According

to the U.S Bureau of Labor Statistics, “Employment of software developers is

projected to grow 28 percent from 2016 to 2026” (2018). In addition to the rapid growth, the barriers

to entry are significantly lower than traditional occupations that boast similar salaries. An individual

with strong coding skills and a bachelor’s degree is considered highly qualified in this field. This is

impressive, considering the 2017 median pay for a software developer was $103,560 (2018). Thinking

about the systemic problems that lead to inequality in the United States, one might see this growing

career field as a vehicle to propel those who have traditionally been marginalized. In fact, this model is

already being implemented in the United States with great success. In Palo Alto, the software

development company Palantir has partnered with local school districts to offer a special coding

program to low income students (2015). Palo Alto Superintendent Max Mcgee sees the need for these

types of programs stating, “This partnership is an exemplary model and one that will help us address the

opportunity and access gap that has existed in our district for too long” (2015). This model truly brings

to life the old quote, “Education is the great equalizer.”

While school districts in big cities have seen success incorporating models similar to Palo Alto,

this is unfortunately not the case across the country. A 2015 Gallop Pool concluded that, although

participation in computer science learning opportunities is on the rise overall, low-income and minority

students still have the least amount of access (2015). This is the exact opposite of what should be

happening if education is going to truly be the great equalizer. But why is this the case? If there have

already been several cases of low income students using coding as a pathway out of poverty, why hasn’t

every poverty stricken school district across the country adopted this model? The reason, according to

administrators’ responses to the 2015 Gallop Pool is twofold. First, low income schools that traditionally

struggle to perform on state issued standardized tests are unable to divert any school time to coding

courses. These schools are forced to devote as much time as possible to classes that are directly tied to

testing requirements which are traditionally the core subjects: Math, English and Science. The second
reason administrators cite as a roadblock to implementing computer science curriculum is the low

availability of computer science teachers (2015). Because the field is relatively new, there are not very

many individuals who would qualify to teach a coding course who are not already working in the

industry. The odds of an individual leaving a software development job that comes with a great salary

and benefits to teach in a low income school are relatively low. Without the time and teachers needed

to offer computer science courses at their schools, low income students who are interested in software

development must find opportunities outside of school.

Unfortunately, Holmes High School in Covington, Kentucky is no exception to this trend. While

Holmes, a Title One school, does offer industry certificates in fields such as Welding and Construction,

there are no computer science or coding courses offered. Similar to other low income schools at the

mercy of rigorous state testing, administration has been forced to focus instruction on core content.

While there is no time during the school day to teach coding, students at Holmes do have laptops that

they are able to take home with them. With access to these devices, the only other things students

need to learn how to code is a location with wifi, and an adult mentor with some coding experience.

With access to these two things after school, Holmes students will be able to dive into coding and start

their path towards a lucrative career in software development.

 References

Kadvany, E. (2015, January 05). Palo Alto school district, Palantir partner to teach coding. Retrieved June
24, 2018, from https://www.paloaltoonline.com/news/2015/01/02/learning-how-to-code-school-tech-
company-partner-to-guide-low-income-students-into-tech-world

Gallup. (2015). Searching for Computer Science: Access and Barriers in U.S. K-12 Education. Retrieved
from https://services.google.com/fh/files/misc/searching-for-computer-science_report.pdf

U.S Bureau of Labor Statistics. (2018, April 13). Occupational Outlook Handbook. Retrieved June 16,
2018, from https://www.bls.gov/ooh/computer-and-information-technology/information-security-
analysts.htm