Alabama says it has met code.org policy goals as state works to expand computer science in K–12

The Alabama State Department of Education reported progress on its computer science (CS) expansion at the Board of Education’s Nov. 18 work session, saying the state has adopted key policy elements and is moving to broaden access while tackling teacher shortages and participation gaps.

The update, presented by Dawn Morrison of the Alabama State Department of Education, said Alabama has met the nine policy recommendations tracked by code.org and has grown student access and teacher training since last year.

Morrison said the state saw a 96% increase in reported student enrollment in computer science year-to-year and that “this current academic year, we have 431 students enrolled in a dual enrollment course.” She also said the state recognizes 18 postsecondary courses that count as high-quality CS credit. Morrison added the department has trained 648 computer-science teachers cumulatively and trained 207 last summer alone.

Why this matters: Board members and educators say computer science is a growing requirement for college and careers. The department’s update documented concrete gains but also highlighted persistent obstacles — chiefly a shortage of certified teachers and low elective participation rates even where courses are offered.

Details and debate Morrison told the board the state adopted a CS strategic plan and timeline after the governor’s advisory committee and that Alabama passed CS and digital-literacy standards in February 2018. The presentation listed funding sources and program elements the state has secured, including a line item in the Education Trust Fund for CS education, preservice incentives and a dedicated CS position in the department.

On implementation, Morrison said 76% of middle and high schools were meeting implementation requirements (a mix of middle and high configurations means some schools meet one requirement but not the other). She also noted that, while about 90% of Alabama high schools offer a CS course, only roughly 4.5% of students are enrolled in those courses — a participation gap the department said it will continue to address.

Board members pressed on the main barriers. Morrison and other department officials identified two recurring constraints: finding or certifying teachers and the perception in some districts that the mandate is unfunded. The department said the TEAMS teacher incentive program, and recent clarifying guidance, allow many teachers with math or science certificates to teach CS and receive incentive pay while they complete CS certification. Department staff said they extended a compliance window through 2023 so districts would not abruptly drop courses while teachers finish certifications.

Equity and next steps Morrison noted disparities in participation by gender and income: the board heard that females comprised about 38% of CS enrollees and that students from high-poverty schools remain underrepresented. The department said it is piloting and expanding programs — including counselor professional development (the C4C counselors-for-computing program through NCWIT) and a federally funded rural-research initiative — to recruit underrepresented students and expand access outside the I-65 corridor.

The department also urged board members to promote the governor’s app-challenge and to support Computer Science Education Week events in December.

Ending Board members asked the department to provide updated, LEA-level data showing where students remain behind and where state reading and CS investments are concentrated. Morrison said more live Tableau reporting was imminent once a few late reporters finish their submissions and that the department will continue to prioritize teacher training, dual-enrollment pathways and outreach to counselors and families.