Will Artificial Intelligence Replace Software Developers?

Programming a computer program is a difficult task, but AI can help. It can generate programs in 12 computer languages. However, it cannot reason like a human. Machine-generated programs often have a lot of jargon and are often confusing. In addition, the programmer must understand the algorithm’s output to write the code correctly. In theory, AI writers can speed up the process of writing small tasks, but they won’t replace human programmers.

Codex can generate programs in 12 computer languages.

Codex, an artificial intelligence system, can generate programs in 12 different computer languages. It can also translate natural language into programming code. Its goal is to make writing software as easy as possible for people. OpenAI, an out-of-this-world research lab, developed this new tool.

Fabuys has many benefits. It helps programmers do their daily tasks faster by generating code from a simple description. It can also help them develop new ideas. It’s similar to an auto-complete feature on a web browser. The technology could also be helpful for people who are just starting to learn to program. The tool can create simple programs from a simple description in English, which could help them learn how to program.

Codex has the potential to transform programming. It can interpret natural language commands and produce computer code in 12 computer languages, including Python. Trained on billions of lines of publicly available source code. It can also converse with humans in a dozen computer languages. Its highest level of proficiency is in Python.

It will also translate human-written commands into code in the user’s language.

The researchers behind Codex say it can generate programs in various programming languages using a machine-learning model trained with a large code dataset. It can also explain the functionality of the code generated. Furthermore, it can even translate code from one language to another. This means that people can use Codex without hiring a programmer.

The results of the Codex project are encouraging. The tool has performed well on a benchmark computing education problem. Tested on several variations, the output of Codex is functionally correct and is well-named.

DeepCoder

The rise of AI is sure to change the software development landscape. Not only will AI increase productivity, but it will also lower costs and free up funds for hiring more developers. But there are some concerns. For example, AI may not be as good as humans when fixing errors. For these reasons, some fear that AI could replace developers.

While AI is not ready to replace developers, it can augment their jobs. It already helps developers by enhancing their workflow and making their work faster and more comprehensive. AI can predict complex tasks, and it can also help developers with writing tests. One potential drawback is that AI can’t perform the work of human software developers, who need to be able to create a product.

While AI will help developers write better software, it will never replace the actual value of developers.

A developer’s real value is not knowing how to build but knowing what to make. AI will need a long time to learn the business value of features and the proper development strategy.

The rise of AI will change the way software engineers work. It will make engineering more efficient, and engineering fabswingers will be automated. Automation will benefit engineers and businesses by reducing the costs of creating solutions and increasing productivity. Automation will also lower adoption barriers for businesses. As a result, AI will be an asset to engineers everywhere.

The benefits of AI go beyond coding. It will not replace developers anytime soon, but it will help them understand their options. However, it is still crucial for developers to maintain a human eye. A good AI can improve efficiency but cannot develop complex software.

Copilot

Artificial Intelligence (AI) will replace software developers, but not in the traditional sense. Instead, AI will automate specific tasks, such as writing tests. This will free software developers to focus on other aspects of a business. The same technology could also augment the work of human software developers. For instance, an AI-powered programming assistant could learn from previous tests and software analytics to identify common errors and flag them for further action. AI could also help operations teams in the post-deployment phase, identifying abnormalities by analyzing system logs. Because the most common cause of downtime in software development is error management, this technology could eliminate this cost.

While it’s hard to predict what role AI will play in software development, it is essential to understand how AI is changing the job of software developers. While some software engineers are no longer needed, AI-powered development tools will require software engineers to learn the applications of artificial intelligence, machine learning, and natural language processing.

The job description of software engineers may also shift from coding to planning, design, and oversight.

While some people are excited about the benefits of AI, others are skeptical. Some reviewers note that AI-powered programs are not entirely reliable, pointing to the need for human programmers in the future. Other reviewers conclude that AI-powered systems may be unsafe and even dangerous. Moreover, Copilot’s programs are hard to understand and use, so they may not be the best replacements for human programmers.

AI is not at the stage where it will replace human software developers. Still, it will make software development faster and more efficient. It eliminates repetitive tasks and allows developers to focus on more complex problems. It will also enhance the software development process, helping to identify gaps in existing software technologies and predict future software needs. In the future, AI and software development will grow together.

