Tag Archives: Code with Google

This retreat led to an award-winning research proposal

Editor’s note:Google’s Computer Science Education Research (CS-ER) awardsprovide one year of funding for scientific research and pilot-stage ideas focused on improving CS learning and teaching. Today’s post is authored by Dr. Ain Grooms and Dr. Stefanie Marshall, whose research in science, technology, engineering and mathematics (STEM) education received a 2022 CS-ER award. Learn more about our other 2022 CS-ER award recipients.

On a cloudy day, we checked our inboxes to find a special invitation from Dr. Tamara Pearson, the director of Spelman College’s Center of Excellence for Minority Women in STEM.

Her note said she was partnering with Google to sponsor a three-day “Care and Create” retreat in Napa, California, for 10 Black women CS researchers. We eagerly packed our bags, excited to share space with other academics who were passionate about improving CS teaching and learning. The moment we arrived in Napa, we knew this retreat was special.

The Care and Create retreat did just as its name promised: It created a trusting, supportive and caring environment for Black women researchers. There was time for reflection — as a group and individually — about the space we take up and the space we give up as Black women in academia who study educational equity. And there was time for self-care, which sparked further conversations about how little quality time we routinely take for ourselves. In society and in our professional and personal lives, Black women are often positioned as caretakers or “othermothers.” But for three days in Napa, we finally had a small, intimate space to be seen and cared for as whole beings. The retreat allowed us to embrace, first, our value as Black women, while also honoring the value we bring to the research field.

We are thrilled that our research proposal, which was born out of this retreat, is the recipient of Google’s 2022-23 Computer Science Education Research (CS-ER) award. Our study will explore how states have created policy infrastructures to support equity-focused CS education. We hope our research findings will help create more access to CS learning opportunities, specifically for underserved youth across the U.S. We will conduct this research study over the next year alongside other CS-ER award recipients. As the first all-women CS-ER cohort, we are grateful to be in community with these researchers. Learn more about our work and our stories.

This Code Next student is paying it forward

As part of Google’s Code Next program, which brings computer science (CS) education to underrepresented communities in tech, student Gideon Buddenhagen took on a research project that would make a big impact. Through his research, he found that young students of color without financial resources don’t have the same access to technology, computer science education and mentors who look like them — opportunities that had a meaningful effect on Gideon’s own life. So for his final project with Code Next, Gideon is introducing technical education to middle school students and helping them see the many doors tech can open for them.

“I wanted to offer opportunities to learn about computer science as a pathway out of poverty and show these students cool, smart role models who look like them,” Gideon said.

Leadership in Motion is a free program Gideon designed to expose middle school students in underrepresented communities to the field of technology through mentorship from diverse high school students who have participated in Code Next. This not only gives younger students access to tech education, it also provides high school students with leadership opportunities.

Gideon collaborated with his Code Next mentors and partnered with Bridge the Gap College Prep, a nonprofit serving low-income youth, to launch a nine-week pilot of Leadership in Motion in early October. Fifteen students signed up for the pilot session, taught by four high school student engineers, and Gideon and his partners plan to scale the program to more participants soon.

Gideon knows firsthand that initiatives like Code Next and other CS programs at Google can be transformative. And with Leadership in Motion, Gideon is opening new pathways for younger students — helping them learn about technology, grow their tech networks and explore exciting possibilities for their futures.

To learn more about Code Next or if you know a student who should apply for the program, sign up for updates.

Igniting a spark for Computer Science Education Week

I feel extremely lucky. My job at Google is to find and support the next generation of Black, Latino and Indigenous leaders with a passion for computer science (CS). As a Black woman, this role has a deep meaning for me. In fact, it’s the job I’ve always dreamed of — one that bridges my passion for computer science and equity. And, I get to work with people who look like me.

But it wasn’t always this way. When I started my first tech job after graduate school, I started asking questions that would change the course of my career. Where would I get career guidance as a Black woman? How would I navigate a computer science education alone?

These questions ignited a spark in me. I realized I wanted to help students from historically marginalized groups who, like me, were interested in computer science. And now, I get to do that every day.

Shameeka is wearing black glasses and a gray shirt, and smiling at the camera. We can see her from the shoulders up, as she is sitting in front of a laptop covered in colorful stickers. Behind Shameeka is a window with brown shades.

My experience, however, is the exception rather than the rule. Most young people, especially those from underrepresented communities, aren’t exposed to CS concepts in school. In addition, and perhaps maybe even more concerning, many Black, Hispanic and female students don’t believe that CS skills will benefit them.

