Quality Basic Education Act; half-credit computer science course shall be a high school graduation requirement; require in 2026-2027 school year
The bill sets forth gradual implementation, requiring local school systems to ensure that more students have access to computer science courses across high schools and middle schools. The goal is to have all high school students complete either a full-credit computer science course or a relevant career, technical, and agricultural education (CTAE) course embedded with computer science. This requirement is expected to contribute to alleviating the shortage of qualified professionals in computer science fields, thereby supporting economic growth in Georgia. By permitting computer science courses to substitute for certain graduation requirements in math or science, the bill also aims to integrate technology into a wider range of educational programs.
House Bill 1027 amends Georgia's education statutes by mandating that a computer science course becomes a high school graduation requirement starting in the 2030-2031 school year. The bill aims to address the critical need for computer science education among high school students, recognizing that currently, less than 0.5% of graduates have taken such a course. The legislation not only emphasizes the importance of computer science skills in modern job markets but also seeks to enhance logical and critical thinking skills among students, preparing them for a technology-driven future.
The reception of HB 1027 has been largely positive among educators and workforce development advocates, who praise the move to enhance technological literacy among students. Proponents argue that this legislation is essential for equipping students with skills that are increasingly demanded in various job sectors. However, some concerns were raised regarding the feasibility of implementing these requirements within the existing educational framework, particularly in terms of teacher training and resource allocation. Critics fear that the transition may strain school resources or detract from other important subjects if not managed appropriately.
Noteworthy points of contention include the feasibility of training sufficient numbers of qualified teachers to deliver computer science education across all local school systems and ensuring that varied instructional formats can accommodate diverse learning environments. Additionally, the exclusion of virtual or remote instruction in most contexts may lead to debates over access and equity, particularly in rural or underserved areas of Georgia, where resources may be limited. Overall, while there's broad support for improving computer science education, careful attention to implementation challenges remains critical.