What’s the Current Landscape?

As technology continues to integrate into every facet of our lives, cybersecurity has emerged as a paramount concern. The increasing sophistication of cyber threats underscores the urgent need for a well-prepared cybersecurity workforce. To address this growing challenge, computer science education must evolve to incorporate robust cybersecurity education and training.

However, significant obstacles hinder the widespread adoption of cybersecurity education. A shortage of qualified teachers coupled with a lack of student interest limits the availability of specialized cybersecurity courses. Moreover, the absence of comprehensive and engaging curricula hinders effective instruction. Ethical concerns and the potential misuse of cybersecurity tools further complicate the landscape. Finally, limited resources and a scarcity of accessible tools constrain educators’ ability to deliver high-quality cybersecurity education.

In this piece, we delve into the current state of cybersecurity education, exploring the initiatives and innovations that are driving progress in this field. Through interviews with key players, including Laurie Salvail, Executive Director of CYBER.ORG, Taylor McCampbell, a Carnegie Mellon University graduate student, and Megan Kearns, Program Director for PicoCTF at CMU Cybersecurity Competition, we shed light on the projects, programs, and organizations that are shaping the future of cybersecurity education.

Broadening Perception and Fundamentals of Cybersecurity

Making cybersecurity education accessible and relatable is essential to preparing students for the digital world. Salvail emphasized the value of integrating real-life scenarios into lessons, such as evaluating app downloads or choosing secure Wi-Fi networks. These relatable examples help students connect cybersecurity concepts to their everyday lives, reinforcing the importance of security awareness. Kearns also stressed that students are capable of grasping complex concepts earlier than many assume, especially when cybersecurity is framed as part of foundational computer science education.

Additionally, McCampbell highlighted a common gap in K-12 curricula: a lack of emphasis on the fundamentals of computer science. Without an understanding of how computers work — such as architecture, machine code, and command-line operations — students may struggle to fully grasp cybersecurity principles. Building this foundational knowledge is key to fostering a “security-first” mindset, a sentiment echoed by both Kearns and Salvail, emphasizing the need to integrate cybersecurity concepts into core computer science lessons, much like algebra is standardized in math curricula.

The need for standardized cybersecurity education is increasingly clear. Kearns noted that the fragmented nature of current resources leaves much of the burden on individual teachers to piece together lessons. To address this, Salvail pointed to CYBER.ORG’s work in developing K-12 Cybersecurity Learning Standards, which provide clear, age-appropriate guidance for educators to introduce cybersecurity concepts systematically.

Securing Tomorrow’s Tech Workforce

To address the growing demand for cybersecurity professionals, creating pathways for students to enter the field is critical. Programs like picoCTF, which gamifies cybersecurity education through capture-the-flag competitions, provide hands-on opportunities for students to explore hacking, penetration testing, and digital forensics. Kearns explained that picoCTF began as a pipeline for Carnegie Mellon’s competitive hacking team but has since grown into a national resource, inspiring thousands of high school students to explore careers in cybersecurity.

However, systemic barriers often prevent students from accessing these opportunities. McCampbell highlighted that many teachers lack the time, resources, or training to include cybersecurity in their classrooms, despite their interest in doing so. Salvail noted that this challenge is particularly pronounced in underserved communities, where schools may lack up-to-date technology or funding for extracurricular programs. CYBER.ORG addresses these inequities by providing free, grant-funded curricula and teacher training to ensure all students, regardless of background, can access high-quality cybersecurity education.

Equity also extends to creating an inclusive workforce. Both Kearns and Salvail emphasized the importance of showcasing diverse career pathways in cybersecurity. From healthcare to finance, students need to see how cybersecurity applies across industries. Programs like CYBER.ORG’s career exploration tools, which feature diverse role models and job descriptions, help students envision themselves in these careers. “We see doctors and nurses every day, but students rarely see what cybersecurity professionals do,” Salvail said. Bridging this gap is essential to inspiring the next generation of talent.

Building a Cybersecurity Education Ecosystem

A thriving cybersecurity education ecosystem relies on collaboration, consistency, and adaptability. Salvail stressed the importance of creating comprehensive, teacher-friendly resources, such as scripted lessons and hands-on activities, to empower educators regardless of their technical background. Kearns agreed, highlighting the success of integrating picoCTF challenges into AP Computer Science Principles courses. By connecting existing resources and fostering collaboration, educators can build more cohesive learning experiences for students.

Policy changes also play a vital role in expanding access to cybersecurity education. Salvail pointed to North Dakota’s adoption of K-12 cybersecurity standards as a model for other states. These standards provide educators with a framework for introducing cybersecurity concepts at all grade levels, ensuring students build their knowledge over time. McCampbell noted that while policy changes are critical, building local relationships with school boards and district officials can help drive change at the grassroots level.

Finally, the ecosystem must adapt to keep pace with the rapidly evolving cybersecurity landscape. Both Salvail and Kearns emphasized the importance of regularly updating curricula to reflect new threats and technologies. For example, CYBER.ORG revises its courses every three years, ensuring that students and teachers stay current. By combining policy advocacy, resource development, and community collaboration, experts believe the cybersecurity education ecosystem can prepare students for the challenges of today and tomorrow.

Cybersecurity’s Path Forward in K-12 Education

The future of cybersecurity depends on the ability to educate and inspire the next generation of professionals. By broadening perceptions of cybersecurity, addressing barriers to equitable access, and fostering collaboration across communities, educators and organizations are paving the way for a safer digital landscape. Organizations and programs like CYBER.ORG and picoCTF exemplify how innovation and dedication can drive meaningful progress, equipping students with the skills they need to navigate a complex and ever-changing field.

As the cybersecurity landscape continues to evolve, so too must the education systems designed to prepare students for these challenges. With coordinated efforts in curriculum development, resource accessibility, and policy reform, we can ensure that all students have the opportunity to become the cybersecurity leaders of tomorrow.

A diverse and inclusive tech workforce is the key to unlocking the full potential of technological innovation. Yet, the field has historically been dominated by a narrow demographic, hindering progress and limiting the scope of solutions.

To combat systemic underrepresentation in computing, the National Science Foundation (NSF) Broadening Participation in Computing Alliances, including NCWIT and CSforALL, are tackling this challenge. Backed by significant NSF funding, these organizations set goals and develop initiatives not only to increase the number of students from underrepresented groups in computer science (CS), but also to build a more inclusive and equitable CS education landscape.