For this year’s Computer Science Education Week — happening December 6-12 — Google is helping students from all backgrounds explore computer science. Educators can bring Hour of CodeTM activities from Google’s CS programs into their classrooms, or join livestream events with Googlers who have CS backgrounds. Educators in Title 1-funded schools can also virtually host a Google volunteer in their classroom to lead an Hour of Code activity or career chat. Find out more and sign up on Code with Google’s CSEdWeek page.

These initiatives are a part of Google’s larger commitment to try and help every student explore the potential paths computer science can offer them. Since 2013, Google.org has given more than $80 million to organizations around the globe working to increase access to high-quality CS learning opportunities. Code with Google has also launched K-12, higher education, research, and mentorship programs to help students along their entire CS education journey.

My own journey has had a lot of bumps, twists, and turns, but each of them led me to the career I have (and love) today. I hope that hearing about others’ experiences will light a similar spark for students from all backgrounds, and inspire them to explore all of the different doors computer science can open for them.

Inspiring 1.4 million students to learn computer science

For many of the challenges our world faces — like access to healthcare and climate change — technology will be part of the solution. For those solutions to affect change, the technologists behind them should be reflective of everyone. However, in the U.S. today 26% of computing professionals are women, 8% are Hispanic and 9% are Black.

Access to education is at the root of this inequity. Girls, historically underrepresented groups and students from small and rural towns are less likely to have the opportunity to build interest and confidence in computer science and STEM (science, technology, engineering and mathematics) skills. To help make sure every student has the chance to build confidence and interest in computer science, 4-H, an organization working to give all youth equal access to opportunity, with Google.org support, created the Computer Science Pathway. This program teaches technical subjects — like data analytics and robotics — and equips students with essential life skills — like problem-solving and leadership.

In 2019, 4-H and Google.org set a goal that with Google.org’s support, 4-H would introduce one million students to computer science within three years. Members of our own Code with Google team assisted the National 4-H Council and local 4-H chapter leaders to pilot, train and iterate for several months to help establish the foundations of the Computer Science Pathway program. Fast forward to now, just two years later, and 4-H has already reached over 1.4 million students. Of those 1.4 million, 47% are from historically underrepresented groups in computer science, 65% live in rural areas and 56% of teen leaders for the program are girls.

These numbers represent real kids finding their voice, discovering a brighter future and realizing their dreams.

  • Aubree from Utah is using her newfound voice to encourage educators to offer computer science in their schools. “I am only the beginning of a long list of students,” says Aubree. “My greatest hope is that I will never be the end.”
  • Jeffery from South Carolina says the program inspired him to reach for a brighter future. “I want to become a Computer Engineer and create innovation that improves our daily lives.”
  • Aja from Illinois was looking for a place to belong as a student with learning difficulties. Now, she has her very own organization, See Me in STEM, to empower minority youth to get involved in science, technology, engineering and mathematics. “4-H inspired me to be the change I wanted to see.”

Throughout this journey, the 4-H team brought together nonprofits, businesses, community leaders and schools to create an inclusive and impactful computer science program for all ages across 50 states. For others looking to create computer science programs, here are a few things 4-H learned to help each and every student achieve their potential.

  1. Teach life skills, create career pathways, and provide ongoing mentorship to make computer science skills relevant.
  2. Develop equitable, accessible and inclusive content. Weave in teachings to relevant topics or existing student interests, partner with community organizations and invest in a technology lending infrastructure.
  3. Invest in your staff and volunteers. Provide regular training sessions, build a strong community culture and hire full-time employees with experience in computer science and proven approaches to engage youth.

As a 4-H alum myself, I’m proud to celebrate this incredible milestone and achievement toward equitable education and opportunities. We believe that the Computer Science Pathway, and the 4-H team’s thoughtful evaluation and collected learnings, will help make the future brighter — not just for the students who participate, but for their communities and the world as a whole. As we face global challenges, we’ll need the best and brightest out there solving them.

Expanding access to computer science education with Code.org

It’s one thing to hear from your teacher that computer science is a valuable skill to learn. It’s another to hear from professionals using and interacting with computer science concepts every day to help students envision their career paths.

Last month, 35 classrooms and over 1,000 students signed up to hear from Taylor Roper, a Program Manager on Google’s Responsible AI team.

