2025 ASEE Annual Conference & Exposition

This Theory/Methods Work In Progress paper advances the discussion of methods used for understanding computer science teacher capacity in the K-12 public school system in light of rapidly changing policy context. Since 2021 eleven states have created computer science graduation requirements for all students in K-12, with more states planning to follow suit. Among many implementation challenges, ensuring and supporting sufficient teacher capacity to offer high quality and equitable CS is paramount but difficult. In a country where education decisions are made at the state and local level, these calculations must factor in preservice and in-service professional development, credentialing, geographic dispersion of the state and the amount and type of computer science built into the policy. This paper provides a review of how five states are approaching their calculations and the opportunities and limitations associated with the approaches. The ultimate goal of this work is to provide robust and flexible guidance to other states to ensure that any policy is well planned and supported to promote equitable implementation.