By Alexandra Holter
Across the country, decisions about computer science education are being made—often without input from the people who understand its impact most: teachers.
Despite being closest to the classroom and most aware of students’ and communities’ evolving needs, teachers are frequently left out of policy conversations that shape access to CS, funding for professional development, or graduation requirements. These decisions, made in statehouses, departments of education, and boardrooms, directly affect whether students encounter computer science as a meaningful opportunity, or not at all.
This absence is not a reflection of teacher disinterest. Rather, it reflects a system that too often undervalues the expertise educators bring to conversations about standards, workforce readiness, or curriculum design. It also reflects a professional reality: teachers are navigating packed schedules, increasing expectations, and limited time. These conditions can make sustained engagement in policy efforts difficult, even for those deeply invested in shaping the future of CS education.
If we are to advance equitable, sustainable, and high-quality CS opportunities for all students, we must find ways to leverage teacher insight without placing the full burden of advocacy on their shoulders.
Policy Literacy is Professional Practice
Educators do not need to become policy experts to participate in policy ecosystems. But they do need access to timely, clear information about the landscape of CS education in their state and nationwide.
For example, the 2024 State of Computer Science Education report outlines where each state stands on CS access, licensure, participation, and funding. According to the report, only 60% of U.S. public high schools currently offer a foundational CS course, and just 6.4% of students are enrolled in them annually. These numbers should be nearly four times higher if every student had access to just one CS course before graduation.
Disparities in access are not evenly distributed. Schools in rural communities, low-income districts, and those serving a high percentage of students of color are less likely to offer CS—underscoring the role of state and local policy in either closing or compounding equity gaps.
Understanding this context is essential professional knowledge for computer science educators. Policy decisions determine the boundaries and possibilities of classroom instruction. Being informed allows teachers to better advocate for their students, communities, and identify opportunities for growth or partnership.
Start Where You Are:
For teachers who want to contribute to policy conversations without overextending themselves, there are entry points that respect both their expertise and their capacity.
- Engage with existing organizations. Groups like the Code.org Advocacy Coalition and the Computer Science Teachers Association (CSTA) offer tools, briefings, and action guides designed specifically for educators. These resources help teachers stay current on national and state-level issues—and provide meaningful ways to get involved. In Minnesota, for example, CSforAll-MN is a valuable resource offering legislative updates, state-specific data, and opportunities for teachers to engage in advocacy and coalition-building.
- Connect locally. CSTA chapters, state-level CS task forces, or regional partnerships often work directly with education departments, industry partners, and community organizations. These groups are always looking for teacher perspectives—and many offer flexible ways to participate. In Minnesota, for instance, the Minnesota Technology Association (MNTech) works to elevate statewide policy efforts around computer science and technology and is a strong example of how industry coalitions can help amplify educator voices.
- Contribute knowledge, not just time. Teachers bring unmatched insight into the implementation of CS standards, the real-world challenges of student engagement, and the professional development supports that actually work. Sharing this knowledge—through testimony, advisory roles, or even informal conversations with decision-makers—can influence policy far beyond the classroom. An imperfect email from a busy teacher is better than the perfect one in your head that you never send. Most state and local representatives have a contact form or email listed online. Don’t be afraid to share your professional expertise—it is needed.
Elevating, Not Isolating, Educators
The future of computer science education cannot be determined solely by policy leaders, industry voices, or nonprofit advocates. Teachers must be present—not as token representatives, but as strategic partners with practical insight and a deep understanding of student needs.
We desperately need to create structures that elevate teacher voice while acknowledging the demands of the profession. This means paid opportunities for policy fellowships, invitations to co-author district and state plans, and respect for the realities of teachers’ time.
Computer science education is currently sitting at a curious intersection of generative AI, cybersecurity, and automation. These elements will reshape how we live and work. As a result, the need for students to develop future-ready skills has never been greater. Given this demand, teachers need to be viewed and view themselves as indispensable contributors.
A Collective Vision
Computer science education policy should not be something that happens to teachers. It should be something shaped with them.
If you are a teacher who wants to make a difference in CS education—start by getting informed. Join a CSTA chapter. Read your state’s CS plan. Ask a question at your next department meeting. You don’t need to do everything. But you can do something.
And together, that makes all the difference.
About the Author
Alexandra Holter is a Computer Science Coordinator, K-12, for Bloomington Public Schools in Bloomington Minnesota. She has been an educator for the past 14 years. Her career started in Tulsa Oklahoma where she obtained her BA and Masters of Science in Mathematics and Science Education. Then she first taught her first class of 7th grade science and has been committed to eliminating young people’s barriers to STEM ever since. In 2015 she completed her Ph.D.in Educational Leadership and Policy Studies from Oklahoma State University. In her current role she supports K-12 teachers and schools with building their individual and site level CS capacity so that CS really can be for all. She is a current member of the CSTA Policy Committee, CSTA Editorial Board, and SciMathMN Board Member.