“One thing that drew me to this team at Google is that it’s oriented toward helping people,” Taylor shared with the students. She then reflected on her path to Google: “In high school, I took a web design course and loved it. I loved constructing the page and seeing it happen in real time. Being able to solve a problem and see the result, solve another problem and see the result — that was really satisfying to me.”

These virtual chats and field trips are part of Code.org’s new CS Journeys program to help students use their computer science (CS) knowledge and skills beyond the classroom, and discover CS in unexpected places. Students hear directly from professionals who use computer science in unique and creative ways, like modeling the universe, building robots, or — in Taylor’s case — helping to build responsible artificial intelligence tools for products used by millions of people.

“I remember being in elementary school and people would talk to my class about their careers, but they never looked like me or my family,” Taylor said when reflecting on her participation in the event. “To be a representation of possibilities for a Black child feels like a full-circle moment. I hope I was able to show a child from my community that there is a place for them in tech. Programs like CS Journeys are so important and needed.”

In addition to these sessions, CS Journeys also provides teachers with a collection of resources for students of all ages to help them imagine a journey pursuing CS — from young K-5 students to older teens who are starting to think about college and beyond.

CS Journeys graphic with a purple and blue background, and an image of Taylor Roper, showing the title ”My Journey developing responsible artificial intelligence.”

Google.org is proud to continue supporting these efforts with a $1.5 million grant to expand the CS Journeys program, provide professional development workshops, enhance curriculums focused on cultural and gender responsiveness, and launch programs for engaging Black and Latino/Hispanic students studying CS.

Our values at Google closely align with Code.org’s mission to expand access to computer science, and help more young women and students from underrepresented groups participate. Our tight partnership has supported teachers, inspired students, and brought quality computer science into the classroom.

“Google has been a steadfast supporter of Code.org over the years," said Hadi Partovi, Founder and CEO of Code.org, "increasing our ability to reach classrooms on our platforms and engage with students through campaigns and programs. We are grateful for their continued support and excited about the additional impact we can make."

Code.org’s projects over the next two years will support access, diversity, and inclusion in CS classrooms, and focus on engaging students and parents from historically marginalized groups. Because regardless of the passions they ultimately pursue, every student deserves the chance to explore, advance, and succeed in computer science — a foundational subject that impacts all industries and touches so many aspects of our everyday lives.

To check out more CS Journeys events, including an upcoming conversation with Google's Pre-College Programs Lead Kyle Ali, visit Code.org/CSJourneys.

A new model for inclusive computer science education

The lack of diversity in the computing education pipeline has been a remarkably persistent problem. Something that’s stalled progress in addressing disparities is that there’s largely been a focus on individuals, such as teachers and students, rather than on how equity plays out across multiple levels of the computer science (CS) education ecosystem. This is why our work at the University of Texas since 2014 focuses on understanding the root causes of inequities in the CS education pipeline and how every level of the system influences equity.

With the support of a CS-ER (computer science education research) grant from Google, my colleague Jayce Warner and I developed a framework for thinking about equity across the CS education ecosystem. We began this work after digging into data in Texas in 2014 and finding that only about a quarter of Texas high schools offered any kind of CS course and fewer than 3% of Texas students were taking a CS course each year.  The students enrolled in CS courses were also not reflective of the student population in our diverse state. We launched what became the WeTeach_CS professional development program, with the ultimate objective of seeing equitable enrollment in CS courses in Texas. To achieve this goal, we first had to improve access to CS courses and increase the number of CS-certified teachers in the state. 

At the time, we thought equity had to wait until we had solved the capacity, access and participation challenges. But as we began thinking more deeply about this model and asking our colleagues in the Expanding Computing Education Pathways (ECEP) Alliance for feedback, we realized several things:

True Equity is about more than just diversity in the classroom, and just because something is available to everyone doesn’t mean that everyone can or will benefit. Also, education is very complex and the things we can easily measure (such as AP class participation) may not be the best indicators of change or success.

We developed a new framework that reflects how things connect at different levels of CS education.  Most importantly, this model helps us better understand how equity plays out at each level. We’ve called it the CAPE framework and it consists of four interdependent components: capacity for CS education, access to CS education, participation in CS education and experience of CS education. 

Each level affects the next. For example, if we want students to have equitable experiences in CS, we first need to make sure they’re participating equitably. Equitable participation relies on equitable access and equitable access relies on equitable capacity. 