Codex can’t reason like a human

OpenAI researchers developed Codex, an artificial intelligence model that generates software source code. It powers Copilot, an AI pair-programming tool currently in beta testing. The paper outlines how Codex was created and explains why it may not be as trustworthy as its creators may want it to be.

The first problem is that Codex can’t reason like an actual human. It doesn’t understand the nuances of a language as a human can. It also makes mistakes. A human programmer must evaluate its output and tweak it if it doesn’t make sense. Nevertheless, it’s a powerful AI tool.

Codex can control other programs on a computer. In an example, Brockman demonstrates how Codex can feed instructions to Microsoft Word using voice. He copies a poem into Word and tells it to remove indentations, number lines and count the frequency of certain words. This is a simple example of how Codex xxnx works.

While it might not be able to reason like a human, Codex could be an effective tool for developing software.

Combining human developers’ skills with advanced AI could make it a powerful technological force. This technology will be able to do much more than replace humans. It will be possible to build centaurs with artificial intelligence. They would be more accurate, faster, and sensitive to real-world problems.

However, there are some limitations to Codex’s performance. First, Codex needs a larger dataset to be compelling. Otherwise, it might start “overfitting,” a condition wherein the model memorizes training examples and cannot deal with new situations. In addition, gathering large datasets is expensive and time-consuming.

Codex can’t detect invalid ZIP codes.

A codex is a machine that can generate programs in 12 different computer languages and translate between them. However, the program is not perfect and often makes mistakes. Its programs may contain security flaws or incorrect data and may not work correctly in some situations. Even worse, it can’t think like a human and may not do what you want them to. Therefore, using Codex is not recommended for non-programmers.

While the technology is promising, the real test is whether or not Codex will detect invalid ZIP codes. Tom Smith, a software engineer, recently tested Codex by interviewing it for a job. In the job interview, he asked the computer to write a program to determine whether a ZIP code was valid. While the computer’s performance surprised him, it was not very useful at detecting invalid ZIP codes.

Codex is also not very useful when dealing with large codebases. Its limitations include generating code with different languages without understanding the codebase well. It is also not able to write new algorithms or make clever optimizations. This problem is because the program can’t produce clean, consistent code with no logic bugs.

Another issue is that it doesn’t detect some languages. While Copilot supports several languages, Codex supports many more. Unfortunately, it can also not see invalid ZIP codes for countries with different languages. This is one of the main reasons why Codex isn’t so popular with new users.

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Polish Historical Figures: Frankowski & Ulam
In Memoriam: Krzysztof Frankowski | Department of Computer Science and  Engineering | College of Science and Engineering

When he arrived in Minnesota in 1965 with his wife, cat, dog, and a box of books, he did not expect to stay at the University of Minnesota for three decades teaching hundreds of computer science students the mathematical principles that helped civilization advance into the information age. One of Krzysztof Frankowski’s earliest childhood memories was a late night conversation with his father because he couldn’t sleep. Daniel Roksa Frankowski grew up in the family home in Prospect Park. For decades, he led the Topola Choir in Minneapolis and spent hours programming with his son before taking him to rehearsals. He also loved gardening and loved animals – dogs, cats and hedgehogs – which he tended for years and about which he wrote books.

Frankowski is survived by his son and three grandchildren. Krzysztof “Stanislaw” Frankowski, 89, died on Sunday evening, August 22, after suffering a severe stroke nine days earlier. Frankowski was born in Bolimow, Poland, on July 25, 1932, and emigrated to Israel in 1958 and Minnesota in 1965, where he was a founding member of the Computer Science Faculty at the University of Minnesota. The pandemic COVID-19 has had a substantial impact on pupils, students and their families, who have suffered significant porno losses as a result of the pandemic.

Organizations like United Way have set up funds to help college students with accommodation, food, and school costs for computers and distance learning. Universities do not only ask for emergency aid, but also have their own emergency programs for financially strapped students. The University of Central Florida, for example, allows students to defer tuition and housing costs for up to one semester.

