Elementary computer science education legislation: an ECEP state analysis for broadening participation in computing

Research indicates that early exposure to elementary computer science (CS) is foundational for developing computational thinking and acts as a critical equity strategy to mitigate stereotypes in CS. Despite these benefits, the U.S. state policy landscape remains varied and frequently secondary-focused. This study presents a systematic legislative scan and qualitative content analysis of 61 CS education items (2013–2024) across 30 Expanding Computing Education Pathways (ECEP) states, supplemented by survey results from 14 ECEP leaders. Using a coding framework of eight policy domains, we characterized how states enacted elementary-relevant requirements. Findings reveal a structured imbalance where secondary-centric policies often leave elementary provisions vague and under-resourced; notably, most surveyed leaders reported no formal accountability system to ensure elementary CS instruction occurs. We recommend specialized teacher qualification pathways, targeted funding for under-resourced districts, and disaggregated reporting to align policy intent with equitable practice.