CAPE is represented as a triangle with four levels. Capacity for CS Education is the foundational level of the triangle, with access to CS education above that, participation in CS education above that, and experiences of CS education at the top. Example questions that can be asked at the Capacity level address teachers, funding and policies such as Do districts in all areas have the resources to offer CS and to train and certify teachers? Access questions deal with course offerings such as Are CS courses offered in low-income schools at similar rates to other schools? Questions at the participation level address student enrollment such as Which subgroups are underrepresented in CS courses and to what extent? Experience level questions can address student outcomes such as How does instruction and learning differ across student subgroups and do all students feel a sense of belonging in CS?

The CAPE Framework helps the entire CS education community think about the systems they work in and the types of questions they should ask to ensure equity and inclusion in computing. One example is Jackie Corricelli, a PreK-12 CS Curriculum Specialist in West Hartford Public Schools (CT), who’s used the CAPE framework to evaluate her district’s K-12 CS program. In another example, Bryan Cox, Computer Science Specialist at the Georgia Department of Education, is building a public dashboard to track access and participation in K-12 CS education in Georgia. In Texas, we’ve used CAPE to frame our state and regional CSEd Profiles and recently released a new interactive visualization to explore capacity, access and participation across the state’s 1,200 school districts and more than 2,000 high schools. 

Google supported these efforts with a CS-ER grant awarded to UT Austin, which was instrumental in the development and evolution of the CAPE framework. In 2021, Google awarded seven new CS-ER grants. This year’s grant awardees are: Amy J. Ko, University of Washington; Derek Aguiar, University of Connecticut; Jean Ryoo, University of California, Los Angeles; Jennifer Parham-Mocello, Oregon State University; Joshua Childs and Tia Madkins, The University of Texas at Austin; Melanie Williamson and Audrey Brock, Bluegrass Community & Technical College; and Mounia Ziat, Bentley University.

For more information about each of the recipient’s projects, or to submit an application to be considered for future cohorts, you can visit Google Research’s Outreach page.

New resources on the gender gap in computer science

When it comes to computer science, we still have a lot of work to do to address gaps in education. That’s evident in our latest report with Gallup, Current Perspectives and Continuing Challenges in Computer Science Education in US K-12 Schools. This report is our most recent in a multiple-year series of Diversity in K12 CS education reports with Gallup in an effort to share new research with advocates, administrators, nonprofit partners and the tech industry to continue addressing gaps in computer science education. 

While the 2020 Gallup reports shed light on many gaps related to race, gender and community size, we wanted to increase awareness of the gender gap, specifically, since the gender gap for girls and young women is still as stark as it was when we first released the report back in 2015.

Seventy-three percent of boys told researchers they were confident about learning computer science, compared with 60% of girls. (You can see more details in the full report.) Behind these statistics are real students who are missing opportunities for acquiring critical skills, knowledge, and opportunities. When girls miss out on opportunities to learn computer science, the tech industry misses out on their perspectives and potential innovations.

To help bring attention to the challenges, beliefs and stereotypes with which girls grapple, we partnered with London-based designer Sahara Jones to highlight the young girls’ voices behind these statistics:

Three poster images next to each other that have stats from a Google commissioned research study with K-12 young women's quotes next to the stats.  First poster: 9% of girls think learning computer science is important. 91% do not. Quotes on this poster next to the 9% stat, in small font: It's exciting. Building stuff is fun.I'm good at it. It's rewarding. It could be a career, I love it.  Quotes under the 91% stat, in much larger font: I've never considered it. It's too hard. I'm the only girl in the class. It's geeky. It's what the boys do. I don't belong. My school doesn't teach it.  Second poster: 12% girls are likely to pursue a career in computer science. 88% are not.  Quotes on this poster next to the 12% stat, in small font: I met some amazing computer scientists. I feel inspired. I'm good at it. Quotes on the poster next to the 88% stat in much larger font: I feel judged. I don't know what a computer scientist does. It's a boys career. None of my friends want to either. I don't know any female engineers.  Third poster: 29% of parents of girls are eager for them to pursue a computer science career. 71% are not. Quotes in small font next to the 29% stat: It's a good opportunity. She really enjoys it. Tech is the future. She is so talented. Quotes, in much larger font next to the 71% stat: It's a man's job. I won't be able to help her.Can she do it? It might be too hard.I want her to do a more traditional job.

We’re making these graphics available for advocates, nonprofits and policymakers to use in presentations, publications or on social media. Our goal is to help increase awareness about this important topic and ultimately engage advocates in their own work to close the gender gap in computer science education. 

