What's the Status of Computer Science in Indiana?

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Progress and Challenges in K–12 Computer Science Education: Evidence From Four States

Abstract

Purpose
This intent of this study was to examine the current status of Indiana’s K-12 computer science (CS) education.

Perspectives and Background
Indiana has made a significant investment in computer science education. In 2016, the state created K-8 CS standards. In 2017, Governor Holcomb provided strong commitments to increasing the presence of technology companies to make Indiana “a nationally recognized tech hub” (Cook, 2017). Holcomb recruited large technology companies (e.g., Infosys) to build large centers in Indiana by offering state incentive packages of “up to $31 million in conditional tax credits and training grants” (Cook, 2017). With these commitments, the Indiana Department of Education posted a new job for a K-12 CS education specialist in 2018. In 2018, Indiana’s passed SB 172: by 2021, every district must address Indiana’s CS K-8 standards (tested on 4th and 6th grade science tests), and every high school must offer at least one high school CS course. Furthermore, SB 172 dedicated $2.1 million for CS teacher professional development in 2018-2019, and $3.1 million provided annually for 2019-2021.

Methods
To examine high school enrollments in CS, we utilized public enrollment data from the Indiana Department of Education for years 2016-2017 and 2017-2018. To examine the impact of CS at the K-8 levels, we distributed a survey via social media, state-level computing organizations (e.g., CSTA, ISTE), and direct emails to every Indiana K-12 principal.

Results
We first investigated the overall enrollment of high school students in one of 5 CS courses (Intro to CS, CS1, CS2, AP CSP, and AP CSA). These 5 courses focused specifically on CS, as opposed to others more tangentially related (e.g., Web Design). All of the courses showed dramatic increases such as 1,541 to 3,740 for Intro to CS from 2016-2017 to 2017-2018.

The overall demographics of CS student enrollments show that although Indiana had relatively high representation from traditionally underrepresented racial minorities (URMs, i.e., students who are neither white nor Asian), female and rural enrollments were low. URMs represent 12% Indiana’s overall population, and they accounted for 9% of AP CSP enrollments and 12% of AP CSA enrollments. Furthermore, URMs accounted for 39% of Intro to CS enrollments in Indiana. However, females accounted for less than 18% of both AP enrollments and overall enrollments in CS high school courses in Indiana. In terms of geographic offerings of CS, CS classes were less likely to be offered in places with lower household incomes and rural Indiana.

We also examined elementary and middle school implementation of CS through surveys. Although teachers were aware of the standards, there reported significant barriers such as lack of time, lack of PD, and more emphasis on other subjects.

Significance of the Study
This study showcased that Indiana seems to be providing opportunities for some historically underrepresented populations, but enrollments of females and rural students in computer science needs focus. Furthermore, studies need to examine how K-8 CS is being addressed at the elementary and middle school levels.

Authors

• Anne Leftwich, Indiana University

• Maureen Biggers, Indiana University - Bloomington