High school students are thinking about a problem in their math class.
Credit: Allison Shelley for American Education
California, like many other states and nations, has seen a dramatic increase in student interest in data and computer science careers. Like the broader technology industry, these sectors have experienced rapid growth in recent years and are expected to continue as artificial intelligence (AI), computing platforms, and their applications continue to penetrate every aspect of society. It is expected.
The U.S. Bureau of Labor Statistics predicts that employment of data scientists will increase by 36% by 2031. Many of these high-paying careers are most often found in corporate and other sectors in California.
Educating future data-driven leaders in many fields, including technology, finance, business, entertainment, biomedicine and health, climate and sustainability, engineering, law, social welfare, public policy, government, and education itself. It is the responsibility of the state academic system. , as well as innovative approaches to the arts and humanities.
A recent report from the University of California’s Board of Admissions and School Relations (BOARS) working group found that the three most popular high school data science courses offered in the state “meet the required standards. “We are far from it,” he concludes. be a “more advanced” subject” and “not be appropriate as a recommended subject for fourth-grade mathematics.”
We salute the faculty and staff across the UC System who worked hard to develop this report and its recommendations. And we are pleased with the quick response from the UC Chancellor’s Office this month. The Chancellor’s Office shared a message with high school counselors and advisors summarizing the report and explaining additional steps UC is taking to implement her BOARS recommendations for 2025. 26th grade.
This is a remarkable example of California’s education system working well and listening to expert feedback to best serve its students. Hundreds of university professors from around the state and abroad opposed the rapid introduction of a high school data science class that was offered as an alternative to Advanced Algebra Mathematics or Algebra II. These introductory data science courses may motivate high school students, but if taken without Algebra II, students will not be adequately prepared to major in science and technology in college. We need to ensure that prerequisites for university admission adequately prepare students to pursue careers in these fields.
Other perspectives on this topic
This may give the impression that it doesn’t support data science, but this is far from the truth. We believe that data science is an important discipline to study and a career path that allows you to make important contributions to your community and the world. Data science becomes a vehicle for improving data literacy, helping students distinguish between real and false information, and pursue a data-driven approach no matter what their passion or career is. You can acquire skills.
The University of California, Berkeley’s Data Science Program in Computing, Data Science, and Society is one of the top undergraduate programs in the country. We have actively provided curriculum materials to other institutions, including community colleges and universities in California and around the world. For the past six years, we have invited educators from a wide range of institutions, including high schools, to our annual conference on data science education.
We know from years of research and practice that learning mathematics is cumulative. An advanced high school mathematics curriculum is essential for California students to be well prepared for the science and technology majors they pursue in college, including data and computer science. Data science and statistics courses are rapidly being added to high school options and are welcome additions, but these courses do not replace the basic mathematics content of Algebra II. We also recognize and encourage innovative curricula that aim to teach Algebra II through the context of data science may be appropriate.
We recognize that Algebra II is necessary to prepare students for successful completion of college degrees that require a strong foundation in mathematics, including data and computer science. We applaud decision makers. We welcome the opportunity to continue this dialogue and foster success by ensuring students acquire the mathematics knowledge and skills to pursue careers in science and technology.
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jennifer chase He is the chair of the Department of Computing, Data Science, and Society at the University of California, Berkeley, and a professor of electrical engineering, computer science, information, mathematics, and statistics.
Jelani Nelson Professor of electrical engineering and computer science. University of California, Berkeley.
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