An act relating to computer science in Vermont’s public schools
This bill would create a statewide framework for computer science education in Vermont public schools. Beginning in the 2025–2026 school year, public high schools would be required to offer at least one computer science course, middle schools would have to provide exploratory computer science instruction, and elementary schools would have to offer instruction in basic computer science and computational thinking. The bill also requires the State Board of Education to adopt K–12 computer science student performance standards, and it directs the Agency of Education to develop an approved list of courses that can satisfy a new graduation requirement.
The bill goes further by making completion of one high school-level computer science course a graduation requirement for public school students beginning in the 2027–2028 school year, with temporary waivers available for schools and students when a course is not accessible. It also establishes a competitive grant program for teacher professional development, creates a computer science education task force to develop a statewide strategic plan, funds a new computer science supervisor position within the Agency of Education, and adds teacher-preparation and scholarship incentives to expand the pipeline of computer science educators.
The bill would significantly expand and standardize computer science offerings across Vermont’s public education system, affecting elementary, middle, and high schools, teacher preparation programs, and the Agency of Education. It would add new reporting and public-data requirements for school districts and the Agency, require the State Board of Education to adopt standards and support a statewide strategic plan, and create new grant and scholarship programs funded through appropriations. It also would amend state education law to impose a new diploma requirement tied to computer science coursework, while allowing temporary waivers during the transition period.
The bill’s structure suggests generally strong support for expanding computer science access, teacher training, and student participation, especially for groups historically underrepresented in the field. Its emphasis on statewide standards, professional development, and implementation support indicates an effort to make the mandate workable rather than purely aspirational. No committee transcripts or recorded votes were provided, so there is no direct evidence of opposition or formal support in the available context.
The main likely points of contention are the bill’s mandatory requirements and implementation burden. School districts may be concerned about staffing, scheduling, course availability, and the cost of meeting the new high school, middle school, and elementary school offerings, especially in rural or under-resourced districts. The new graduation requirement may also draw scrutiny because it could affect students if courses are not available, even though the bill includes school and student waiver provisions. Another possible issue is the need for appropriations to support the grant program, supervisor position, and scholarship initiatives, since several provisions depend on funding from the General Fund or future appropriations.