CSforALL: Catalyzing Members to Commit to Broadening Participation in Computing

Established in 2016, CSforALL recognizes that systemic change is essential to improve computer science education. By focusing on institutions such as schools and school districts, curriculum providers, out of school time providers, and funders, a more supportive environment for teachers to deliver culturally-relevant and accessible learning experiences to students is possible. By aligning curriculum with research-based best practices, CSforALL connects members to ensure learners have the opportunity to succeed beyond the K-12 classroom. In 2022, the National Science Foundation (NSF) awarded the CSforALL Alliance a grant to advance equity in computer science education by promoting inclusive practices, enhancing member capacity, and utilizing data-driven strategies to assess impact. Historically, CSforALL catalyzes the community through time-bound, specific, and measurable pledges known as CSforALL Commitments. In 2024, the alliance activated the CS education community to make commitments aligned specifically to broadening participation in computing (BPC).

On August 23, 2024, the CSforALL Alliance kicked off Commitments by hosting a webinar featuring authors and contributors of key research-based frameworks to spark the community’s interest in leveraging culturally relevant practices as well as considering the capacity, access, participation, and experiences of learners when developing goals (the CAPE framework).

▶ Video: Committing to CSEd: Developing Roadmaps for Broadening Participation in K-12 CS

The CSforALL Alliance leverages three goals to inspire the membership to commit to broadening participation in computing:

Goal 1, Raising Awareness: CSforALL promotes awareness of underrepresentation issues and facilitates collaboration among members working towards equitable solutions.

In 2024, Commitment makers were challenged to go beyond access and set goals that promote equity and inclusion in CS education informed by the CAPE and Expanded CAPE frameworks. Figure 1 emphasized members’ awareness on issues of capacity and access to curriculum offerings, rich experience in CS content knowledge, as well as student engagement as key indicators of measurement to work towards equitable student level outcomes.

Goal 2, Build Member Capacity: The alliance equips our members to create engaging and rigorous CS learning experiences that inspire students to explore advanced topics.

The CSforALL Alliance encouraged members to adopt a culturally responsive approach to computer science education by leveraging the Kapor Center’s framework to inform their commitments. The most widely selected component focused on creating inclusive and equitable classroom cultures as highlighted in Figure 2. This involves centering student identities, engaging in self-reflective practices, and actively recruiting underrepresented students, such as students with disabilities, Black, Latine, Native American, non-binary, and female students.

Goal 3, Use Data and Landscape Opportunities: CSforALL leverages data to identify opportunities for increasing equitable access to CS education. By holding members accountable for advancing BPC goals, the alliance is able to landscape student level outcomes. In 2025, CSforALL will continue building a BPC community by activating members to participate in curating, contributing to, and prioritizing incorporating members’ voices. CSforALL will achieve this level of engagement by creating dedicated spaces for collaboration such as online forums for discussion boards, hosting virtual working groups by regional and BPC focal population, and providing a mentoring program by pairing expert members with members interested in learning BPC best practices to offer guidance and support.

Want to be connected? Email membership@csforall.org for monthly newsletters and updates!

NCWIT: Empowering Post-Secondary Computing Departments to Make Change

For two decades, NCWIT has been supporting its members through programs and research-based ways to enact change. Our mission is to widen inclusion in the technology ecosystem through innovative programs and research. To do this, NCWIT has over 1,600 organizational members from K-12 to industry, whom we support to work in their own part of the ecosystem to diversify the face of computing. Ninety-nine percent of members report that their affiliation with NCWIT increased their motivation to make change. Their motivation translates into action: Evaluation data show that the 600+ NCWIT Higher Ed members awarded a higher percentage of computing degrees to women than did non-members in 2020. Those Higher Ed members who have participated in a Learning Circle of peers have made even more notable progress toward creating more diverse and inclusive computing environments for faculty and students.

Join an NCWIT Learning Circle: Participants meet virtually in small groups throughout the academic year with NCWIT social scientists and invited speakers. They learn tools for working with their local team to develop and implement strategies for broadening participation in their undergraduate computing program.

Use the NCWIT Tech Inclusion Journey®: NCWIT member institutions have access to a change-enabling platform to support them in collaborative internal discussions and decision making that result in lasting systemic change. 91% of users reported that their “ability to help create a more inclusive work environment improved” as a result of working through the TIJ together.

Participate in Meeting of the Minds: Leaders in BPC efforts and members of the public are invited to come together to learn from each other about how to attract and retain students and faculty from backgrounds historically excluded in computing.

▶ Video: BPC Insights — Attracting Diverse Students with Diverse Media

▶ Video: Structuring and Building Inclusive Climates for Students of Color

The next Meeting of the Minds are February 5: “Best Practices for Broadening Participation with AccessComputing” and April 10: “Coding the Quantum Future: How Quantum Technology Will Revolutionize Computer Science and Workforce Development.”

More opportunities to be trained on powerful ways to make change at the post-secondary level are coming up in 2025 and beyond, including four tracks of webinars for: (1) computing researchers, (2) department chairs and deans, (3) teaching faculty, and (4) teaching assistants.

Stay informed by subscribing to the monthly NCWIT Did You Know newsletter and checking the NCWIT Media Hub for events, resources, and inspiration: ncwit.org/media.

BPC Alliances Accelerating K-12 to Career Pathways

While the CSforAll and NCWIT Alliances focus on K-12 and higher education to expand the ecosystem of organizations dedicated to equitable computer science education, and nurturing diverse talent from a young age, a network of six other BPC Alliances also challenge the systemic underrepresentation of marginalized groups in computing. All eight Alliances collaborate through the BPC Alliance Accelerator, sharing information, resources, knowledge, and fostering a stronger connection between NSF-funded Alliances. The increased collaboration creates greater efficiency and improved resource sharing to accelerate our shared goals in a more impactful collective effort to broaden participation in computing K-12 through career.

Learn more about CSforALL here and NCWIT here.

This material is based upon work supported by the National Science Foundation under Grants № 2216561, 2417148, 2216614, 2417779. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

The eighth annual 2024 CSforALL Summit was held at the Baird Center in Milwaukee, Wisconsin, with local partners Marquette University and the Wisconsin Department of Public Instruction from October 23–25, 2024. This three-day convening gathered educators, advocates, and leaders in the field of computer science education for collaboration, discussion, and inspiration. Under the theme “Leading Action to Impact,” the Summit addressed critical issues in computer science education and promoted equitable access for all students. Continue reading for key insights derived from the sessions, discussions, and activities that spanned the conference.