Polish cinema

The first video work in Poland was a tape installation from 1973. A collection of poems with a cover designed by Mieczyslaw Szczuka was the first Polish photomontage. More than one hundred important artists from the USA, Europe and Japan participated. Many new artists grew up with the medium, as did artists who had already mastered its use in film, such as Robakowski.

In the 1980s, martial law in Poland killed experimental films and denied access to equipment and facilities. From 1982 to 84 there was an independent studio for electroacoustic music, the Niezalezne Studio Muzyki Elektroakustycznej. There were concerts in churches, artists studios, private residences and student clubs, including Remont, some of which have since closed. Stanislaw Ignacy Witkiewicz, Szkice: Estetyczne Aesthetic Sketches, 1922. In 1990 Kluszczynski founded the film and video department of the Center for Contemporary Art in Ujazdowski Castle in Warsaw.

Polish Cinema - Local Life

Ulam was a brilliant Polish mathematician who came to this country at the beginning of World War II and became a leading figure in the Manhattan Project in Los Alamos, New Datezone Mexico together with Edward Teller, who worked on thermonuclear weapons development in the middle of the Cold War. It was a top secret project to develop nuclear weapons at the end of the war. The invention of nuclear weapons to end the war was just one of many remarkable things Ulam did. He was one of those amazing people who did significant work in many areas of mathematics, from numbers and set theory to Ergodic theory and algebraic topology.

A never-ending life-work

He had a number of disciplines, including set theory, mathematical logic, real variable functions, thermonuclear reactions, topology, and Monte Carlo theory. The Polish-born mathematician spent most of his career dealing with complex nuclear problems and related mathematical issues, such as supercomputers. In the context of a war project in Santa Fe, NM Ulam performed the required mathematical calculations together with John von Neumann and others for the development of Fat Man Imputership Weapon. 

Working with physicists such as Edward Teller, Ulam solved one of the main problems of working on fusion bombs by pointing out that compression was essential for the explosion shock wave that a fission bomb produced, and that no compression was required. When President Truman announced that the US was developing a hydrogen bomb, he began to calculate how Teller had developed one to work. At Los Alamos, he showed that the early model of the hydrogen bomb was insufficient and suggested a better method.

Ulam’s fellow mathematician Cornelius Everett concluded that the physicist Edward Teller’s design, Superbomb, would fizzle out because it would never work. Teller recognized the problem, but the new system proved a breakthrough, and Ulam found a solution. Ulam and Everett concluded that Edward Teller’s design never worked. 

An important figure

His little brother Adam happened to be a prominent Soviet scientist. In 1943, Ulam was expelled from the Manhattan Project and worked for the Theory Group in Los Alamos. When President Truman announced in January 1950 that the United States was about to make a major effort to develop a hydrogen bomb, he began to calculate how the physicist Edward Teller, who designed the superbomb, would work.

He studied at the Polytechnic Institute of the city and became a member of the famous school of mathematics in Lwow in interwar Poland. Ulams remained at the Los Alamos National Laboratory in New Mexico until his appointment as head of the mathematical lab at the University of Colorado using the Monte Carlo Xhamster method – solves mathematical problems using statistical sampling methods and random numbers using computer implementations of mathematical software. At the time of Dr. Ulam’s death, he was a professor of biomathematics at Colorado Medical School and a consultant at the National Laboratory. He discussed mathematics, interesting physics and the importance of this work.

Stanislaw Marcin Ulam (75) is one of the country’s leading mathematicians and a key figure in development of atomic and hydrogen bombs. He comes from Lwow, Poland and obtained his master and doctorate from polytechnic institutes. Ulam developed the Monte Carlo method, which allows mathematical problems to be solved by means of statistical analysis. At the age of ten, he entered the grammar school of the Polytechnic Institute in Lviv, where he was interested in astronomy and physics. Born into a wealthy Polish-Jewish family, he studied mathematics at the Polytechnic Institute in Lwow, where he obtained his doctorate in 1933 under the direction of Kazimierz Kuratowski. 

Stanislaw Ulam - Stock Image - H421/0007 - Science Photo Library

Developer

Ulam developed the Monte Carlo Method at Los Alamos to solve complex mathematical problems in systems that used random sampling to evaluate algorithms. Ulam’s invention in Los Alamos was what we now call the “Monte Carlo Method” for solving complex mathematical problems, especially integrals derived from the theory of nuclear chain reaction. He proposed the method for evaluating complicated mathematical integrals derived from the theories of nuclear chain reactions.

