A landscape report is an aerial picture of what a state looks like in terms of K-12 computer science education. ECEP recommends that states conduct a landscape report as the second step in the four-step state change model. Landscape reports accomplish a number of vital strategic tasks in a state initiating state change. When state leadership teams form they are usually confronted with the question ‘what’s next?’ and often with a limited toolbox of resources. By conducting landscape surveys states gain a sense of computer science education gaps, opportunities and existing state education and industry efforts that can support broadening participation initiatives.
Landscape reports answer questions like:
- What CS offerings are currently available to K-12 students?
- Are those offerings in-school courses or after school activities?
- What organizations and/or committees are working toward CS for All?
- Is there adequate CS teacher certification in the state?
- What kind of teacher professional development is available?
- How has your state Department of Education helped move CS Ed forward?
- What is happening in secondary education?
- What major businesses/industries in the state are reporting job gaps?
- What would they require of an incoming graduate?
- Do they offer an intern program?
- What kind of CS surveying is already being done?
- Are there partnerships that already exist?
- What can you learn for other states?
When states collect this information, they can better leverage their allies, identify gaps and move toward state-level CS education reform.
Examples of landscape reports in our ECEP Alliance:
- California: Path Not Found: Disparities in Access to Computer Science Courses in California High Schools
- New Hampshire
- North Carolina
- Puerto Rico
- Rhode Island
- South Carolina
- Texas: Building the Texas Computer Science Pipeline