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The Computer Science Teachers Association (CSTA) has issued a new report that provides education stakeholders with strategies to ensure that computer-science education plays a central role in the national debate about America’s competitiveness in the global economy. The report, called “The New Educational Imperative: Improving High School Computer Science Education,” provides a checklist of steps to successfully implement a computer-science education program. It also includes a “school-level reality check” for those responsible for implementing computer-science education classes, and it describes how to identify the intended outcomes of the curriculum. In addition, the report lists what CSTA says are important findings about computer-science education. For example: (1) Only 26 percent of U.S. schools require students to take computer-science courses, even though computers pervade nearly every aspect of our lives; (2) Lack of time in students’ schedules is cited as the key reason for declining enrollment in high school computer-science courses; and (3) Computer-science education is plagued by public misperceptions, including students’ misunderstanding that the curriculum is about playing video games and surfing the internet.

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