Opinion | Michigan needs quality teachers for universal high school computer science
Computer science (CS) is a fundamental part of modern citizenship.
With technology entwined in every facet of our daily lives, fluency with computing is as essential as language reading and writing and arithmetic. It prepares students for a wide range of careers and helps them develop technological problem-solving skills that are applicable in various contexts.
By integrating CS into the high school curriculum, Michigan can ensure that its students have the skills to become informed citizens and to navigate and shape the future. The Michigan House Bill (HB 5649) to mandate computer science (CS) courses in Michigan high schools is a step in the right direction.
However, the shift from policy to practice has significant barriers. Michigan’s bill mandates that schools offer CS, because it’s currently too hard to mandate CS for every student. An initial step for Michigan (which isn’t happening now) should be to begin tracking what CS education is currently being offered, in what schools, and just as importantly, who is enrolled in these courses. These data are essential to ensure equity in access, participation, and more importantly, student success.
To ensure students have high-quality learning CS experiences we need educators who are proficient and ready to inspire the next generation of computer scientists. Michigan lacks enough qualified teachers to deliver high quality in-person CS instruction. Michigan has also phased out the CS teaching credential that ensures quality in CS teachers and provides a clear certification path.
Curriculum providers like Code.org and Project Lead The Way (PLTW) provide in-person teacher workshops, with the former leading the effort for Michigan's CS legislation. However, these one-off workshops do not develop teachers’ knowledge and skills to offer rigorous CS courses.
This leads to inequitable outcomes, in particular for Black and Brown students as shown by 2022 Advanced Placement data, where the Computer Science Principles course pass rate for Black students was 25.5% even as the overall pass rate in the state was 70.4%. (It is likely that pass rates for rural students are also lower than state average).
Michigan students deserve better, and schools need more than third-party resources — they need state-supported certification for teachers and professional development that is robust and ongoing.
In the Expanding Computing Education Pathways (ECEP) alliance of 29 states and Puerto Rico, we have seen that most schools respond to a state requirement to teach computer science by offering courses online — without offering CS teacher training.
Educational technologists talk about the “Matthew Effect” — most educational innovations make “the rich richer and the poor poorer.” Offering only online access to CS courses will likely exacerbate educational inequities, with advantaged students generally faring better and disadvantaged students often struggling. Therefore, while online courses and short-term teacher workshops provide access, they ignore quality instruction and are not a long-term solution for the Michigan students.
The overarching goal is to grow CS for everyone and ensure success in CS for all students, not just well-resourced students. To achieve this, Michigan should:
- Develop a CS teaching certification pathway to endorse in-person educators for long-term development in the state.
- Prioritize the education of teachers alongside investing in localized curriculum and professional development providers.
- Structure incentives and support systems to grow in-person and ensure high-quality online CS learning environments.
Incorporating CS in our schools is a long-term goal. Just as it took decades to teach reading, writing, and mathematics for all, integrating CS into our schools will require sustained effort and investment. It is not enough to pay a small group of national curriculum providers; we must focus on educating and supporting a broad base of teachers here in Michigan. This will ensure that CS education grows inclusively, addresses local needs, and benefits all students, not just the privileged few.
By taking these steps, Michigan can lead the way in making CS education accessible, equitable, and effective for all its students.
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