Also, for the first time, we’re making the detailed Gallup data in the report available to all [download here]. Our aim is to provide as much useful information as possible for educators, researchers, journalists and policymakers who care about equity and computer science education. We look forward to seeing how this data is used by the community to advocate for important policies and dedicate resources towards this work. We know there’s a long way to go but we hope that making data from our latest Gallup report freely available will aid in efforts to address equity gaps and make computer science truly open and welcoming to all.

At Google, we are committed to trying to close equity gaps in computer science, whether it’s due to race or ethnicity, gender or other limiting barriers. One of our initiatives is CS First, Google's introductory computer science curriculum targeted at underrepresented primary school students all around the world, including girls. Another is Code Next, which trains the next generation of Black and Latino tech leaders — many of whom are young women  — with a free high-school computer science curriculum, mentorship and community events. 

We’re grateful to educators for motivating girls to believe in themselves and encouraging them to explore how computer science can support them, no matter what career paths they take. We’re also proud to be part of a group of technology companies, governments and nonprofits in this fight for change. 

Computer Science Education Week: More help for more students

Recent research shows that only 45 percent of U.S. schools offer computer science (CS) courses, and that Black, Latinx and Female students especially lack equitable access to a CS education.  So I beat the odds: I am a Black, female, computer engineer at Google.

Majoring in systems and CS at Howard University opened up so many opportunities in my life and career. Computing jobs are the number one source of new wages in the U.S.; clearly, these skills are becoming as important as reading and writing and we can’t afford to leave anyone out. Code with Google is our commitment to closing equity gaps in CS, and this year for Computer Science Education Week we're announcing two new initiatives to create more access.


Code Next goes virtual 

This year, as part of Code with Google’s portfolio of CS education programs, Code Next is expanding. Launched in 2015, Code Next offers free CS education with a focus on Black and Latinx high school students, providing the skills and inspiration they need for long and rewarding careers in computer science-related fields. Originally available only in New York and California, it’s expanded to 16 virtual clubs under a program called Code Next Connect.

Nadirah Pinney, a 2020 Code Next Oakland graduate, said she was reluctant to join the program at first because she wasn’t interested in CS. “I quickly learned to love the way that Code Next taught CS. It not only taught me lessons I didn’t think I could learn, it actually made me more comfortable with myself.” Having graduated from the program, Nadirah is now enrolled at San Jose State University where she’s studying to be a software engineer.  

Image shows two women sitting at a white desk talking over an open laptop. One woman has her back to the camera and is looking at the laptop screen, the other women is facing the camera, looking at the other woman, and smiling.

Nadirah working on a Code Next assignment alongside her Code Next coach Alyssa Lui.

Any student ages 14-18 can now apply to the virtual program starting in January 2021, with the ability to choose a CS-related curriculum track including game design, UX, hardware or intro to scripting. 


A new Google.org grant for the Scratch Foundation

We’re building on our work with the Scratch Foundation—a creative coding platform used by more than 2 million students—with a new $5 million dollar Google.org grant. Last year, Google supported Scratch and the Office of CS in Chicago Public Schools to host Family Creative Coding Nights at New Chance Fund elementary schools so that students and their families could come together and create using code.
A woman looks at a laptop that is sitting at a table while two young children gather around to look at the laptop as well. Everyone is smiling.

Champika Fernando (center) from the Scratch team at a Family Creative Coding Night.

The work in Chicago inspired Scratch to create the Scratch Education Collaborative (SEC)—a global network of community led organizations, providing high-quality resources and training, based on the Scratch coding platform, for educators and young people who are historically excluded from computing. Scratch is currently accepting new applications for the pilot year of the SEC; visit the website to see if your organization would be a good fit.

These new initiatives are a part of Google’s larger commitment to CS education. Since 2013, Google.org has given more than $80 million to organizations around the globe working to increase access to high quality CS learning opportunities.

If you’re an educator, make sure to check outCS First Unplugged—our first Hour of Code activity that can be used completely offline and without a computer to support a variety of learning environments. Happy #CSEdWeek, everyone.

Hacking for a virtual world

Distance learning, despite its challenges, allows us to think beyond the confines of the classroom and redefine what’s possible. Turns out a lot is possible when you make an event virtual. 

Each year Code Next, Code with Google’s free computer science education program for Black and Latino high schoolers in New York and Oakland, hosts a hackathon. It’s a three-day event for student members to develop and pitch app ideas to a panel of judges. In previous years, the hackathons were local events attended by students, families, Google volunteers and community members passionate about equity in computing. 

