within the State: A Historically Black College or University (within the meaning of the term part B institution under section 322 of the Higher Education Act of 1965 ( 20 U.S.C. 1061 )) or other institution described in section 371(a) of the Higher Education Act of 1965 ( 20 U.S.C. 1067q(a) ) A computer science industry, institution of higher education, nonprofit organization, community learning center (as defined in section 4201(b) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7171(b) )), State workforce agency, or a State workforce development board established under section 101 of the Workforce Innovation and Opportunity Act ( 29 U.S.C. 3111 ). An assurance that the local educational agency or educational service agency will meet the requirements under paragraph (2). A local educational agency or educational service agency that receives a subgrant under this section shall use not less than 50 percent of such funds to support elementary schools and secondary schools that meet one of the following criteria: Using any of the measures of poverty in section 1113(a)(5) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6313(a)(5) ), elementary schools and secondary schools that have a higher percentage of students from families with low incomes than the average of the percentage of students from families with low incomes across all elementary schools and secondary schools served by the local educational agency or educational service agency. Using any of the measures of poverty in section 1113(a)(5) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6313(a)(5) ), elementary schools and secondary schools by grade-span grouping that have a higher percentage of students from families with low incomes than the average of the percentage of students from families with low incomes across all elementary schools and secondary schools serving students in such grade-span grouping in the local educational agency or educational service agency. In identifying schools under subparagraph (A), percentages of students from families with low incomes in secondary schools may be calculated using comparable data from the schools that feed into such secondary school. A State educational agency shall use amounts reserved under subsection (c)(3)(B) for 1 or more of the following: Implementing the data-driven plan described in subsection (d)(1), including through the provision of technical assistance, data collection and analysis, and capacity building supports to all local educational agencies within the State, to expand access to rigorous computer science education and increase the development of computational thinking skills for elementary school and secondary school students facing systemic barriers. Implementing the State educational agency’s strategy to support computer science educators described in subsection (d)(4) by diversifying and increasing the number of educators adequately prepared to deliver rigorous instruction in computer science, through recruitment, evidence-based professional development for educators, or evidence-based training for current educators seeking to transition from other subjects to computer science. Identifying and supporting the implementation and scaling of evidence-based instructional strategies in computer science education and instruction on how to develop computational thinking skills in students that are supported by strong or moderate evidence. Supporting the development of opportunities for youth to access extracurricular opportunities, career exploration and exposure activities, career information and advising, and high-quality work-based learning opportunities (such as internships), to develop computational thinking skills and increase exposure to computer science education and career pathways, particularly for students facing systemic barriers. A local educational agency or educational service agency that receives a subgrant under this section shall comply with the following: Develop and implement a plan (in alignment with the State educational agency’s data-driven plan described in subsection (d)(1)) that— regularly measures, analyzes, and addresses disparities in access to and enrollment in computer science education and in the development of computational thinking skills for students facing systemic barriers; is in alignment with the State’s computer science education standards (if the local educational agency or educational service agency is located in a State who has adopted such standards); establishes goals and specifies activities supported by subgrant funds to meet those goals by— increasing access to computer science education coursework in elementary schools and secondary schools that do not offer such courses; addressing challenges faced by students facing systemic barriers in enrolling and succeeding in computer science education coursework in elementary schools and secondary schools that do offer such courses; and providing high-quality instruction to support the development of computational thinking skills for students in elementary schools and secondary schools, particularly for students in elementary schools and middle grades; and prioritizes using subgrant funds to support schools with significant enrollments of students from families with low incomes as described in subsection (e)(2). Carry out 1 or more of the following: Expand access to rigorous computer science education and improve the development of computational thinking skills for all students, especially students facing systemic barriers, including through— increasing access to computer science education in elementary schools and secondary schools, including through expanded course offerings such as Advanced Placement or International Baccalaureate courses, dual or concurrent enrollment programs, in-demand industry recognized credentials, or high-quality distance education; and improving the development of computational thinking skills for students in elementary schools and secondary schools, particularly elementary schools and in the middle grades, including through investments in high-quality instructional materials, technology infrastructure, high-quality curriculum, and evidence-based professional development, with the goal of more effectively preparing such students for success in computer science education, such as enrollment in computer science education coursework in secondary school, receiving a postsecondary degree or credential in