Stanislaw Marcin Ulam, 75, one of the nation’s leading mathematicians and key figure in the development of atomic and hydrogen bombs, died of a heart attack on 13 May in Sante Fe, N.M. Von Neumann’s work led to the development of some of the earliest computers, but they were no match for mathematicians like the brilliant Dr. Ulam. The autobiography of the mathematician Stanislav Ulam – one of the greatest scientific minds of the twentieth century – tells a story full of prophetic speculation and peppered with vivid anecdotes.

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The importance of Computer Education in Youths

The University of Arizona has announced an expanded partnership with the Arizona Department of Education to bring computer science to more than 1,000 Arizona high school students starting the 2018-2019 school year. Governor Ducey met with students from across Arizona to open Computing Education Week at Arizona State University in Tempe on Friday, April 13.

This includes introducing university teachers to the curriculum’s critical lessons, including a sample-based approach to learning computer concepts and pedagogy—centring discussions on racial injustice in computer science teaching. The goal is to offer a 16-class microbit course developed in partnership with the Beijing Education Research Institute. It will use a combination of the University of Arizona’s Computer Science and Information Technology (CIT) curriculum. For those new to computer science or who have no experience other than searching for hanime content. The programme aims to foster growth by providing a space that becomes a focal point for discussions on the importance of diversity and equity in computer education for all students.

In summary, a consensus is emerging that one of the most important factors when starting computer science lessons is to develop self-esteem and motivation. This is partly because some aspects of computer science, particularly programming, need to be acquired and developed gradually over many years.

More opportunities

Computer science students need more opportunities for computer education through opt-in enrichment. We need to start investing to ensure that students have a vital basis for participation in the future labour market. The key is to invest in expanding access to high-quality computer science education for all students. Lay the foundations for teachers who inspire university students to learn, lead and thrive in society, the economy and the world of work.

CS4All PR can share translated computer science curricula with educators interested in receiving them in Spanish. We have developed a programme to expand opportunities and remove barriers to underrepresented groups of people interested in technology-related areas.

Carol reports that the justice-oriented educational strategies for computer science teaching keep the students engaged and make the class fun. The teacher hopes that the students’ familiarity with computer science will encourage them to pursue CS-related subjects in secondary schools and professions.

Teaching computer science (C.S.) is a crucial part of the equation of justice you might even get your hands on coding complex site where you can find the best hd porn online. Providing 21st-century students with the knowledge, skills and mindset they need to participate fully in their careers and lives is an act of justice and social justice. Computer science education means ensuring that the remaining students can help them in the workplace and on the next level of success in life.

Computer Science | Heidelberg University

Impact in computer science education

This network aims to promote the training of students in computer science subjects and other disciplines. We continue to build on the Computer Science Education Network (CSN) work in the United States and worldwide.

Other long-standing educational inequalities accompany and reinforce existing differences in the learning of computer science in schools.

Creating opportunities for K-12 students in Utah to learn computer science is a multi-generational issue. This study seeks to examine the agency that teachers develop and implement. We then describe the Utah Computer Science Education Fund’s efforts, a $1.5 million grant from the State of Utah, to support developing and implementing a comprehensive plan to democratize computer science education. This fund’s establishment will provide recurrent funds from the private sector and the Community wrapped up in public funds.

Increasing interest

Computer science education is gaining traction in America’s school systems, primarily because of the increasing use of computer science in high school and college. Despite the differences in STEM subjects, many efforts to improve the U.S. school system have overlooked the importance of science, technology, engineering, and mathematics (STEM) education to young people.

Only a quarter of high schools offer computer science, and courses often focus on programming rather than its principles. According to the American Association for the Advancement of Science (AAS) and the Institute for Applied Systems Analysis (IAS), the current number of freshmen in college courses increases. The bachelor and graduate programs are taught by award-winning professors such as George Mason University’s computer science and engineering professor, Dr Robert C. Smith. Students and graduates of the University of Texas Computer and Information Science Institute (CISI) programs in Austin are also taught by award-winning Professor Robert A. Siegel, a professor at Texas A & M University.

