Educational and economic gains from expanding computer science courses in Maryland
In a report from the Brookings Institution, Faculty Associate Jing Liu and his colleagues investigated the effects of expanding high school computer science (CS) courses in Maryland, amidst a nationwide push to meet the growing demand for technology skills. The study focuses on the impact of Maryland's policy requiring all high schools to offer "high-quality" CS courses aligned with rigorous standards, including foundational and advanced programming classes. Using longitudinal data from the Maryland Longitudinal Data System Center, Dr. Liu and his colleagues' research is among the first to show causal insights into how access to these courses influence college major choices and early-career earnings.
The findings from this study reveal that exposure to high school CS coursework significantly enhances the likelihood of students earning a bachelor's degree in CS by approximately five percentage points. Furthermore, students that benefit from these courses demonstrate a marked increase in employment rates and earnings by around 8 percent by age 24, highlighting the economic advantages of early exposure to CS education. Of particular note is the differential impact observed across demographic groups. Historically underrepresented students experience comparable or even greater benefits from participating in high school CS courses. These findings suggest that "exposing students to CS coursework in high school can be an effective approach for increasing the supply of CS degree recipients and professionals in the labor market, with enhanced earnings particularly for historically underrepresented groups."
While there are several benefits in expanding CS courses, there are also challenges in achieving equitable access and participation in this education. Dr. Liu and his colleagues note that disparities in course enrollment persisted across different demographic groups. Moreover, the rapid expansion of CS courses nationwide has strained the availability of qualified CS teachers. Addressing these issues will be crucial in sustaining the momentum of CS education initiatives and ensuring all students can benefit from the opportunities granted from STEM proficiency.
