Cognia ™ Student Engagement Survey
Category: Student Well-Being
U.S. high schools have rapidly expanded computer science (CS) education over the past decade, resulting in increased pressure to staff classrooms with qualified teachers. This study examines how Maryland high schools responded to rising CS enrollment from school year 2012-13 through 2023-24, focusing on the growth and compositional changes of the CS teacher workforce. CS demand significantly outpaced teacher growth, which was responded by schools via increasing class sizes, recruiting new teachers, and reallocating in-service teachers. Teachers shifting into CS from other subjects outnumbered new entrants, with new entrants more likely to hold CS-specific endorsements and conditional licenses while shifters transitioning from STEM subjects with traditional credentials. Flexible staffing has helped schools meet rapid demand, but frequent movement in and out of CS roles raises concerns about sustained expertise and long-term capacity building.
Education level
Document Object Identifier (DOI)
10.26300/1dy0-hf07