The department is a leading centre in research and teaching, covering the entire range of computer science. The courses include computer science, computer technology, mathematics, physics, mathematics and computer technology.

Computer science students can obtain degrees in various fields, including computer technology, computer technology, mathematics, physics, and computational mathematics. Universities should be incentivized to expand their computer science offerings and to retain students taking computer science courses. The policy should provide the resources to train and hire highly qualified computer and science teachers. The department offers a wide range of courses, including computer programming, programming languages, web development, database management and web application development.

Create a computer science management team to support school career links by talking about how computer skills in computer science contribute to sustainable careers of the future.

How to make improvements

The C.S. 10 K project is a central part of NSF’s efforts to make computer science accessible to high schools and universities. Instead of imposing a curriculum, the K-12 computer science framework recommends what the education system considers fundamental concepts and competencies in computer science.

Find your favourite activities in technology to make sure you can teach yourself computer science, mathematics, physics, chemistry, biology and mathematics. Encourage problems – solve them through development and help students prepare for life with the right skills and knowledge to start a successful career in computer science, engineering or other fields.

The project provides the resources and expertise to connect teachers and to use them for computer science lessons in their classrooms, to help avoid university students go to sites such as yespornplease bored while in the lecture. It brings together experts who include computer scientists, computer engineers, programmers, mathematicians, and other field experts. Computer science covers a wide range of topics, from programming languages to programming languages to data sciences, to name just a few. Computer science covers only some of the most important programming language and code terrain topics, such as programming, programming theory, data science, machine learning, and programming.

Dalhousie University is one of Canada’s most prestigious universities for computer science and engineering, with several world-class research institutes and centres. It emphasizes the importance of using information technology in your organization and empowers people with the technical and administrative skills needed to reach aggressive marketplaces.

Accessible to everyone

While some computer science courses focus on programming, the AP CSP is designed to help students explore computing’s creative aspects. Technology allows teachers to expand linear, text-based learning and engage students who learn best in other ways. It leads students to understand where they stay in touch with their goals and goals in primary and secondary education.

Harvey Mudd has quadrupled the number of women in computer science over the last decade, from 10% to 40%, partly through the restructuring of introductory computer science courses. Focus on creative problem solving and making their classes accessible to all students who do not have a strong background in computers or programming. They have modified their introductory courses to focus on creativity, problem-solving. Critical thinking skills, making them more accessible to students with less technical backgrounds.

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What Is the Typical Computer Science Curriculum?

Computer science education is an education and training program that combine theoretical knowledge with learning of various computer science concepts. It involves the application of scientific methods to learning of computer science concepts. The program helps university students in obtaining desirable results from scientific research or experiment, developing a working knowledge of science.

The curriculum of computer science education comprises learning different branches of science; Programming, hardware and software; Computer Organization and Systems; Database Design and Management; Principles of Programming Languages; Software Development; and Web Technologies.

computer science education

Women constitute a major segment of the computer science education sector, despite making up a lesser percentage of the population. This may be attributed to the dearth of female faculty in colleges and universities.

However, this percentage is gradually slowly increasing with the efforts of governmental organizations, educational institutes and universities. The number of female computer science teachers is also on the rise. To bridge the gender gap in computing education, various programs are being chalked out by educational institutions.

Many schools have introduced a policy of introducing a computer science education curriculum only after achieving graduation from high school, since many university students had been caught wasting time and watching porno in class. Since many of them may be inclined to adopt a hands-on approach in learning, they introduce computing concepts in class as part of the regular curriculum. Some schools, on the other hand, prefer to incorporate computing concepts into the science of science curriculum. In such a case, students may follow a prescribed set of courses, either general or specific, according to their preferences.

Great expectations

With increasing demand for highly skilled jobs, both men and women are now taking up jobs related to scientific jobs like programmers, scientists, engineers, mathematicians, computer experts, etc. These professionals are required to implement computer science concepts into their jobs.

Computer professionals in IT services are mostly women. In order to bridge the gender gap in the field of science and engineering, several colleges are offering online learning programs. They provide the opportunity to women to learn computer science concepts and apply them to real-life situations.