This year’s hackathon was virtual, which meant for the first time ever, the event was not limited to one geographic region. Instead, our Harlem and Oakland labs found themselves together in one (virtual) room. Students thousands of miles away from each other came together for a three-day online workshop to build tech solutions inspired by this year’s theme, “Digital Wellness.” After months of lockdown and limited access to loved ones, and anxieties brought about by illness and isolation, we thought this theme was particularly relevant. 

“Looking at the community and the problems that are embedded in it motivates me to do more and to do better,” says Oakland Code Next Student Nalani Gomez-Curiel. Her group created the website Mission DAP, an online support group for victims of domestic abuse. 

Code Next Hackathon winning app

Code Next students Gideon Buddenhaggen (Oakland), Steve Leke (Oakland), Brios Oliveras (Harlem) and Mannendri Oliveras (Harlem) present their web app “Melly.”

During the hackathon, Google employees mentored the students on technical topics, project ideation, making an effective pitch and working with Github. This Googler-student interaction is one of the most important aspects of the Code Next model, where we help students make connections with people in the tech industry. And this year, because the event was virtual, students were able to connect with  Googler volunteers from all around the globe. 

After months of virtual learning, our students stayed engaged throughout the whole weekend. They worked late into the night and developed new friendships with students and Googlers across time zones. They learned that they had things in common.  They built solutions that resonated with them and their communities. They made plans to meet someday, “once this is all over.”

Here’s a list of this year’s winners:

Best Web App: “Melly” connects people to medical professionals at no cost
Gideon Buddenhaggen, Steve Leke, Brios Oliveras and Mannendri Oliveras

Best Android App: “Better Care” educates people on self-care practices and activities
Richlove Nkansah, Tianna Wilson, Daniela Cabral, Yamila Rangel, Fanta Kante

Best Website: “Lifelit” tracks notes to better organize day to day tasks
Thanhbinh Ngyuen, David Ung, Orvile Escalante, Thanhthanh Ngyuen

Judges Awards (Honorable Mention): 

“MCS” entertains young people on strategies to keep a healthy mindset while coping with virtual living
Daniella Billini, Cydney Hayes, Shariana Allen

“Greatest Wealth is Health” provides digital workout classes to promote wellbeing 
Dana Arce, Marisol Torres, Isabella Schell, Sky-Lailonnie Owens, Adolfo Campos

Congrats to the winners!

Addressing equity in CS curriculum with Kapor Center

Editor’s note: This post is authored by Dr. Allison Scott, Chief Research Officer at the Kapor Center for Social Impact. The Kapor Center received a Google.org grant, as part of Code with Google’s $25 million commitment to increasing Black and Latinx students’ access to computer science education.

In our increasingly technology-driven world, computer science is critical for all students to learn. Computing is shaping the future of fields as diverse as medicine, entertainment, transportation, manufacturing and agriculture, and our students must be prepared with the technical skills to succeed in the fastest-growing and highest-paying occupations in our future.

However, not all students have the opportunity to learn computing concepts. Large access gaps exist, especially for low-income students and students of color. And even when computing courses are available, classrooms are not always inclusive and engaging for students from all backgrounds.

When developed intentionally, curriculum is a powerful tool for creating inclusivity. It’s the playbook that teachers build from, and provides an opportunity to incorporate students’ backgrounds, interests, and passions, with the knowledge and skills needed in their futures, regardless of what they choose to pursue. In computer science classrooms, students can assess air quality, predict performance of athletes or political candidates, consider the ethical implications of autonomous vehicles and facial recognition software, and understand how data can diagnose and treat cancer. 

Today the Kapor Center received a $3 million Google.org grant to establish the Equitable Computer Science Curriculum initiative. This effort will bring together leaders in education equity, inclusive teaching practices, and computer science education, along with teachers and students to improve K-12 CS curriculum and resources. Alongside a diverse advisory board, we'll develop guidelines for creating culturally-relevant learning materials and support curriculum providers to implement those best practices. Through this initiative, thousands of teachers will access CS curricula that counteracts stereotypes, builds CS interest, and affirms the diverse identities of the millions of students across the country.

It will take more than one organization or one intervention to improve computing education and we look forward to working with many experts across many disciplines to improve inclusion, participation, and equity in CS classrooms. Join us in this exciting initiative.