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ACM Education Policy Committee

The ACM Education Policy Committee is a high-level committee of acclaimed computer scientists and educators dedicated to improving opportunities for quality education in computer science and computing-related fields. Chaired by Jeffrey Forbes, Computer Science Professor at Duke University, the Education Policy Committee develops initiatives aimed at shaping education policies that impact the computing field. A primary goal of the EPC is to ensure that computer science education is recognized in educational initiatives at all levels of the educational pipeline.


Mission

The Education Policy Committee will engage educators, industry, policymakers, and the public on public policy issues in computer science and computing-related education. It will focus on steps to ensure that high-quality computer science education is identified as a critical component of education policy.

The Education Policy Committee will:
  • Review, research and gather data and information on issues that impact computer science and computing-related education in primary, secondary, and higher education systems
  • Determine if current education policies and the education systems generally are adequately serving the computing field and recommend improvements
  • Comment on proposals before governmental bodies that impact computer science education and the computing field
  • Educate policymakers and the public on the foundational role and importance of computer science education, its importance as a core discipline within science, technology, engineering, and mathematics (STEM) education, and its importance to the labor market and the economy
  • Provide expertise on key computer science education policy issues to education, industry, and policy leaders


Computer Science Education in the United States

Computing jobs are among the fastest growing and highest paying areas of employment in the United States. The U.S. government predicts that more than 60% of jobs in science, technology, engineering, and mathematics (STEM) will be in computing through 2024. The impacts of computing are not limited to technology job growth. Computing knowledge and skills increasingly are needed for jobs in every sector throughout the economy. The ACM Education Policy Committee has issued statements and reports urging states to expand access to computer science education, increase teacher professional development and training, and address diversity and inclusiveness.

Rebooting the Pathway to Success: Preparing Students for Computing Workforce Needs in the United States
ACM Education Policy Committee (2014)
This report calls on education and business leaders and public policy officials in every state to take immediate action aimed at filling the pipeline of qualified students pursuing computing and related degrees, and to prepare them for the 21st century workforce. The report provides recommendations to help these leaders join together to create a comprehensive plan that addresses K-12 computer science education and that aligns state policy, programs, and resources to implement these efforts.

Running on Empty: The Failure to Teach K-12 Computer Science in the Digital Age
ACM/Computer Science Teachers Association (2010)
This report identified the numerous and significant gaps between state secondary education standards and nationally recognized computer science standards. It showed clearly that K-12 computer science curricular standards were not widely adopted, and that rigorous computer science courses rarely satisfied a core mathematics or science credit for high school graduation. The report provides state-by-state reports for the 50 states and the District of Columbia.

Did you know?
  • In 2015, 2% of students who took Advanced Placement (AP) exams took the AP Computer Science exam.
  • In 2015, 22% of AP Computer Science test-takers were female, even though females represented 55% of all AP test-takers.
  • In 2015, 9% of AP Computer Science test-takers were Hispanic, even though Hispanic students represented 17% of all AP test-takers.
  • In 2015, 4% of AP Computer Science test-takers were African American, even though African American students represented 7% of all AP test-takers.
  • In 2013, only 18% of Bachelor's degrees in computer science were awarded to women.

Resources/Links






Members 2016-2017

Jeffrey R. N. Forbes (Chair)
Duke University

Joanna Goode
University of Oregon

Susanne Hambrusch
Purdue University

Elizabeth Hawthorne
Union County College

J Strother Moore
University of Texas

Mark Nelson
Computer Science Teachers Association

Kelly Powers
Education Development Center

Susan Rodger
Duke University

Deborah Seehorn
Computer Science Teachers Association

Chris Stephenson
Google

Mark Stehlik Senior Adviser
Carnegie Mellon University

Robert B. Schnabel ex officio
ACM CEO and Executive Director

Fabrizio Gagliardi ex officio
ACM Europe Policy Committee Chair

Stuart Shapiro ex officio
ACM U.S. Public Policy Council Chair

Renee Dopplick ex officio
ACM Director of Public Policy



ACM Reports



ACM Statements