Commitment to Ensuring Equitable Access for All Students

A core focus during the Summit is centered on ensuring equitable access to computer science education for all students. While picking up registration materials, attendees chose ribbons representing their reasons for promoting computer science education, culminating in the release of “Why Commit to CSforALL?”, an article that uncovers in further detail the motivations behind CS innovators and leaders.

The Summit announced 143 commitments from 136 organizations across the K-12 education spectrum, showcasing measurable and impactful goals aimed at broadening participation in computing. These actions demonstrate a unified front from various entities — nonprofits, educational institutions, corporate partners, and more — to create pathways for underrepresented students in computer science. Notable discussions featured multiple student panels, providing a platform for young voices to share their experiences and insights on the importance of CS education. Their perspectives underscored the Summit’s mission to empower future tech innovators by taking action.

The active participation of local organizations like “Lovin’ the Skin I’m In,” which brought young Black and Brown girls to the conference, illustrated a tangible approach to fostering interest in computer science among marginalized groups. This initiative not only provided exposure to computer science, but also connected young learners with mentors and role models in the field.

The Power of Community and Collaboration

The Summit emphasized the critical role of community and collaboration in driving improvements in computer science education. Throughout the event, networking opportunities and collaborative sessions allowed attendees to exchange ideas and form partnerships.

This collaborative spirit shone through in diverse breakout sessions, such as “Moving Beyond Access: Using CS Education Frameworks to Set Goals to Impact BPC.” Participants explored existing frameworks to enhance outreach and educational practices. By discussing shared challenges and innovative solutions, the Summit empowered attendees to return to their communities armed with actionable strategies that could drive meaningful change.

Panel discussions featuring leaders from organizations like Girls Who Code, Black Girls Code, and Code.org illustrated the collective efforts to ensure a more inclusive landscape for computer science education. These conversations also highlighted the importance of sharing experiences and strategies across organizations to amplify the impact of their initiatives.

Moreover, industry partners like LEGO Education and JPMorganChase discussed the role of corporate volunteer programs in promoting STEM education. Their contributions highlighted the importance of fostering partnerships between educational institutions and industry to enhance resource availability and real-world applications of computer science.

Embracing Innovation and the Future of Technology

The Summit placed a strong focus on embracing innovation and the future of technology as vital components of effective computer science education. In her keynote address, Nadiyah Johnson, CEO of Milky Way Tech Hub, stressed the necessity of leveraging technology to address economic disparities and create sustainable solutions in education. Her insights about the profound influence of mentorship and support were thought-provoking, providing ways for educators to rethink how they could harness technology to empower their students.

Various breakout sessions concentrated on integrating cutting-edge topics such as artificial intelligence (AI), data science, and cybersecurity into curricula, demonstrating the need for a modernized approach to computer science education. Sessions like “AI Education: Developing Explainable AI for Teachers, Students, and Policymakers” showcased how technology can engage students and prepare them for the future job market.

The exhibit hall, featuring interactive displays and demonstrations from various educational organizations, provided attendees with opportunities to explore new tools and resources while forging connections with potential collaborators. This innovative spirit reinforced the Summit’s emphasis on learning from one another — both successes and failures — to create a more robust support system for educators and learners alike.

The 2024 CSforALL Summit served as a critical platform for advancing the dialogue on equitable computer science education. With themes of commitment to access, the power of community collaboration, and the embrace of innovation resonating throughout the event, attendees were equipped to lead actionable change in their respective communities. The shared vision of creating an inclusive and engaging environment for all learners stands as a collective responsibility that attendees can carry forward into their work in computer science education.

We look forward to continuing to share the powerful work our community accomplishes in the future. For a picture view of Summit, please visit our Flickr account. Thank you again to the Baird Center, Marquette University, Wisconsin Department of Public Instruction, and all of our attendees, presenters, exhibitors, speakers, panelists, and more. It is through our continued collaboration and partnerships that we empower the CSforALL movement and can truly foster equitable CS education for all students.

For more information about CSforALL, visit: https://www.csforall.org/.

CSforALL Interviewed Five Researchers from its Membership to Learn from Their Practices and Experiences in Ensuring an Inclusive and Equitable Computer Science Education Landscape

Creating inclusive and equitable learning environments for all students is a critical challenge in computer science education. While ensuring access to CS courses is essential, it’s not enough. To truly address this challenge, we must focus on fostering high-quality learning experiences and opportunities for underrepresented students. The CSforALL Alliance is leading a collaborative effort to broaden participation in computing (BPC). The alliance is dedicated to providing high-quality learning experiences and CS educational opportunities for underrepresented students.

It takes a diverse group of stakeholders, including education researchers, to drive meaningful change in broadening participation in computing. Researchers play a crucial role in the CSEd community by generating evidence-based practices, informing policy decisions, and evaluating the effectiveness of CS education programs. Collaboration between researchers and schools, school districts, out-of-school programs, curriculum developers and more are vitally important to ensuring inclusive equity and advancing the movement. In order to better understand how researchers support BPC, CSforALL spoke with five researchers from its membership to learn from their practices and experiences.

The future of technology hinges on a diverse and inclusive workforce. To ensure that everyone has the opportunity to participate in the digital age, it’s crucial to address the underrepresentation of women and marginalized groups in computer science. Researchers and a collaborative effort play a pivotal role in advancing this goal.

Dr. Aleata Hubbard Cheuoua, Senior Research Scientist in Learning Technology, WestEd, exemplifies this in her work by focusing on supporting teachers in creating more inclusive classrooms. Through her research, Dr. Hubbard Cheuoua is helping educators better understand and address issues of diversity, equity, and inclusion. By examining how teachers talk about these topics and identifying strategies to support them, Dr. Hubbard Cheuoua is empowering educators to create more equitable learning environments. “I try to do studies where I can examine how teachers talk about diversity, equity, and culture. [We] identify ways to support them and to have productive discussions that will, I believe, help them better attend to BPC when they get into their own classrooms.”

