This year, ECEP partnered with Code.org and the Computer Science Teachers Association (CSTA) to release the annual State of Computer Science (CS) Education Report. The report provides an annual snapshot of K-12 computer science education in the United States, presenting data points on computer science education policy, policy trends, maps, state summaries, and implementation. This year’s iteration highlights 2023 as a year of significant strides, reflecting increases in high schools offering foundational computer science courses, states implementing CS education policy, and state budget allocation for computer science education. Alongside celebrated advances, the report also highlights persistent disparities in access for historically underrepresented students. 

The State of CS Education Report is one resource for understanding the national CS education landscape and formulating actionable strategies. The ECEP Alliance encourages states to leverage data to understand their unique needs, articulate their state-specific narratives emphasizing the importance of broadening participation in computing, and propel both local and national K-12 CS education objectives forward. ECEP does this primarily through the Common Metrics project, a collaborative that engages teams in data gathering, data analysis, data reporting, and data utilization that leads to an increase in evidence-based BPC advocacy, policy development, and implementation.

As you and your organizations sift through the State of CS Education report, we encourage you to view it through a lens of equity. Consider asking the following questions:

• How can we use the themes and data in the report to ensure equitable access to computer science education for all students, particularly those historically underrepresented?

• How can this data be used to drive strategies to make computing equitable and identify priority student populations?

• What data is missing that is pertinent to understanding Broadening Participation in Computing (BPC) activities and opportunities?

• What data is contextually relevant given the differences in region, state, district, demographics, and geopolitical settings?

• How does the report reflect state and local collaborations with community stakeholders, students, and families? 

• How does this data drive the conversation around CS education within the broader education discourse around purpose and potential? 

• How does CS influence and impact student learning, participation, family/community engagement, and policy?

These questions aim to foster a thoughtful and action-based dialogue surrounding the State of CS Education Report, encouraging you to actively contribute to the ongoing efforts to enhance computer science education for all.