HR6591-119

What This Bill Does

The Computer Science for All Act of 2025 uses the Department of Education to expand computer science instruction from prekindergarten through high school. It defines computer science education broadly to include computational thinking, programming, hardware, algorithms, networks, cybersecurity, artificial intelligence, cloud computing, data, and social impacts of computing. The Secretary of Education would award grants of up to five years to states, local educational agencies, and eligible Tribal schools that can serve as national models. Grant applications must plan for every high school student served to have access to computer science within five years, for pre-K-through-middle-school progression that prepares students for high school computer science, for broader STEAM access, for reducing enrollment and achievement gaps among underrepresented students, for monitoring and evaluation, for sustainability after the grant ends, and for preparation for technologies such as artificial intelligence. Grant funds must support teacher training, learning materials, online options, equity-gap plans, and additional support such as mentoring; they may also support partnerships with industry, nonprofits, community colleges, HBCUs, Hispanic-serving institutions, Tribal colleges, other minority-serving institutions, and out-of-school providers. Grantees must report twice yearly with disaggregated student data, and the Department and Institute of Education Sciences must add computer science access and competency data to federal education reporting.

Who Benefits and How

Students benefit from expanded computer science access, especially students in schools that currently lack foundational courses and students from underrepresented groups, girls, low-income families, rural communities, and Tribal schools. Teachers benefit from paid training and instructional support to teach computer science. State education agencies, school districts, eligible Tribal schools, HBCUs, Hispanic-serving institutions, Tribal colleges, community colleges, education nonprofits, and curriculum or educational technology providers may benefit from grant-funded partnerships, materials, online learning, mentoring, and regional collaborations. Technology employers benefit indirectly from a larger and more diverse workforce pipeline.

Who Bears the Burden and How

Federal taxpayers bear the grant cost. The Department of Education must run competitions, review applications, monitor awards, analyze twice-yearly grantee reports, and submit a five-year recommendation to Congress on program expansion. States, school districts, and Tribal schools that receive grants must build ambitious plans, train teachers, buy or develop materials, track student participation and outcomes by race, ethnicity, gender, and free-or-reduced-price lunch status, evaluate projects, and sustain activities after the grant period. The Institute of Education Sciences and Department reporting offices must collect and publish new computer science education data by school type and jurisdiction.

Key Provisions

• Establishes up to five-year Department of Education grants for states, local educational agencies, and eligible Tribal schools to expand computer science education.
• Requires applicants to provide high school computer science access within five years and pre-K-through-middle-school progression toward high school readiness.
• Funds teacher training, learning materials, online learning, mentoring, STEAM access, equity-gap reduction, sustainability planning, and preparation for technologies such as artificial intelligence.
• Requires grantee reports at least twice per year with student data disaggregated by race, ethnicity, gender, and free-or-reduced-price lunch status.
• Requires federal education data systems to report computer science access, type of instruction, and student competency by state, school district, and eligible Tribal school.