Another important aspect of broadening participation is providing students with role models who reflect their own identities. Dr. Dana Saito-Stehberger, Director of Curriculum and Professional Development, University of California, Irvine, highlights the power of representation in her work. Dr. Saito-Stehberger’s role model lessons feature diverse individuals from underrepresented groups, showcasing the variety of careers and backgrounds within the field of computer science. By highlighting the accomplishments of these individuals, Dr. Saito-Stehberger is inspiring students to see themselves as future leaders in this space.

It’s essential to consider the needs of all students, including English Language Learners (ELL). Dr. Susan Yonezawa, Associate Director of CREATE, University of California, San Diego, demonstrates the importance of culturally responsive curriculum and instruction in her work with the San Diego Unified School District. By designing CS programs that are accessible and engaging for ELL students, Dr. Yonezawa is helping to break down barriers and create a more inclusive learning environment. “In San Diego, we have come to realize and champion that if you are not taking seriously the needs of ELL students (including those who have transitioned out of ELL services) when designing CS programs, courses, and curriculum, you will not effectively serve Latinx/Hispanic populations.”

When considering strategies for broadening participation in computing, the experts offered a holistic approach with a common emphasis on systemic change.

First and foremost, school-wide support and cultural change are essential elements for expanding computer science education. According to Dr. Cheri Fancsali, Executive Director, The Research Alliance for New York City Schools, effective strategies include assisting teachers and school leaders, fostering a school-wide culture that values computer science, ensuring teachers have sufficient planning time, and implementing culturally responsive practices. Dr. Fancsali stressed the importance of addressing both teacher and school-level factors to create lasting impact.

Additionally, experienced teachers need ongoing support to maintain and enhance their effectiveness. Dr. Yasmin B. Kafai, Professor of Learning Sciences, University of Pennsylvania, highlighted the critical role of supporting and refreshing experienced teachers, leveraging their expertise and understanding of students. She noted that this support helps teachers stay engaged and effectively serve diverse student populations.

Furthermore, measuring progress through data collection is crucial for successful equity initiatives. Dr. Hubbard Cheuoua encouraged leaders to make data-driven decisions, urging them to identify measurable goals and collect relevant data to assess impact over time. Hubbard emphasized that data should guide the development and refinement of equity-focused initiatives. “I try to encourage them to think early on, ‘What are the goal posts that will let you know you’re on the right track? And how can you get some data easily early on?’”

Throughout all these perspectives is the need for multi-faceted, systemic change that empowers teachers, engages school communities, and relies on data-informed decision-making. By incorporating these insights, leaders within the CSforALL membership can develop a comprehensive approach to effectively broaden participation in computer science education.

When considering standards of practice to help broaden participation in computing, the interviewed researchers stressed the need to actively dismantle systemic barriers and biases in CS education in order to create more equitable and inclusive learning experiences for all students.

Culturally responsive-sustaining education (CRSE) teaching practices are fundamental to creating inclusive CS classrooms, and Dr. Fancsali emphasized this importance as well. She explained that CRSE practices ensure diverse cultures, languages, orientations, and identities are represented and valued. These practices include using inquiry-based or project-based learning, teaching lessons that allow students to investigate social justice issues in technology, and connecting to and building on students’ knowledge and interests. “Students who are exposed to stronger CRSE practices report more positive attitudes toward CS, including greater interest and perceived value. And students with more positive attitudes show larger gains in computational thinking skills.”

Additionally, frameworks for data equity and critical analysis are essential tools for addressing systemic inequities. Dr. Hubbard Cheuoua recommended two key standards of practice. First, she suggested using the Data Equity Framework from the We All Help project, which provides a structure to consider issues of equity throughout the process from conception to data collection and analysis. Second, she encouraged the use of Critical Quantitative Inquiry or QuantCrit, an approach that blends quantitative analysis with critical race theory to question typical research methods and ensure they are effectively serving the groups being targeted.

Moreover, supporting multilingual learners requires intentional curriculum design from the start. Dr. Yonezawa highlighted the importance of embedding multilingual learner support strategies throughout CS curricula and pedagogy, rather than adding them later. This approach involves greater attention to discourse-embedded strategies that acknowledge and address potential linguistic and comprehension challenges presented by the content or teaching methods.

These experts emphasized that creating equitable and inclusive computer science education requires actively addressing and removing institutional obstacles and prejudices that limit student participation.

While researchers may have different approaches to broadening participation in computing (BPC), we can conclude that data collection, timing, methods, developing teacher capacity in equitable pedagogies, and using data to inform CS equity goals are crucial factors in driving progress. Additionally, involving educators and historically marginalized or disenfranchised groups in decision-making from the outset is essential. Researchers also highlight the importance of providing differentiated support for students with diverse linguistic or academic needs.

CSforALL would like to thank Dr. Fancsali, Dr. Hubbard Cheuoua, Dr. Kafai, Dr. Saito-Stehberger, and Dr. Yonezawa for their time, efforts, and dedication to inclusive equity in the field of computer science education.

Leveraging the Knowledge Base: How CSforALL Researcher Members Take Action Towards Broadening… was originally published in CSforALL Stories on Medium, where people are continuing the conversation by highlighting and responding to this story.

At this year’s eighth annual CSforALL Summit in Milwaukee, WI, CSforALL launched a new campaign designed to answer the question, “Why do you commit to CSforALL?” The goal of this campaign is to emphasize and refocus on the driving forces behind why we do this work. While understanding our “why” is essential for motivation and direction, it is equally important to recognize that building and expanding networks plays a critical role in achieving success in our work. By speaking about our “why” in a national setting, we can both refocus our community and build new and existing connections that ultimately empower us to achieve the core mission of CSforALL: ensuring equitable access to computer science for all students.

To uncover the motivations behind this work, CSforALL reached out to our community in order to hear their diverse perspectives and voices; while we all share a common goal of equitable computer science for all K-12 students, our wide variety of members and partners all work towards this goal for different reasons and in different ways.

Attendees Self-Selected Their “Why”

As Summit attendees registered from across the nation, 274 attendees perused the opportunity to reflect on their “why” and chose a reason to reflect on their work and beliefs around computer science education. Attendees filled out a brief survey upon registration and then chose a colored ribbon to signify that “why” by wearing it on their conference badge throughout the Summit, helping to spark conversations and forge new connections between attendees through thought-provoking discussions. These attendees make up a broad, national audience and come from a variety of organizations including nonprofits, schools and school districts, institutions of higher learning, educational service providers, corporate and industry partners, and more.

