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How Many Members of Congress Does It Take To Pass a $400MM CS Bill?
theodp writes: Over at Code.org, they're celebrating because more than 100 members of Congress are now co-sponsoring the Computer Science Education Act (HR 2536), making the bill designed to"strengthen elementary and secondary computer science education" the most broadly cosponsored education bill in the House. By adding fewer than 50 words to the Elementary and Secondary Education Act of 1965, HR 2536 would elevate Computer Science to a "core academic subject" (current core academic subjects are English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography), a status that opens the doors not only to a number of funding opportunities, but also to a number of government regulations. So, now that we know it takes 112 U.S. Representatives to make a CS education bill, the next question is, "How many taxpayer dollars will it take to pay for the consequences?" While Code.org says "the bill is cost-neutral and doesn't introduce new programs or mandates," the organization in April pegged the cost of putting CS in every school at $300-$400 million. In Congressional testimony last January, Code.org proposed that "comprehensive immigration reform efforts that tie H-1B visa fees to a new STEM education fund" could be used "to support the teaching and learning of more computer science in K-12 schools," echoing Microsoft's National Talent Strategy.
What are 400 Millimeter Dollars?
Sorry, I don't buy into all this "we need to get kids using computers and programming in grade school!" crap. Or this "we need everyone to be in STEM!" crap.
Why do we need this, exactly? To keep the pool of employees huge and the pay low? Where is the push for teaching kids automotive skills in grade school? Cooking? Surgery?
Let's just focus on the basics. Teach kids to be inquisitive, critical thinking, human beings with a strong grasp of reading and writing and math and history and geography skills and knowledge. Those with an interest in other things will pursue them and doing so will be much easier with a solid primary foundation in these universal fundamentals.
Translation: We'll do this and then we'll have to let more H-1B foreigners into the country to pay for it. The question isn't how many tax dollars this law will cost, it is how many American jobs it will cost and how further American technical jobs can be devalued by an in-flood of cheap foreign labor.
I'm an American. I love this country and the freedoms that we used to have.
Ultimately, no significant cash would reach the classrooms, but piles of new regulations and requirements would.
We do not need more STEM workers; we have a surplus as is proven by the fact that wages in the field are essentially flat (a shortage would drive wages up). US employers do not even want American STEM workers; they want the inexpensive, pliable, and held-hostage-by-immigration-papers variety. Half the STEM workers we already have are working outside of their fields and we have millions of unemployed. If we need to have ANY effort to boost ANY career area via education manipulation it should be a massive boost in the skilled trades like welding.
Education is simply NOT a federal responsibility, and every federal intervention has made things worse. If you read even the letters by ordinary Civil War soldiers to their families you see how far our education system has degraded - in comparison I'd rate most current high school grads as illiterate. The education most Americans got in "the basics" in the 1930's (often in one-room school houses, often run by a young woman with a two-year degree) produced a generation able to build the and use the industrial might for WWII - something the current generation probably could not do. Many of THAT generation were then able to go on to college and get actual degrees (as opposed to degrees in ethinc or women's studies) and then "put a man on the moon". Subsequent generations educated with lots of federal government meddling are unable to put a monkey into space today (even given all the information the earlier guys had to learn the first time and given far more time than the earlier guys had). The feds are too slow to react properly (they'll set standards that rapidly become obsolete and will still be pushing stuff when industry no longer uses it) and any money gets filtered through too many hands, funding too many "experts" and administrators before it gets from the taxpayer, to Washington, back to the taxpayer's state and ultimately trickles into his child's school. For every million tax dollars, I'd bet $10 makes it into a classroom, where we keep being told teachers need to buy their own chalk despite education funding being higher per-pupil than ever before.
A further problem is that things like programming are more like art than many other things - a bit of a "calling" where you need to like it and have a talent for it or you will suck at it no matter how well-trained. Most kids will never be programmers, never care about programming, etc. Teaching all kids CS stuff is a bit like forcing all kids to join the chess club or the marching band.
Don't forget about about the mandatory training in Ethics and Legal Issues, Digital Citizenship, Workplace Safety, Copyright education and why the ripping of CDs is evil. :)
Here is a link to the Michigan High School CTE Computer Programming standards.
http://www.ctenavigator.org/re...
I applaud this effort.
