Uneven Access: Exploring Computer Science Course Availability Across U.S. States

Abstract

The goal of this research is to explore the relationship between the number of middle schools offering computer science and state-level factors like funding, urbanization, and government policies. We’re using Everett Rogers’ Diffusion of Innovation theory, which explains how new ideas and innovations spread between populations. Key concepts like complexity and time may help explain differences between states. Our research questions explores: How does the number of middle schools offering computer science vary across different states in the United States, and what factors may contribute to this variation? For qualitative data, we’re reviewing individual state government policies around CS education. Our quantitative data includes the number of middle schools offering CS within each state and the total number of middle schools in each state. We’ll compare these to identify patterns, disparities, and possible causes. Based on policy data, common barriers include a lack of resources, certified teachers, enrollment, and time. Complexity impacts adoption. And since computing is still relatively new, this may explain why offerings vary. States like Alabama, Arkansas, and Maryland are above the 75%, while Wisconsin, Montana, South Dakota, DC, Oklahoma, and New York are below the 25%. Factors may include: policy, funding, teacher supply, school district size, location, access to tech, and even CS job availability after college. Interestingly, states with higher total enrollment, like California and Texas, don’t always have the highest CS offering rates. These findings highlight the need to expand CS access nationwide, which could help shape future policy or research.