While everyone in the CSforALL community has their own individual reasons and motivations behind their work, CSforALL identified six main areas that hopefully encapsulate a majority of our “whys” while also providing an “other” category for those who may want to share something else.

The six categories identified by CSforALL include Equitable Access, CS Literacy, Post-Secondary Pathways, Workforce Development, Economic Mobility, Creativity and Innovation, and Other.

Creativity and Innovation represents how computer science fosters creative thinking, experimentation, and innovative problem-solving, inspiring the next generation of innovators and sparking a lifelong passion for technology. This was the most commonly selected “why,” chosen by 24.72% of attendees, primarily by school districts, universities, and individual schools.

“Creativity and innovation in computer science education (CSed) are the driving forces that transform theoretical knowledge into groundbreaking solutions and new technology. To me, creativity in CSed means empowering students to think outside traditional boundaries and explore unique approaches to problem-solving, whether through designing algorithms, coding interactive applications, or developing user-centric digital experiences. It’s about encouraging an environment where experimentation, even failure, is part of the learning process that leads to deeper understanding and resilience.”

— Dr. Emily Geiger, Western Upper Peninsula MiSTEM Network Director, Copper Country Intermediate School District

Equitable Access means ensuring all students, regardless of background, have equal opportunities to access, participate, learn, and excel in computer science education and is crucial for creating a diverse and inclusive tech industry. This “why” was chosen by 24.34% of attendees primarily by universities and content providers.

“To me, equitable access means every student being able to have the ability at their school to take a computer science course. I’m also thinking about more than just access and really student experiences. Once students do get into a computer science course, what is it like? Do they still feel welcome? Do they feel like they want to continue it? I think equitable access is really the first step and then trying to make sure everything is relevant to them is the higher level.”

— Jen Tsan, Research Associate, WestEd

CS Literacy is the foundational understanding of computer science concepts, programming, and problem-solving, and is essential for effective participation in today’s digital world. This “why” was chosen by 19.62% of attendees primarily by school districts, universities, and state departments of education.

“Literacy in the traditional sense is the ability to read, but it’s also more than that; it’s comfort with the written word. I feel like I want people, all people, to have comfort and familiarity with the ideas of computer science, to be literate in our computational world. I want everyone in Congress to know a little bit about computer science. I want my doctor to understand when they’re typing stuff in; I want them to understand a lot more about my body than they do about this technology, but everybody having a little bit of fluency is really, really important to me.”

— Dr. Michelle Friend, Associate Professor of Teacher Education, University of Nebraska at Omaha

Workforce Development focuses on creating a skilled and diverse workforce to meet the growing demand for tech talent. This includes efforts to educate, train, and upskill individuals to fill roles in the tech industry. This “why” was chosen by 14.34% of attendees primarily by universities, corporate or private institutions, and content providers.

“The world that kids are going to graduate into is very different. At Forward Education, we focus on climate literacy and computer science and STEM, addressing the problems that are global and universal and affect us all. These are problems that we don’t have solutions to in many cases. We need to inspire learners to want to solve those problems and to give them the skills they need in order to address some of those huge problems that the world needs them to solve.”

— Cam Davies, Product Marketer, Forward Education

Post-Secondary Pathways centers on opportunities to further students’ education beyond K-12 and develop specialized skills in the computer science field. These pathways can lead to a variety of rewarding careers in technology. This “why” was chosen by 10.94% of attendees primarily by universities and school districts.

“I feel like if students know the goal behind learning some of the computer science courses and where it can lead them in the future, it is easier for us to teach them computer science. For example, a student says, ‘I don’t know where I’m going to use this game in class in the future; I don’t want to be a game developer.’ I tell them, ‘You’re taking a class that is fun, but you need to learn some problem solving, critical thinking, and organization. That’s what’s going to take you to higher courses in the future.’ I want students to know any computer science they take in school will help them succeed in college, even if they don’t pursue computer science. Wherever they go it is a requirement for them to have a computer science background.”

— Fatima Tlemsani, Teacher, Elmbrook Schools, Brookfield East High School

Economic Mobility refers to the ability of individuals to move up the socioeconomic ladder. Computer science education can play a significant role in promoting economic mobility by providing students with the skills and knowledge needed to secure stable jobs in the tech industry. This “why” was chosen by 5.47% of attendees primarily by universities and school districts.

“To me, I feel like computer science education levels the playing field. It means that students, and anybody really, that has an inclination or interest in bettering their lives, maybe moving up out of poverty, taking on new challenges: CS can do this for them. Studying computer science, AI skills, digital literacy, etc. positions them to compete in a global marketplace, and if they want to stay in their rural community, they can do that because they can work remotely. But they can bring in their paycheck from out of state, and all of a sudden they’re bettering their lives.”

— Angela Oechslie, Program Director, Educate Maine

As we strive to make computer science accessible to all students, it’s crucial to recognize the diverse motivations fueling our efforts. By understanding and centering on the “why” behind our work, we can strengthen our community, spark innovation, and ultimately realize our shared goal of equitable access to computer science education. By highlighting the diverse motivations driving CS education, CSforALL aims to inspire and empower individuals and organizations to continue their work in this critical field.

CSforALL Announces New Commitments from Schools, Cities, Nonprofits, and Companies to Lead Action to Impact in the Computer Science Education Movement Across the Nation

Milwaukee, WI; Thursday, October 24, 2024 — As the CSforALL community continues to grow and advance equitable CS education, it is imperative we take actionable steps to create lasting impact for all K-12 students by “Leading Action to Impact,” the theme of the 2024 CSforALL Summit. Today, CSforALL announces 143 commitments from 136 organizations made by our CSEd member community, consisting of schools and school districts; nonprofits; universities and colleges; curriculum and content providers; researchers; corporate partners, and more. The goal of the eighth annual CSforALL Summit is for individuals and organizations to move beyond theory and inspire leaders to make a noticeable difference in computer science education while empowering future generations to become creators, innovators, and problem-solvers.

CSforALL commitments are new, specific, and measurable actions aimed at advancing the goal of rigorous and inclusive computer science education for all U.S. youth, and are designed to grow support and momentum for a sustainable K-12 computer science education system both in and out of school. This public model allows emerging and current leaders to address unmet needs of CS education and build awareness of national CS and education challenges. This year’s commitment makers had the opportunity to make commitments in four categories, including a new category added for 2024: broadening participation in computing (BPC); increasing equitable access and outcomes; building capacity; and raising awareness.

