CSTA Blog on new UChicago study of US CS high school teachers
The University of Chicago has released their latest study on the state of CS Education in US high schools. This one is a survey of CS teachers around the country, and Baker Franke introduces the study on the CSTA Blog.
Two things stood out to me when I looked at survey results. First, computer science teachers, despite still reporting that they are the only CS teacher (or one of a few) in their community, reported feeling supported by their schools and administration. This was completely surprising to me. (Perhaps, it is the self-selecting nature of survey respondents, who are more likely to feel happy, satisfied and proud of the fact that they teach CS.) But, maybe this is evidence that the advocacy work of CSTA has been working and the shifting public view of computer science education has led to more schools supporting the teaching of computer science.
Second, we have a real problem with misconceptions about computer science, still, in 2013. And as the survey results show, as a community, we are still not on the same page about what computer science education is either. At the moment, the word “code” is gaining attention as the stuff students should learn with computers, and whatever stigma used to be attached to programming seems to be dissipating – which is good. But we have a long way to go in clarifying what a high-quality, rigorous computer science education is and that that includes more that just programming.