Center for an Urban Future report says NYS ranks 37th nationally in access to computer education

Nearly half of New York State's public schools do not provide the "foundational" computer science courses needed to make students competitive in the growing tech field — and many high school students are not taking the classes when they are offered, according to a report from the Center for an Urban Future.

The Manhattan-based think tank, in a report released earlier this month, found that 52% of the state's public schools include at least a foundational, or entry-level, computer science course in their curriculum. That number is higher on Long Island, where about 9 out of 10 schools offer such courses, but the author of the study noted those courses are often electives, rather than required instruction.

"What we found was really alarming," said Eli Dvorkin, the center's editorial and policy director. "Just over half of public schools statewide offer even a single foundational computer science course ... and New York ranks 37th in the nation when it comes to access to computing education in our schools."

The national average, according to the report, is 60%.

Rachel Connors, a state Education Department spokeswoman, said in a statement that New York has taken significant steps to ensure every student develops essential computer science and digital fluency skills. She said the state has created a computer science teaching certificate, recognized the topic as a Career and Technical Education content area and invested millions of dollars to support professional development.

"We continue to review ways to expand leadership, strengthen teacher preparation and close access gaps so all students are prepared for success in New York’s tech-driven economy," Connors said in the statement.

Opportunities in tech 

The U.S. Bureau of Labor Statistics projects that computer and information technology occupations such as software developers, computer systems analysts and information security analysts will see about 356,700 openings annually through 2033. The median annual wage for this group was $105,990 in May 2024, according to the federal agency.

In New York, the report said the state's tech sector has grown 32% over the past decade, with "significant clusters of tech employment" in Long Island, Syracuse and Rochester.

One of the bright spots highlighted in the report was the state’s Smart Start Grant Program, which has awarded $6 million to 17 applicants since it was launched in 2021. Among the recipients of the program, which funds professional development for K-8 teachers in computer science and digital fluency learning, was the Huntington school district, according to the report.

All district students now take a foundational computing course before graduation, the report said. Huntington has increased its number of computer science teachers from one to three, and also offers AP-level courses, the report said.

But the study also noted disparities in who has access to computer science education.

Of students most likely to attend a school that offers foundational computer science courses, Asian students topped the list at 85%, followed by 72% of white students, 67% of Hispanic students and 57% of Black students, the report said. 

What should be done? 

The report says the state  must make policies and investments to allow K-12 students to better understand how technologies work, use them to solve real-world problems and learn to adapt as the tools evolve. The skills go beyond just coding, the report noted, adding students need "analytical skills rooted in logic, creativity and collaboration."

The report identifies three recommendations that the authors say will help accelerate computing education throughout the state.

One, the report calls for the appointment of a statewide director of computing education that would oversee policy development and implementation and ensure accountability across the state’s education system.

The report also recommends that the state expand the Smart Start Grant Program, which is set to expire in 2026, and invest in preservice training for all teaching candidates.

Dvorkin said if major investments aren't made, there is a possibility that "hundreds of thousands of young people will be shut out of our fast-changing economy."

He added, "The bigger risk is that we’ll have a generation of young people who aren’t prepared to participate fully in a tech-powered world — to become creators of technology, not only consumers."