Notably, 74 organizations are prior CSforALL commitment-makers, and 7 of those organizations have made annual commitments since the inception of the CSforALL Commitments model in 2017. We appreciate these organizations and our ongoing partnerships. Thank you to BootUp PD, UTeach Computer Science, Idaho STEM Action Center, KISS Institute for Practical Robotics, CodeHS, VHS Learning, and the ECEP Alliance.

As of today, an incredible 1,416 commitments between 2017 and 2024 have been announced, celebrated, and reported at the CSforALL Summit. This year’s national three-day convening, hosted in Milwaukee with local partners Marquette University and the Wisconsin Department of Public Instruction, brings together hundreds of thought leaders, highlighting strategies for equity, removing barriers to access, building meaningful engagement for all students, and “Leading Action to Impact.”

The 2024 CSforALL Commitments detailed below include initiatives in 34 states and internationally. View a visual representation of Commitment Highlights here.

Highlights of today’s announcement include:

• Two commitments from local partners Marquette University and the Wisconsin Department of Public Instruction.
• Marquette University commits to bolstering its K-8 teachers’ expertise in integrating CS into core content areas, while the Wisconsin DPI will be creating a new program for counselors to support students with CS-related career pathways via hands-on experiences, connections to post-secondary institutions & industry professionals, and by providing career counseling and planning services. Together, these initiatives will benefit over 1,400 students in Wisconsin.
• An incredible total of over 1.6 million beneficiaries of these 143 commitments worldwide, including students, families, educators, and school districts.
• 61 commitments from 60 organizations, including CSforDetroit, Elementari, and Indigitize, focus on increasing equitable access for computer science learners and educators.
• 60 commitments from 60 organizations, including Ed Farm, Canyon Springs STEM Academy, and Teamup focus on building capacity for both students and educators in CS.
• 42 commitments from 42 organizations, including the App Inventor Foundation, Mississippi State University Center for Cyber Education, and ECforALL focus on broadening participation in computing.
• 31 commitments from 30 organizations, including Techfluences, Play Piper, and Project Lead the Way focus on raising awareness about CS education.
• 15 commitments from 13 organizations and schools from the state of Wisconsin, including 83% of Wisconsin’s Cooperative Educational Service Agencies, or CESAs.
• Four commitments from industry and corporate partners, including Sphero, Wix Tomorrow, Kodable Education, and BizStrat Technology will work with schools and districts to develop computer science programs and professional development, impacting millions of students nationwide and globally.
• Cyber.org will provide cybersecurity professional development to over 5,500 K-12 educators across the country, resulting in an impact of over 2 million students reached by the end of the 2025 school year.
• 42 commitments from 40 organizations, including the Educational Development Center, Bridge Elementary School, and the East Forth Worth Montessori Academy focus on serving primarily Hispanic/Latine students.
• 43 commitments from 41 organizations, including Coding with Culture, The New Bohemian Innovation Collaborative, Inc., and the Georgia Black Home Educators Network focus on serving primarily Black/African-American students.
• 66 commitments from 64 organizations, including Buttercup STEAM and Tech Sassy Girlz focus on serving primarily women and girls.
• 16 commitments from 15 institutions of higher learning including The City University of New York, Georgia State University, and Utah Valley University help ensure CS pathways for high school students.

With CSforALL and local partners Marquette University and the Wisconsin Department of Public Instruction, the 2024 CSforALL Summit convenes hundreds of individuals and numerous remarkable speakers from around the country. Notable speakers include:

• Dr. Jill Underly, State Superintendent of Public Instruction, Wisconsin
• Dr. Muhsinah Lateefah Morris, Director, Morehouse Metaverse Programs; CEO/Founder, Metaverse United
• Nadiyah Johnson, PhD, CEO, Jet Constellations & Milky Way Tech Hub
• Congresswoman Gwen Moore (D), Wisconsin 4th Congressional District
• Secretary Amy Pechacek, Secretary, Wisconsin Department of Workforce Development

CSforALL is the national hub of the computer science for all movement with a mission to make high-quality computer science an integral part of K-12 education in the United States. We connect providers, schools and districts, funders, and researchers working toward the goal of providing quality CS education to every child in the United States, and engage with diverse stakeholders leading computer science initiatives across the nation to support and facilitate implementation of rigorous, inclusive and sustainable computer science.

For more information: www.csforall.org; Twitter: @CSforALL

The 2024 CSforALL Summit will be held October 23–25, 2024 in Milwaukee, WI. For more speaker and agenda information, please visit: https://www.summit.csforall.org.

For Immediate Release

Milwaukee, WI — [Tuesday, October 22, 2024] — The eighth annual CSforALL Summit will take place in Milwaukee, Wisconsin at the Baird Center with local partners Marquette University and Wisconsin Department of Public Instruction from Wednesday, October 23, 2024 to Friday, October, 25, 2024. This year’s Summit theme, “Leading Action to Impact,” will emphasize the importance of taking concrete steps to ensure that computer science education benefits all students.

“As we reflect on our dedication to CSforALL, we must appreciate the importance of diverse factors in shaping the future of computer science education,” said Camie Belgrave, Senior Director, Programs and Partnerships, CSforALL. “These factors include equity, access, inclusivity, curriculum development, teacher training, and community partnerships. By addressing these critical areas, we can create a more equitable and inclusive learning environment for all students.”

The CSforALL Summit serves as a platform for sharing best practices, building partnerships, and advancing initiatives that promote access to computer science education. Participants will have the opportunity to engage in workshops, panel discussions, and networking sessions to explore innovative approaches to teaching and learning computer science.

With over 50 speakers, eight breakout sessions, four fireside chats, and two community-focused activities for students, CSforALL and our local Wisconsin partners are excited to host an impactful CSforALL week in Milwaukee.

Here are some highlights of our upcoming events and announcements:

• The Hispanic Heritage Foundation will partner with CSforALL to host a special computer science education event at Escuela Vieau Public School on Wednesday, October 23rd.
• Lovin’ The Skin I’m In, a local non-profit organization, will be sending seven girls from West De Pere High School to the Summit on Thursday, October 24th.
• On Thursday, October 24th, CSforALL will announce hundreds of organizations that have made commitments to support computer science education.

