Sec. 2. Findings

596 words·~3 min read·/bill/118/hr/4174/ih/section-2

A research copy — for the controlling text, always check the official state or federal source. Not legal advice.

Congress finds the following: Computer science is transforming industry, creating new fields of commerce, driving innovation, and bolstering productivity. By 2029, computer science and information jobs are expected to grow by 11 percent, faster than the average of any other occupation. However, as of 2019, the more than 900,000 computing and tech jobs unfilled in the United States suggests that our students are not being prepared to meet the demands of a 21st century economy.

It is projected that there will be 8,000,000 new jobs in the technology sector by 2028 and 3,500,000 computing-related jobs by 2026, however, the current state of computer science education will only prepare enough computer science professionals to fill 19 percent of these jobs. Knowledge of computer science and use of technology is increasingly essential for all individuals, not just those working or planning to work in the technology sector. Providing students with computer science education in elementary school and secondary school is critical for student success, and strengthening the workforce of a 21st century economy.

While an estimated 90 percent of parents want computer science taught in their children’s schools, just 45 percent of all elementary schools and secondary schools offer high-quality computer science instruction that includes programming and coding. Black and Hispanic workers in the science and engineering workforce continue to be underrepresented. Black employees represent 13 percent of the United States workforce, but only 5.6 percent of the science and engineering workforce.

Hispanic employees represent 17 percent of the United States workforce, but only 7.5 percent of the science and engineering workforce. While underrepresented minority students overall face an opportunity gap in STEAM education, women of color particularly face an achievement gap in science and engineering education. In 2019, while women were conferred nearly a third of all science and engineering degrees, women of color received only 13 percent (Black: 3.2 percent; Hispanic: 3.9 percent;

Native American or Alaskan Native: 0.2 percent; Asian or Pacific Islander: 4.5 percent; and multiracial: 1.2 percent). In 2018, of all engineering technologies and engineering-related bachelor level-related studies, only 3 percent of nationwide enrollment was represented by Black students, while just 10 percent were represented by Hispanic students. Women overall face challenges in accessing computer science education. Only 18 percent of all bachelor’s degrees conferred in computer science went to women in 2015, and women of color received only 9 percent of degrees (Black: 3 percent;

Hispanic: 2 percent; Native American or Alaska Native: 0.8 percent; and Asian or Pacific islander: 3 percent). Disparities in enrollment and academic achievement start early. In 2019, only 24 percent of students taking either AP Computer Science exams were women, and just 16 percent were African American, Latino, or Native Hawaiian/other Pacific Islander. Nationwide, only 88 Native American students took the AP Computer Science exam in 2016, a decrease from 2015. This means that while Native Americans make up about 1.1 percent of the United States student population, they made up 1⁄5 of a percent of students who took AP Computer Science exams in 2016.

In 2019, just 18 percent of the Department of Education discretionary and research grants in STEAM were awarded to computer science-focused programs and less than half of high schools offered any computer science classes. Lack of universal computer science education is evident in the lack of a widespread tech industry, which is overwhelmingly concentrated in a few cities nationwide. Tech industry entrepreneurship is concentrated in just a few States and computer science education is limited to affluent schools and students, placing low-income, minority, and rural communities at risk of being left behind.