I recently toured 14 campuses in the US and it is clear to me that Engineering and Science is a low priority for most american youth based on the comments I heard from students and tour guides. Also, movies and tv shows keep portraying scientists, engineers and computer people as weird and devoid of social life.
If the US is to continue to be a country of innovation it needs to inform its youth that the highest demand jobs are those that involve MATH and Science and Engineering. It needs to give these subjects a higher priority in the curriculum. Because it is through these subjects that people will be able to BUILD the future.
Its nice that so many people are in to art history, or sociology, or communications. But what the economy needs is innovators that can bring technological solutions to make the world a better place. The salary discrepancies clearly show this.
Teaching programming will help students model and understand the world and to solve its technological problems.
70% of the youth in Asia chose Science and Engineering jobs. In the Americas the trend is the opposite only about 30% chose these fields. No wonder so many work at Walmart and are wondering if higher education is worth the investment.
When I was in school the "computer" class was not much more than learning to type. We got to play with AppleWorks and some sort of graphics program, the best one could get with 8 bits of color.
I recall a conversation I had with a co-worker about how we need more and better computers in schools or our children will be somehow educationally stunted. I pointed out how the Apple ProDos and Microsoft DOS systems we used reflected the Windows 7, Mac OSX, and Linux systems we use today. Elementary school children don't need fancy computers. I wonder if they need computers at all. I'm sure that skills like typing will be important, I took that in high school. Students will need to understand that computers do what they are told, not what you want them to do, but that is true of many things. Mathematics, physics, and chemistry have similar rules. I could argue that law has similar rigor, words mean things. If the law does not mean what you want it to mean then change the law. Perhaps that is a rant for another time.
Point is that computers are an important part of modern life. Computer technology is still changing fast, whether it is faster or slower now than when I was in grade school is debatable. Rather than teach "computers" to children perhaps we need to find a way to work computers into every subject. Art class should have a portion where students work in PhotoShop, just like they have sections on clay, paint, or colored pencils. Shop class should have a portion on CNC milling. Mathematics has all kinds of options to work in computing. Chemistry and physics classes can work in computers to run simulations and compare to real world experimentation, or do some statistical analysis on data collected in experiments.
I believe that teaching "computer science" at too young of an age is a bad idea. It will do little to prepare children for life as an adult. I suspect most implementations of "computer science" at anything other than college or trade school levels will be twisted into something that is not "computer science". It will be much like what I had in school, an excuse to play with expensive toys and the only real skills derived from it will be learning how to type. It doesn't have to be that way but I believe that is how it will end up because real computer scientists rarely choose to teach, they make more money doing something else. Much of the issues with teachers not getting paid enough has to do with the government funded education system we have now.
I am armed because I am free. I am free because I am armed.
They probably won't be learning CS. Most people, including many around here, mistake CS for anything computer related.
... so many others were just stuck on how these lines on a topo map represented terrain features.
Perhaps I'm being overly optimistic, but if they incorporate some practical computer lesson and projects into the curriculum it may not be so bad. Things that are more general and practical in nature. Perhaps creating a web page that involves a little java script, maybe connecting a temperature sensor to a raspberry pi and writing a script to read it, etc. Are these CS or EE, not really, more computer/electronics literacy in my opinion.
I'm thinking of a class project that we did in 9th grade science class. We had a transparent plastic box and lid, the box had cm markings on the side. In the box was placed a terrain model with hills and valleys. We added water to the box until reaching a cm line and while looking straight down through the lid traced the water lines. We repeated this at the various cm lines. In effect we created a topographical map. Were we doing geography in the university geography class sense, no, but it was a very useful lesson in the general sense of scientific literacy(*). I think we could do a better job with such lesson with respect to computer and electronics literacy.
Again, I admit to being perhaps overly optimistic. I'm sure the US Gov't could royally botch any such attempt to improve computer and electronics literacy through simple practical lessons and projects.
(*) It was also an incredibly valuable lesson when I later learned land navigation with map and compass, route planning,
What if we just manufacutred criminals by making it illegal to tamper with a URL bar's contens, and then taught every kid to code!
"Genius! This thing prints money!"
-- Reform the fucking CFAA. Every kid has a million times more accessibility to coding and information than when I taught myself at age 8. If you're not coding it's either because you don't want to, or your parents are fucking daft.
Isn't that the cost of a CS education at Stanford nowadays