“It’s incredibly important for every student to be able to thrive and succeed in the digital world. Computer science education is the cornerstone of the digital age, empowering Wisconsin students with critical thinking and problem-solving skills. This Summit brings together those who will ensure we meet this moment and continue our progress toward providing access for all our state’s students,” said Wisconsin State Superintendent Dr. Jill Underly.

Notable speakers include: State Superintendent Dr. Jill Underly; Dr. Muhsinah L. Morris, Director, Morehouse Metaverse Programs CEO/Founder, Metaverse United; Wisconsin Department of Workforce Development Secretary Amy Pechacek; U.S. Congresswoman Gwen Moore; Nadiyah Johnson, CEO Jet Constellations & Milky Way Tech Hub; and José Antonio Tijerino, president and CEO of the Hispanic Heritage Foundation.

About CSforALL: The CSforALL Mission is to make high-quality computer science an integral part of the education experience for all K-12 students by mobilizing and strengthening expertise, capacity, and knowledge of communities to support the next generation of problem solvers through systemic-change initiatives and partnerships.

CSforALL is the national hub of the computer science for all movement. We connect providers, schools and districts, funders, and researchers working toward the goal of providing quality CS education to every child in the United States, and engage with diverse stakeholders leading computer science initiatives across the nation to support and facilitate implementation of rigorous, inclusive and sustainable computer science. For more information: www.csforall.org; Twitter/X: @CSforALL

The 2024 CSforALL Summit will be held October 23–25, 2024 in Milwaukee, Wisconsin. For more speaker and agenda information, please visit: https://www.summit.csforall.org.

About Marquette University: Marquette University is a transformative university located near the heart of downtown Milwaukee, Wisconsin. Students come here to cultivate the knowledge, skills, and sense of community they need to build meaningful careers, lead purposeful lives, and reshape the world around them. Marquette University Fast Facts.

About Wisconsin Department of Public Instruction: The Wisconsin Department of Public Instruction is the state agency that advances public education and libraries in Wisconsin. Our mission is to advance equitable, transformative, and sustainable educational experiences that develop learners, schools, libraries, and communities in Wisconsin. https://dpi.wi.gov/

FOR IMMEDIATE RELEASE

New York, Friday, July 12, 2024 — Over the past several years, CSforALL has focused on building an organization to meet its mission of making high-quality computer science an integral part of the educational experience of all K-12 students. This effort has required significant commitment from all of our members, stakeholders and dedicated staff. As any organization undergoing rapid growth, changes for a successful future are inevitable. CSforALL is not an exception to this reality.

To better position CSforALL for continued growth and success, the Board and Executive Director and Co-Founder, Dr. Leigh Ann DeLyser, have decided that a change in leadership is necessary. Therefore, today we announce Dr. DeLyser’s departure effective July 19, 2024, as we assess our future leadership and strategy direction. The Board expresses gratitude to Dr. DeLyser for her contributions to CSforALL and the computer science education community as a whole.

“By refocusing our organization, we can better serve our principal constituency, K-12 students, in cooperation with the CSforALL community and our partners. The CSforALL team is strongly dedicated to providing pathways that ensure equitable access to computer science education,” said Katy Knight, Interim Board Chair.

Our partners and the CS education community can be confident that CSforALL is dedicated to delivering on our current initiatives while we undergo an organizational assessment. With the support of an independent external consultant, CSforALL will take the time to analyze the long-term strategy, operations, and financial model to propel the organization into its next phase. This assessment will focus on a more targeted approach, ensuring every investment and initiative becomes more impactful, offering greater opportunities for success. It’s important to emphasize that this is not a step backward, but rather a strategic reorientation for the future.

We remain firmly committed to our mission. With the continued support of the Board, leadership team, and the CSforALL community, we are confident in our ability to navigate upcoming changes, improve our strategy execution, and deliver impactful results.

About CSforALL: Our mission is to make high-quality computer science an integral part of the educational experience of all K-12 students and teachers and to support student pathways to college and career success.

An Update on CSforALL — Organizational Changes was originally published in CSforALL Stories on Medium, where people are continuing the conversation by highlighting and responding to this story.

CSforALL is inviting all stakeholders to create an impactful computer science education commitment for all students! This year’s stakeholders (nonprofits, corporations, school districts, universities, and more) should make commitments that are specific and measurable actions that help achieve the goal of making computer science a fundamental part of every student’s education.

Last year at the CSforALL Summit in Oakland, CSforALL was proud to announce that since 2017, we have received 1,556 Commitments from 552 organizations and 288 schools across the globe. CSforALL Commitments vary from student networking opportunities to providing professional development, organizing robotic summer camps, improving CS AP scores and student participation, and more!

Stakeholders who are interested in submitting a 2024 CSforALL Commitment have the creative opportunity to partner with other organizations; launch new initiatives; set new goals for ongoing projects; and be nationally recognized for their work toward making computer science an integral part of the education experience for all students.

The 2024 CSforALL Commitment Categories:

Stakeholders have the ability to submit one or more Commitments in the categories of Raise Awareness, Build Capacity, Increase Equitable Access and Outcomes, and/or Racial Equity.

We welcome Commitments in the following four categories:

Raise Awareness: Your organization commits to generate attention around computer science to educators, policymakers, funders, parents and/or students through new partnerships, digital campaigns, organized fundraising, educational events, or additional strategies. By sparking interest, knowledge, and action, your commitment will use awareness to inspire concrete actions and steps in order to create increased CS pathways for students.

Build Capacity: Your organization commits to address the limited bandwidth of schools, school districts, and/or local communities by increasing the capacity of computer science education in K-12. The commitment could focus on increasing teacher training and development; providing financial resources to support implementation; or developing collaborative partnership or strategies that build the infrastructure of local ecosystems to support CS education.

Increase Equitable Access: Your commitment is to move the needle beyond building capacity and explicitly create or expand opportunities to ensure all students have equitable access to computer sciences courses, programs, and/or activities. The priority for learner participation is focused on students whose race, gender, ethnicity, class, or ability correlates with disadvantages in accessing CS education. The commitment could focus on direct service to youth through CS classes in during-school and after-school opportunities, providing distance and remote learning, or supporting new community-based activities such as robotics or programming teams.

