What does it mean to reach “all” in #CS4All? Qualify your Quantifiers | blog@CACM
I’ve raised the concern before that the CS for All effort might mean “CS for only the rich” (see post here). Our data from Georgia suggest that few students are actually getting access to CS education, even if there is a CS teacher in the school (see post here). Kathi Fisler, Shriram Krishnamurthi, and Emmanuel Schanzer offer a Blog@CACM post where they consider how we make sure that #CS4All is equitable.
Mandating every child take a computing class is a great way to ensure everyone takes CS, but very few states, cities, or even school districts are in a position to hire enough dedicated CS teachers or offer dedicated CS classes to reach every child. Recent declarations from several major districts that “every child will learn to code” often place impossible burdens on schools. Similarly, few schools can afford to offer CS programs that require cutting-edge computers, expensive consumables, or technology that requires significant maintenance.
To truly achieve CS4All Students in a sustainable way, equity and scale are issues that must be built in by design. Similarly, initiatives have to think about differently-abled users from scratch, not just bolt them on as an afterthought. Accessibility needs to be designed into software, curriculum, and pedagogy from the earliest stages.
The “move fast and break things” culture of computing is no help here. Right now, computing education has enormous attention. That day will pass. By the time we get around to focusing on equity, we may have depleted the energy left to overhaul computing curricula. Instead, we have to think this through at the very outset. Another computing principle is that products typically get one shot at gaining users’ attention. For the foreseeable future, this is that one shot for computing education.