computer science, and attaining a career in computer science or a related field. Diversify, support, and increase the number of educators adequately prepared to deliver rigorous instruction in computer science education, by— providing evidence-based professional development for current computer science education educators, or evidence-based training for current educators seeking to transition from other subjects to computer science; recruiting and retaining educators described in subclause (I); and analyzing disparities amongst computer science educators by race, ethnicity, sex, socioeconomic status, age, disability status, and language ability, and addressing such disparities. Implement evidence-based practices to improve the quality of instruction regarding computer science and the development of computational thinking skills. Support student mastery of the development of problem-solving skills and other key prerequisites for computer science education coursework, including algebra and statistics, to promote success in computer science education coursework. Establish robust regional collaborations with relevant local entities to improve work-based learning opportunities and career exploration and exposure in computer science, for elementary school and secondary school students, that may include collaborating with computer science industry, institutions of higher education, nonprofit organizations, community learning centers (as defined in section 4201(b) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7171(b) ), a State workforce agency, or a State workforce development board established under section 101 of the Workforce Innovation and Opportunity Act ( 29 U.S.C. 3111 ). Support the development of opportunities for youth to access extracurricular opportunities, career exploration and exposure activities, career information and advising, and high-quality work-based learning opportunities (such as internships), to develop computational thinking skills and increase exposure to computer science education and career pathways. A local educational agency or educational service agency that receive a subgrant under this section shall not use more than 15 percent of subgrant funds for purchasing technology infrastructure as described in paragraph (2)(B)(i)(II). Each local educational agency and educational service agency that receives a subgrant under this section shall submit a report to the State educational agency on an annual basis that contains any information required by the State educational agency and, at a minimum, the following: The number of students enrolled in computer science education coursework in the schools served by such local educational agency or educational service agency, and an update on the progress in meeting the goals established under the agency’s plan to address equity gaps in enrollment and access to computer science education for students facing systemic barriers, as required under subsection (f)(2). A description of actions and changes in policies and practice by the local educational agency or educational service agency to improve access and increase enrollment and success in computer science education and increase the development of computational thinking skills for elementary school and secondary school students, particularly for students in elementary schools and middle grades. Data on the number and diversity of educators providing high-quality instruction in computer science education. Not later than 1 year after the date of enactment of this section and annually thereafter, a State educational agency that receives a grant under this section shall provide a report to the Secretary containing the information the Secretary requires, including, at a minimum— a summary of the reports received by the State educational agency under paragraph (1); a description of changes in State policy to improve access and increase enrollment in computer science education and the development of computational thinking skills in the State’s curriculum for elementary school and secondary school students; an update of the State educational agency’s implementation of its data-driven plan described in subsection (d)(1) to improve access and increase enrollment in computer science education and increase the development of computational thinking skills for students facing systemic barriers; and an update of the State educational agency’s implementation of its strategy to support computer science educators described in subsection (d)(4), including data on diversifying and increasing the number of educators adequately prepared to deliver rigorous instruction in computer science education The Secretary, acting through the Director of the Institute of Education Sciences, shall carry out an independent evaluation to measure the effectiveness of the program funded under this section and disseminate best practices to expand access to computer science education and the development of computational thinking skills for all students, particularly students facing systemic barriers. The evaluation under paragraph

(1)shall measure— the effectiveness of the program in expanding access to computer science education and the development of computational thinking skills for all students, particularly students facing systemic barriers; the extent to which the program improved the development of computational thinking skills for elementary schools and secondary school students, particularly in elementary schools and middle grades; and the effectiveness of the program in diversifying, supporting, and increasing the number of educators adequately prepared to deliver rigorous instruction in computer science education and how to develop computational thinking skills in students. The Secretary shall comply with requirements of section 8526A of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 7906a ) in carrying out activities under this section. Federal funds provided under this section shall be used to supplement, and not supplant, other Federal, State, or local funds available to carry out the activities described in this section. There are authorized to be appropriated to carry out this section such sums as may be necessary for each of fiscal years 2022 through 2026.

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Sec. 6112

Improving access to elementary and secondary computer science education

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