Mississippi House Bill HB818

Mississippi 2022 Regular Session

• Introduced: 1/17/22
• Refer: 1/17/22
• Engrossed: 2/9/22
• Refer: 2/11/22
• Failed: 3/9/22

Caption

MS Computer Science and Cyber Education Equality Act; authorize certified or classified staff to provide instruction under.

Impact

The bill has a wide-ranging impact on state laws pertaining to education by incorporating computer science into the K-12 curriculum framework. Specifically, it outlines the responsibilities of local school districts to ensure that students receive adequate instruction in computer science starting at the elementary level and continuing through high school. By mandating that a certain percentage of high schools and middle schools offer computer science courses, the bill seeks to standardize education in this critical subject across all educational institutions within the state.

Summary

House Bill 818 aims to enhance computer science education in Mississippi by amending existing laws to allow both certified and classified staff to provide instruction in computer science in public schools. The bill emphasizes the importance of computer science education for K-12 students and instructs the State Department of Education to implement a comprehensive curriculum that meets educational standards. It also highlights the necessity of designating central locations within school districts to deliver these computer science courses, thereby fostering an organized approach to training educators and students alike.

Sentiment

The overall sentiment surrounding HB 818 appears to be positive, as it aims to address the growing demand for computer literacy and technical skills in the workforce. Supporters of the bill, including educators and technology advocates, argue that expanding computer science education is crucial for preparing the future workforce. It reflects a proactive approach to meeting both educational and economic needs in the state, emphasizing the role of technology in modern education.

Contention

While the bill enjoys broad support, there may be some contention around the practical implementation of its provisions. Concerns could arise regarding the availability of trained staff to deliver the computer science curriculum effectively, as well as securing adequate funding for training programs and resources. Additionally, the logistics of establishing centralized locations for instruction could face challenges, particularly in more rural or underserved areas, potentially raising questions about equitable access to computer science education.