Every student, every future

Let’s face it — we live in a tech-driven world. Whether it’s designing the next viral app, solving global health problems, or just understanding how your phone actually works, computer science (CS) and computational thinking (CT) are skills everyone needs. But here’s the catch: Not everyone gets an equal shot at learning them.

Even though more schools are starting to offer CS courses, there’s still a huge gap. Gender, race, income level and even your ZIP code can determine whether you’ll ever get to take a computer science class. According to Code.org, only about 60 percent of public high schools in the U.S. offer foundational CS courses, and just 6.4 percent of high school students are enrolled in these courses (Code.org, 2024). Schools in marginalized communities and smaller schools are less likely to offer CS education, highlighting persistent inequities.

This isn’t just an academic issue — it’s about fairness, opportunity and preparing every student for the future. It’s up to educators and leaders to make sure CS education is accessible to everyone, starting from the earliest grades.

Why equitable access to CS and computational thinking matters Computer science isn’t just about coding. It involves thinking logically, solving problems and working creatively. These are skills that aren’t just useful in tech careers but pretty much everywhere.

But here’s the reality check: CS education isn’t reaching everyone equally. Only about 32.5 percent of students enrolled in foundational CS courses are young women, and Black, Latino, and Native American students are still underrepresented in these spaces (Code.org, 2024). And yet, the U.S. Bureau of Labor Statistics predicts over 1.4 million computing job openings by 2030. Who’s going to fill those jobs if we don’t give all students the tools they need?

Early exposure makes a huge difference. Research from the Association for Computing Machinery (Grover & Pea, 2021) shows that students who are introduced to computing concepts early are more likely to stick with it and develop confidence in their abilities. Their study emphasizes that computational thinking skills are most effectively built when students are exposed to them consistently, starting in elementary school.

Findings from “Breaking Stereotypes and Feeding the STEM Pipeline” by Naja A. Mack et al. also highlight how powerful hands-on experiences, mentorship and diverse role models can be in building confidence and breaking down stereotypes in CS (Mack et al., 2023).

The goal isn’t simply teaching kids to code, but giving them the confidence and skills to thrive in a world where tech shapes everything.

Breaking down barriers to CS education So, what’s stopping schools from offering quality CS education to everyone? It usually comes down to three big issues: resources, teacher training and cultural perceptions.

Resource gaps: Schools in low-income areas are often working with outdated tech, limited budgets and little to no funding for CS programs.

Teacher training: Many teachers want to teach CS but don’t have the training or support to do it well. Professional development opportunities aren’t always easy to access, especially in underfunded districts.

Cultural stereotypes: There’s still a stubborn myth that CS is “for certain kinds of people” — usually white, male and already tech-savvy. These stereotypes discourage girls, students of color, and kids from non-traditional tech backgrounds from giving CS a try.

But here’s the good news: change is happening. Programs like Code.org’s teacher training initiatives are helping educators gain the confidence and skills they need to bring CS into their classrooms. Inclusive curricula that reflect students’ lived experiences are also making a big impact.

The bottom line? We need leadership and resources to make sure every school has what it takes to offer CS education that’s truly accessible. A change at the systems level is required for lasting, effective change.

Building foundations in TK-5 The earlier kids get exposed to CS and computational thinking, the better. Research shows that introducing these concepts in elementary school sets kids up for long-term success (Grover & Pea, 2021).

In TK-5 classrooms, CS doesn’t have to mean sitting in front of a computer all day. Teachers can weave computational thinking into subjects like math, science and even storytelling. Tools like ScratchJr and programmable robots make coding fun, visual and accessible.

It’s also critical to ensure these activities are designed with all learners in mind — including English learners and students with disabilities. Schools that have embraced early CS education are already seeing promising results, with increased interest and participation from students who might have been left out in the past.

Keep up momentum in middle and high school Middle and high school are make-or-break years for keeping students engaged in CS. But this is also where access gaps often widen. Schools need to offer a variety of CS courses, from intro classes to AP Computer Science, to cater to different skill levels and interests.

Industry partnerships can also make a huge difference. Internships, mentorship programs, and afterschool CS clubs give students hands-on experience and real-world connections. Programs like Girls Who Code and Black Girls Code have been game-changers in getting more girls and students of color involved.

Schools also need to rethink barriers like rigid prerequisites or schedules that unintentionally block students from taking CS classes. Flexibility, outreach and intentional mentorship are key to keeping doors open.

Leadership: The key to equitable CS access None of this happens without strong leadership. District and school leaders are the ones who set priorities, allocate resources and advocate for change.

Policy changes: Leaders can push for policies that make CS education a priority in every school.

Funding: Schools in under-resourced areas need funding for devices, infrastructure and training.

Teacher training: Professional development should be widely available, culturally responsive and ongoing.

Schools and districts that have made CS education a priority are already seeing results — higher participation rates, more diverse classrooms and students who feel confident in their tech skills.

Call to action Ensuring equitable access to computer science education is not just about preparing students for jobs — it’s about shaping the future of society. The swift growth of artificial intelligence in all aspects of daily life only heightens this need. Educators, policymakers and community leaders must work together to remove barriers and create inclusive learning environments where every student can thrive. By investing in early exposure, teacher training and supportive policies, we can bridge the digital divide and empower all students to become future-ready problem solvers and innovators. The time to act is now.

References Code.org. (2024). State of Computer Science Education: Equity and Diversity. Retrieved from https://advocacy.code.org/report-data/

Grover, S., & Pea, R. (2021). Computational Thinking in K-12: A Review and Insights for the Future. Association for Computing Machinery.

Mack, N. A., et al. (2023). Breaking Stereotypes and Feeding the STEM Pipeline. Association for Computing Machinery.

Judianne Ganschow is computer science coordinator at Santa Clara County Office of Education.