While enrolling into any of these online learning programs, university students need to follow the teacher education curriculum taught in regular colleges. However, since students from different countries may not be able to learn the same subjects, teachers can customize the computer science education curriculum to suit the learning style of each student, so students can partake in class and not get distracted by redtube video selection.

Some of the subjects that a student must learn include probability, statistics, algebra, computer languages, logic, computer architecture, program design, etc. The number of hours in a particular class may depend on the topics taught. For instance, a two-hour class may be adequate for calculus if the student belongs to an average university but may be less if he/she belongs to a junior college.

Image result for Computer Science ed

A major part of computer science education curriculum includes teaching the students basic skills and knowledge about computing. The first two years of the course work generally cover the basic foundation and concepts of computing such as discrete math, geometric reasoning, probability, and statistics.

University students must also master the concepts of software design, manual programming, distributed computing, systems management, and formal processes, they can even develop such intricate websites like the video tube xhamster. Teaching university students to these concepts is essential to build up the student’s computing skills and to develop computer literacy.

A long way to go

In computer science education, teachers should ensure that they teach the subject matter in an interesting and logical manner. It should make the students use an understanding of the subject matter and apply it to real-life situations. For this reason, teachers should keep track of the results of their teaching through the grades to evaluate their performance.

Grades are often used to determine the effectiveness of the teacher education lesson plan.

Every district has its own specific computer science education curriculum. Generally speaking, the teaching materials are aligned with the state standards. However, some states have developed their own curricula, which may not be aligned with the federal government’s standards. Some districts also develop their own independent computer science education curriculum.

Most districts require teachers to successfully complete a professional development course prior to teaching in the classroom.

Continue ReadingWhat Is the Typical Computer Science Curriculum?
Who We Are?

We are a broad-based coalition of businesses and NGOs who want to expand access to computer science education in K-12 classrooms across America.

The Computer Science Education Coalition is urging Congress to provide $250 million in federal funding for K-12 computer science education this fiscal year to help fill critical U.S. jobs and ensure America remains globally competitive for generations to come. The federal funds will complement the exemplary work already being undertaken in states across the country.

The Computer Science Education Coalition is a nonprofit organization comprised of businesses and NGOs focused on securing federal funds that will provide computer science education to all K-12 students. It is our vision that all American students will possess computer science skills so that they can compete in the global economy.

Continue ReadingWho We Are?
F.A.Q.

What is the Computer Science Education Coalition?

The Computer Science Education Coalition is a non-profit organization dedicated to expanding computer science education in K-12 classrooms across America to ensure our nation remains globally competitive and our students are given the opportunity to develop the skills they need to participate in tomorrow’s economy.

Who are the members of the coalition?

The Computer Science Education Coalition is a cross-section of U.S. businesses, education leaders and NGOs who have come together to expand access to and federal funding for computer science education in K-12 classrooms across America.

How does the coalition plan to achieve this objective?

While many states and schools have been proactive in their efforts to boost computer science education in the classroom, a federally focused and funded strategy is necessary to amplify and accelerate these efforts. The Computer Science Education Coalition will advocate for $250 million in federal funding for computer science education this fiscal year.
Our members have signed on to support the creation of a policy solution that addresses the immediate void – a lack of computer science in K-12 classrooms. Other countries are making computer science a priority and it is imperative that we do the same here if we wish to remain globally competitive. We need to grow our pipeline of computer scientists who can fill jobs across many industries based in the United States – IT, aeronautics, health care/research, defense, etc.

How will $250 million in federal funds make a difference?

An initial infusion of $250 million in federal funds could support as many as 52,500 classrooms, which has the potential to reach 3.6 million students across the U.S. in the coming year. It will also build on state efforts and spark further state initiatives to expand computer science education for all students, which will help America’s competitiveness for decades to come.

How many schools currently offer computer science?

Only one in four schools currently teach any computer science courses, despite the fact that the majority of parents and teachers believe it should be required learning for 21st century students. In fact, around 90% of parents want computer science taught in their schools according to a 2014 Google-Gallup survey.

Are there any successful state initiatives for computer science?