Racial Equity: Your commitment specifically and explicitly addresses broadening participation to a group historically excluded from, and underrepresented in, computer science. Your commitment explicitly names the racial or ethnic group with whom you will be working. The commitment describes the experience working with students from this group and the ways in which your activities are culturally relevant and sustaining to the population you serve.

Where Do I Make a Commitment?

SUBMIT YOUR CSforALL COMMITMENT HERE!

The Early Bird Deadline for submitting your 2024 Commitments is Thursday, August 15, 2024.

The Final Deadline to make a 2024 Commitment is Thursday, September 12, 2024.

Need More Information?

Is your organization interested in making a CSforALL Commitment this year, but not sure where to start? Join the CSforALL Commitments Team on Tuesday, May 14, 2024 at 1:00 PM ET for an informative Commitments webinar. Register.

Accepting Commitment Stories:

Are you a CSforALL Commitment maker? Are you looking to share your Commitment story with the larger CSforALL Community? At CSforALL, we’re dedicated to working with Commitment makers to ensure that their past and/or ongoing Commitment progress is shared with the larger community; please email media@csforall.org for more information.

For more information around CSforALL Commitments, please email us at: membership@csforall.org.

This year, CSforALL will be hosting the national Computer Science for ALL conference in Milwaukee, Wisconsin with local partners Marquette University and the Wisconsin Department of Public Instruction for the eighth annual CSforALL Summit.

“CSforALL is excited to partner with Marquette University and the Wisconsin Department of Public Instruction to bring this year’s Summit to Milwaukee! The CS education community is in for a stimulating experience in this vibrant city. We’re looking forward to bringing the CSforALL community together for a three-day conference focused on ‘Leading Action to Impact’. This theme emphasizes the power of our deliberate actions in driving impactful advancements in the CS education landscape,” said Camie Belgrave, Senior Director, Programs and Partnerships, CSforALL.

Join the CSforALL team in Milwaukee this October 23–25 to share ideas, learn new strategies, and celebrate the impact of computer science education for all!

“Marquette University is thrilled to bring the CSforALL Summit to Milwaukee, the city we call home, to accelerate progress towards expanding equitable, rigorous and engaging computer science education here and across our great state of Wisconsin,” said Dr. Dennis Brylow, Professor and Chair of Computer Science, Marquette University. “We firmly believe every student, especially those from backgrounds underrepresented in computing, deserves access to educational experiences which will empower them to be leaders in the ethical development and usage of emerging technologies. Marquette University is committed to leading action that will impact and support a strong statewide tech talent pipeline!”

We’ll be joined by national thought leaders for inspiring conversations on achieving equity and inclusion in CS education. Together, we’ll explore ways to increase access and equity; expand teacher training and support; enhance curriculum and assessment; and turn passion into action for real-world CS education impact.

“It’s incredibly important for every student to be able to thrive and succeed in the digital world. Computer science education is the cornerstone of the digital age, empowering Wisconsin students with critical thinking and problem-solving skills. This summit brings together those who will ensure we meet this moment and continue our progress toward providing access for all our state’s students,” said Wisconsin State Superintendent Dr. Jill Underly.

This year’s Summit theme, “Leading Action to Impact,” is focused on the essence of moving beyond solely learning or talking about computer science education, and instead taking concrete steps that create positive change for all students.

Our goal this Summit is for individuals and organizations to go beyond theory and make a real difference in computer science education. It’s about empowering future generations to become creators, innovators, and problem-solvers who can shape the world with technology.

“Hosting the CSforALL National Conference in Wisconsin is a momentous opportunity for the CSTA Wisconsin Dairyland chapter to showcase the vibrant CS education community in our state and to collaborate with educators, leaders, and advocates from across the nation to advance equitable computer science education for all students. Computer scientists are designing the future that the rest of us live in, so it’s imperative that all citizens have the opportunity to join in the creation of that future. As a chapter, we aim to amplify our commitment to advancing CS education and to inspire collective action towards a future where every learner has the opportunity to become a creator, problem-solver, and leader in our increasingly interconnected world,” said CSTA Wisconsin Dairyland Chapter Leadership Team.

CSforALL’s Impact in Wisconsin

CSforALL’s involvement in Wisconsin is represented by CSforALL’s approach to creating a local network of interconnected resources, organizations, and individuals. In Wisconsin, 45 school districts across the state have participated in CSforALL’s SCRIPT (the Strategic CSforALL Resource & Implementation Planning Tool). SCRIPT guides teams of district administrators, school leaders, and educators through a workshop comprised of collaborative visioning, self-assessment, and goal-setting. This empowers them to create or expand computer science education programs.

Are you a district in Wisconsin that is looking to expand its CS education plan for its students? Contact the SCRIPT Team at script@csforall.org!

Thank You to Our Sponsors and Partners:

At CSforALL, we recognize that the national convening couldn’t happen without the support of individuals and organizations. CSforALL Summit Sponsorship provides robust and customizable sponsorship and/or exhibit opportunities for the local community and nationally.

Leading by Action in CS Education: CSforALL is anticipating the opening of the 2024 CSforALL Call for Commitments for all types of organizations around the world to submit their new, specific, and measurable CS education action. For the eighth year, CSforALL welcomes all stakeholders (nonprofits, corporations, school districts, universities, and more) to make CSforALL Commitments in support of achieving the ultimate goal of computer science education for ALL students. The 2024 Call for Commitments opens on May 7, 2024.

About CSforALL: The CSforALL Mission is to make high-quality computer science an integral part of the education experience for all K-12 students by mobilizing and strengthening expertise, capacity, and knowledge of communities to support the next generation of problem solvers through systemic-change initiatives and partnerships. https://www.csforall.org.

About Marquette University: Marquette University is a transformative university located near the heart of downtown Milwaukee, Wisconsin. Students come here to cultivate the knowledge, skills, and sense of community they need to build meaningful careers, lead purposeful lives, and reshape the world around them. Marquette University Fast Facts.

About Wisconsin Department of Public Instruction: The Wisconsin Department of Public Instruction is the state agency that advances public education and libraries in Wisconsin. Our mission is to advance equitable, transformative, and sustainable educational experiences that develop learners, schools, libraries, and communities in Wisconsin. https://dpi.wi.gov/

For all media inquiries, please contact Nadia Tronick at media@csforall.org