Cracking the Code: Computer Science in High School by Abigail

Cracking the Code: Computer Science in High School by Abigail - August 2015 Scholarship Essay

Computer science is becoming the field of the future. Basic knowledge of the logic and problem solving on which computers function is a useful—even necessary—skill for students in any major. However, ninety percent of American high schools do not teach computer science, leaving students unexposed to this dynamic field (Netzel). If I could add one subject to the American high school curriculum, I would add computer science because the skills learned in a computer science class are central to success in today’s world.

Because most high schools do not teach computer science, students are not being exposed to this field until college, when it is sometimes too late. The U.S. Bureau of Labor Statistics predicts that the number of computer-related jobs will increase by 1.5 million in the next ten years (Bureau of Labor Statistics). However, the number of computer science degrees awarded by colleges is increasing by just fractions of a percent each year (“Digest of Education Statistics”). At this rate, only twenty-nine percent of jobs in the computer industry can be filled by graduates from American universities (Wang 25). Furthermore, the number of women in computer science is decreasing, which, as a female programmer, I find disturbing. I believe that if girls were exposed to computer science in high school, we would see a reversal of this trend. After all, there is a temptation to lump programmers into the “male nerd” category. Only exposure to what computer science really is can shatter the barriers that keep students away from code.

My solution is simple: add a required computer science course to the high school curriculum. This semester-long course should address the basics of computing, from logic to design. Although the curriculum might vary, teachers should use a programming language to provide concrete examples. Python is a good choice because it is relatively straight-forward, but C++ or Java would also work. If schools have the resources, they can let students choose between different computer science courses depending on their interests. Mathematically minded students—or those interested in game design—can take a class in a language like Python. Web programming is a good choice for artistic students. Schools could even add robotics as a third choice. Giving students choices decreases the chance that students will see computer science as “just another requirement.” Implementing this course in high school doesn’t have to be difficult; it can take the place of a technology or language requirement, and high schools can choose whether to add it into the freshman, sophomore, junior, or senior curriculum.

The benefits of adding computer science into high schools would be vast and diverse. If computer science courses spark interest in young men and women, colleges should expect to see the number of computer science majors increase. It only takes one spark. I mentor other kids in programming through an organization called Coder Dojo. After one Coder Dojo event, a twelve-year-old boy decided to learn HTML and Java on his own. Now he is making everything from databases to games. Nevertheless, the ultimate goal of computer science education is not to transform every high school student into a software engineer. The goal is to show them the thinking and problem-solving skills behind the technology that they use on an everyday basis. Computer science is at once a creative and analytical discipline, which is why the skills learned in a computer science class can benefit students who will never look at code again in their lives.

All high schools should integrate computer science into their curricula. The time has come to make computer science a part of education as it becomes the backbone of the workplace and economy.

 
Bibliography

Bureau of Labor Statistics. “Computers and Information Technology.” Occupational Outlook Handbook. BLS, 8 Jan. 2014. Web.

“Digest of Education Statistics.” National Center for Education Statistics. 2013. Institute of Education Sciences. Web.

Netzel, Natalie. “Students get ahead of the game with computer coding.” Newberry Observer (SC) 18 Dec. 2013: n. pag. Points of View Reference Center. Web.

Wang, Kevin. “A Public + Private Mashup for Computer Science Education.”