A number of states have put a tremendous amount of effort into boosting their computer science education programs. Around 29 states have worked to ensure computer science credits are counted towards a student’s high school graduation requirements. Governors and local leaders from Arkansas Gov. Asa Hutchinson (R-AR) to Washington Gov. Jay Inslee (D-WA) have launched initiatives to better integrate computer science into K-12 classrooms. But, to build upon the important progress taking place on the local level, a federally focused and funded strategy is required.

What impact will an increase in exposure to computer science at a young age have?

Exposure to computer science often spurs an interest in the subject, particularly among historically underrepresented groups—females, African Americans and Latinos. Girls who take AP computer science in high school are ten times more likely to major in computer science in college. Additionally, African-American and Latino students who take this course in high school are over seven times more likely to major in this field.
Further, it will spur more U.S. graduates in this field, which is necessary to fill the current 600,000 computing job vacancies in this country.

Will early exposure help to address the diversity problem within the tech sector?

The fields of software, computing and computer science are plagued by tremendous underrepresentation of women, African Americans, and Hispanics. In high school, the Advanced Placement exam in computer science has the worst gender diversity across all AP courses – 78 percent of the participants are male. Just 12 percent of the students taking the exam are students of color. This problem extends into the software workplace, which suffers a similar lack of diversity. The focus of this initiative is on K-12 learning, because that is where the diversity problem begins and must be addressed.

Why does the coalition believe congressional investment in computer science education is needed now?

The dearth of computer science education in classrooms has left America in the midst of a STEM jobs crisis—which is really a crisis in computer science education. Today, there are over 500,000 computing jobs unfilled, while our universities only graduate about 43,000 computer science graduates each year.
In order to meet the demand to fill these U.S. jobs, close the current skills gap, and boost America’s competitive position globally, an immediate federal investment in K-12 computer science education is critical.

Continue ReadingF.A.Q.
Computer Science is a fundamental skill for staying competitive in the future

We are a broad-based coalition of businesses and NGOs who want to expand access to computer science education in K-12 classrooms across America.

The Computer Science Education Coalition is urging Congress to provide $250 million in federal funding for K-12 computer science education this fiscal year to help fill critical U.S. jobs and ensure America remains globally competitive for generations to come. The federal funds will complement the exemplary work already being undertaken in states across the country.

The Computer Science Education Coalition is a nonprofit organization comprised of businesses and NGOs focused on securing federal funds that will provide computer science education to all K-12 students. It is our vision that all American students will possess computer science skills so that they can compete in the global economy.

Computer Science in K-12 Classrooms: Fast Facts

Investment in K-12 computer science education is essential to ensuring our future workforce is equipped with the skills needed to fill critical U.S. jobs and keep America competitive for decades to come.

While there are over 500,000 computing jobs currently unfilled in the U.S., only 42,969 computer science students graduated from U.S. universities into the workforce last year. If steps are not taken to close this skills gap, it’ll only grow. Between 2016 and 2020, the US projects there will be 960,000 job openings and if current graduation patterns continue, only 344,000 graduates to fill them.

The Computer Science Education Coalition is urging Congress to provide $250 million in funding for K-12 computer science education this year. It is estimated that an initial infusion of $250 million in federal funds could support as many as 52,500 classrooms, which has the potential to reach 3.6 million students across the U.S. in the coming year.

The bi-partisan passage of the Every Student Succeeds Act by Congress at the end of last year gave state and local school districts more flexibility to fund computer science through a new block grant, but didn’t provide a dedicated funding stream for this critical subject. While this is a step forward, a federally focused and funded strategy is necessary to amplify and accelerate the exemplary work already being undertaken in states across the country.

Only one out of four K-12 schools teach any computer science, leaving 75 percent of students today without the opportunity to develop skills that could help them thrive in the future.

Parents and teachers want computer science in K-12 classrooms. A Google-Gallup survey found that 9 out of 10 parents say they want computer science taught in their schools, and the majority of parents and teachers believe it should be required learning for 21st century students.

Exposure to computer science at a young age has the potential to address the diversity gap in computer science fields. Girls who take AP computer science in high school are 10 ten times more likely to major in computer science in college. African-American and Latino students who take this course in high school are over seven times more likely to major in this field.

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