This brief was developed using Microsoft Copilot and edited by Charlotte Sutcliffe, Duke undergraduate research assistant; for full text and references see
Bruno, P. (2025). Who teaches high-school computer science and does it matter? Computer Science Education, 1–30. https://doi.org/10.1080/08993408.2025.2464489
Background:
As high school computer science (CS) course offerings have rapidly expanded across the U.S., questions have emerged about who is teaching these courses and whether teacher qualifications affect student outcomes. This study investigates the qualifications of CS teachers and their impact on student success, using longitudinal data from North Carolina high schools. Existing concerns are due to limited teachers with specialized CS knowledge, often leading to staffing from related fields like Career and Technical Education (CTE) or mathematics. These dynamics raise critical policy considerations, particularly around licensure requirements and equity in access to qualified instructors.
Findings:
North Carolina CS teachers are generally more experienced and better credentialed (e.g., holding graduate degrees and National Board Certification) than teachers of non-CS courses. However, they often lack CS-specific preparation. Most CS classes are taught by educators with CTE business and IT licenses, not by those certified in computer programming or other CS-aligned fields. Despite this, over half of CS teachers in 2007–2008 already had prior CS teaching experience, and that rate remained stable or increased slightly.
Data analysis shows limited and inconsistent relationships between observable teacher attributes and student outcomes in Advanced Placement (AP) CS courses. General teaching experience and prior CS-specific teaching experience are linked to increased exam participation and scores. National Board Certification also shows some positive associations with student participation, though results are not uniform. Surprisingly, graduate degrees and specific licensure types, including in CS-related areas, are not robust predictors of improved student outcomes. Moreover, student-teacher demographics (race or gender) has minimal impact, with weak or statistically insignificant effects.
Takeaways:
The study suggests that while stricter CS-specific certification may not be necessary to sustain or improve CS education, investing in pathways for existing teachers to gain CS-specific experience may be beneficial. Veteran teachers can effectively staff new CS courses even without targeted training, and their general qualifications often exceed those of teachers in other subjects. However, without clearer evidence tying specific teacher characteristics to student success, especially across different demographics and CS course types, broad certification mandates may unnecessarily hinder course expansion. Future policy should balance flexibility in licensure with support for professional development tailored to CS instruction.