[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587216-105":59,"doc-detail-587216-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","expanding-computer-science-education-in-texas-executive-summary","Expanding Computer Science Education in Texas - Executive Summary","","Policy brief summarizing the expansion of K-12 computer science education in Texas over the last decade, focusing on school capacity, student access, and participation using the CAPE framework. Reports that teacher certification, course availability, and enrollment have increased, yet fewer than half of high schools offer CS and participation remains unequal. Highlights geographic, school type, and demographic disparities, including rural and charter disadvantages and persistent underrepresentation of girls, students with disabilities, and other groups. Concludes that sustained investment, policy accountability, and democratized enrollment/outcome data are needed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/expanding-computer-science-education-in-texas-executive-summary/587216/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/expanding-computer-science-education-in-texas-executive-summary/587216.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the key metrics used to assess computer science education in Texas K-12 schools?","Question",{"text":112,"@type":113},"The brief evaluates CS education through capacity, access, and participation under the CAPE framework. Capacity covers resources like teachers and funding; access reflects whether schools offer CS courses; participation reflects whether students enroll when courses are available.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How has CS education expanded in Texas over the past decade?",{"text":117,"@type":113},"The brief reports growth in certified CS teachers, the share of high schools offering CS courses, and the share of high school students enrolling in CS courses. However, less than half of Texas high schools offer a CS course and enrollment remains below overall rates for many students.",{"name":119,"@type":110,"acceptedAnswer":120},"Which groups or school contexts face the largest disparities in CS course access and enrollment?",{"text":121,"@type":113},"The brief finds rural areas and charter schools are less likely to offer CS than urban or suburban schools, and smaller schools offer CS less often. Disparities also appear by student demographics, with Hispanic/Latino enrollment contexts showing lower likelihood and Asian-population schools showing higher likelihood, while underrepresented student groups remain enrolled at lower rates.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587216,1792210502,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","Education Research Center POLICY BRIEF  \n[www.texaserc.utexas.edu](www.texaserc.utexas.edu)  \nExpanding Computer Science Education in Texas  \nNicole D. Martin, Miriam R. Jacobson, & Carol L. Fletcher  \nNovember 2024  \nExecutive Summary  \nComputer science (CS) K-12 education has expanded greatly in Texas over the last decade, but much work is still needed as currently less than half of Texas high schools offer a CS course and less than 5% of high school students take a CS course in a given school year.  \nWe examined the current state and growth of CS education over time and across subpopulations in K-12 Texas schools, specifically investigating school capacity for, student access to, and student participation in CS education. We found that the number of teachers certified to teach CS, the percentage of high schools that offer a CS course, and the percentage of high school students who enroll in a CS course have all increased in Texas. However, many Texas high school still do not have teachers certified to teach CS courses, and significant disparities exist in which students have access to and enroll in CS courses.  \nOur findings showed that schools in rural areas and charter schools were less likely to offer CS courses than schools in urban or suburban areas, and smaller schools were less likely to offer CS compared to larger schools. Schools with larger populations of Hispanic/Latino students were also less likely to offer CS courses, whereas schools with larger populations of Asian students were more likely to offer CS. Student enrollment in CS courses has increased over time for groups who are traditionally underrepresented in CS, including girls, students with economic disadvantage, students with disabilities, students who are Black, and students who are Hispanic/Latino, but enrollment for these students remains lower than for students overall.  \nSubstantial investment, accountability for existing policies, and democratizing data about student enrollment and outcomesin CS education are needed to ensure that all Texas students can participate and have positive experiences in CS education.  \nWhat We Studied  \nCS education for all K-12 students has become increasingly important over the last decade as the need for a CS-trained workforce has grown. With a rapidly expanding computing industry in Texas, it is essential to prepare Texas students to take advantage of the economic opportunities in their home state and meet future CS workforce demands. However, there remains a shortage of qualified CS professionals, primarily because of the continued lack of access to CS education in K- 12 schools. When we began our research in 2019, only 48% of public high schools in Texas offered a CS course (TACC, 2024). Understanding efforts to expand CS education for all students at the K-12 level is critical to ensuring that Texas remains at the forefront of the innovation economy and that our students are prepared for the future.  \nWeTeach_CS is an initiative that was developed to improve access to high quality K-12 CS education for all students, through training CS educators and leaders. Starting in the 2014-15 school year, WeTeach_CS has trained educators throughout Texas to achieve the following goals: increase the number of certified CS teachers, increase the percentage of high schools offering CS courses, increase the number of high school students enrolling in CS courses, broaden and expand the variety of students who are enrolled in CS courses, and expand opportunities for students in K-8 to build a  \npipeline of CS-related programs of study. Researching longitudinal Texas CS education trends allowed us to examine state changes in CS education following the launch of WeTeach_CS.  \nWe utilized the CAPE framework (Fletcher & Warner, 2021) to examine CS education at multiple levels of the education system and to understand the necessary conditions and the barriers to expanding CS education for all students. The framework divides CS educati","cbCaiqs9aCeW5fHP","https://ap.wps.com/l/cbCaiqs9aCeW5fHP","pdf",361421,"English","# Executive Summary\n## What We Studied\n## Research Questions\n## How We Analyzed the Data","[{\"question\":\"What are the key metrics used to assess computer science education in Texas K-12 schools?\",\"answer\":\"The brief evaluates CS education through capacity, access, and participation under the CAPE framework. Capacity covers resources like teachers and funding; access reflects whether schools offer CS courses; participation reflects whether students enroll when courses are available.\"},{\"question\":\"How has CS education expanded in Texas over the past decade?\",\"answer\":\"The brief reports growth in certified CS teachers, the share of high schools offering CS courses, and the share of high school students enrolling in CS courses. However, less than half of Texas high schools offer a CS course and enrollment remains below overall rates for many students.\"},{\"question\":\"Which groups or school contexts face the largest disparities in CS course access and enrollment?\",\"answer\":\"The brief finds rural areas and charter schools are less likely to offer CS than urban or suburban schools, and smaller schools offer CS less often. Disparities also appear by student demographics, with Hispanic/Latino enrollment contexts showing lower likelihood and Asian-population schools showing higher likelihood, while underrepresented student groups remain enrolled at lower rates.\"}]","Expanding Computer Science Education in Texas - Executive Summary | PDF",1792061060,15]