Senate Bill 5849

Senate Bill 5849 – which passed the Senate (46 yes and 3 no) – will require students to demonstrate competency in computer science learning standards to graduate. The bill has been read in the house and scheduled for public hearing on February 15th.

As I understand, it started with Senator Lisa Wellman (who I like and respect) wanting to make sure students of color and low income students have the same access to computer science tools and instruction as the rich white students – laudable, but completely misguided in terms of how to go about this. Senator Wellman, with the assistance of Code dot Org and Kira Learning, is trying to impose a “technical” vs “adaptive” solution to the problem she wants to solve.

While the intentions behind this bill may be well-meaning, there are several significant concerns that need to be addressed before such a requirement is enacted.

First and foremost, mandating a computer science competency graduation requirement will exacerbate existing educational inequities. Access to quality computer science education varies greatly among school districts, with rural and low-income communities often having limited resources and opportunities compared to their wealthier counterparts. By imposing this requirement without addressing these disparities, we will widen the achievement gap and further marginalize already disadvantaged students.

I have questions. Why? Who decided this the make or break skill students need to have to be successful in life? Why tie this to graduation when we can’t even get basic education right in this state – particularly for students of color, low income students and immigrants? Who did the authors of this bill even talk to before putting this bill forward?

Let’s get to specifics. These are the main points that were sent to me and surprise, I have questions and comments:

1. Requirement:?Starting with the 2029 graduating class, all high school students in Washington must demonstrate competency in computer science learning standards to graduate.
2. Demonstration Options:?Students can fulfill the requirement through completion of a stand-alone computer science course, embedding computer science standards in other courses, or?demonstrating foundational skills through various methods, including exams or alternative educational experiences.
3. Flexibility:?The bill allows flexibility in demonstrating competency, including the completion of a locally established portfolio, participating in work experiences, taking relevant?courses, or providing documentation of prior learning activities.
4. Data Collection:?The Office of the Superintendent of Public Instruction (OSPI) will collect demographic data on student completion of the computer science competency requirement?to assess potential impacts on different student groups.
5. No Increase in Credits:?The new computer science graduation requirements will not increase the overall number of high school credits required for graduation.
6. Review of Computer Science Standards:?OSPI will initiate a review and update of state computer science learning standards for K-12 students, considering standards from other states?and consulting with relevant organizations.
7. Information Collection by State Board of Education:?The State Board of Education (SBE) will collect information from school districts about current computer science offerings, assessment?plans, and potential needs for implementing the new requirement.
8. Integration of Technology Literacy:?The Superintendent of Public Instruction is directed to integrate technology literacy and fluency from goal three of the state learning standards.

The timeframe proposed for implementation is unrealistic and insufficient. Beginning with the 2029 graduating class – a mere 5 years from now – does not provide the Office of the Superintendent of Public Instruction enough time to review computer science learning standards, and it does not provide schools with adequate time to develop and integrate comprehensive computer science curricula, train teachers, and ensure equitable access to necessary resources.

Rushing into such a significant policy change without proper preparation and support mechanisms in place is irresponsible and will result in subpar implementation and outcomes. The students who already have resources will. Everyone else will be left behind – as usual.

Additionally, while the bill offers various options for students to demonstrate competency in computer science learning standards, it fails to address the diverse needs and learning styles of students. It also fails to address who will be assessing the students’ progress toward meeting the learning standards, how they will ensure students will be assessed fairly when we already have disparities in how students of color are treated in classrooms.

Moreover, the requirement that the Office of the Superintendent of Public Instruction initiate a review and update of state computer science learning standards raises concerns about the quality and relevance of the curriculum. Without meaningful input from educators, industry professionals, community leaders, and other stakeholders, there is a risk of developing standards that are disconnected from real-world applications, ultimately failing to adequately prepare students for the demands of the modern workforce.

In my 27 years of experience educating students of color in this state, I think this bill is misguided, although well intentioned, and will do more harm than good. As a state, we’d do better driving efforts towards transforming our schools into healthy and safe learning environments that center student voice and cultivate students into socially conscious and self-aware critical thinkers, problem solvers, ideators, creators, and leaders.