What is it about?

Computer science courses are becoming more common in high schools, but finding and keeping qualified teachers remains a challenge. Our study uses five years of statewide education data to examine where computer science teachers go when they leave high school teaching and how schools are affected by staffing gaps. The findings highlight the need for better teacher support and long-term planning to ensure students have consistent access to computer science education.

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Why is it important?

Offering computer science courses is only one part of ensuring students have access to quality education. Schools also need qualified teachers to sustain these opportunities. By examining teacher movement and staffing gaps over five years, our study provides evidence that can help schools and policymakers better understand workforce challenges, plan teacher recruitment and retention, and support more consistent access to computer science education.

Perspectives

What interested me most in this research was understanding what happens to computer science education when teachers leave or move into other roles. Looking at five years of data helped me see how staffing challenges can affect schools over time. I hope this work encourages further discussion about supporting computer science teachers and ensuring students have continued opportunities to learn the subject.

Saikat Mukhopadhyay
Marquette University

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This page is a summary of: Where Do CS Teachers Go? Exit Patterns and Foundational CS Access Using Statewide Administrative Data, November 2026, ACM (Association for Computing Machinery),
DOI: 10.1145/3795860.3846262.
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