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Board weighs requiring computer science for graduation, proposes phased rollout to 2029 cohort
Summary
Staff presented a proposal to require at least one approved computer science credit for high school graduation, discussed how embedded computer science could satisfy equivalencies, and recommended a multi‑year ramp to allow districts time for teacher permits, course revisions and equipment.
Alabama State Department of Education staff told the board they are preparing a proposal to add a computer science credit as a graduation requirement for a future freshman cohort, with staff suggesting a phased timetable so districts can adjust staffing, course lists and pathways.
Renee (department staff) and Amanda Dykes (computer‑science specialist) outlined the current status: state law already requires high schools to offer computer science courses and the department maintains a list of approved high‑school and dual‑enrollment courses. Staff said roughly 80–88% of schools now offer at least one qualified computer science course but uptake varies and many rural schools lack certified computer‑science instructors.
The proposal presented would require that, beginning with a specified cohort (staff referenced a target cohort of students who would graduate in 2029), each student earn at least one credit in an Alabama State Department of Education‑approved computer science course or an approved course that embeds sufficient computer science content. Under the draft language, such a credit could be counted as a math or science requirement, a career‑technical education (CTE) credit, or an elective depending on the pathway and course content.
Staff emphasized implementation constraints: certification for additional teachers, equipment and lab capacity in smaller and rural schools, and the need to map existing CTE and other courses that already contain embedded computer science skills so those courses could count without requiring every student to take a standalone computer science class. The department described partnerships that have helped rural schools — for example, mobile computer labs and university outreach — and said additional supports will be needed if a statewide requirement is adopted.
Board members asked whether the department could accelerate the timeline and whether sufficient resources exist to ensure the requirement is meaningful (not just a checkbox). Department staff said code.org, a national organizer for K‑12 computer science, recommends a measured roll‑out, and cautioned against rushing the change in a way that would weaken course content. One staff member summarized the tradeoff: faster adoption can increase uptake but risks uneven quality; a phased approach gives time to strengthen teacher preparation and course alignment.
Ending: Staff will return with draft rule language and an implementation timeline for board review and public comment. Any formal adoption would require a public board vote and coordination with code.org and local districts.
