Reference is to the bill as introduced.
Amend the bill, as and if amended, by deleting all after the enacting words and inserting:
/ SECTION 1. This act must be known and may be cited as the "South Carolina Computer Science Education Initiative".
SECTION 2. Article 1, Chapter 29, Title 59 of the 1976 Code is amended by adding:
"Section 59-29-250.
(A) The purpose of this section is to
expand access to computer science learning experiences to all
students because computer science supports literacy, math,
problem-solving, and technological skills, and advances
productivity in every discipline, industry, and profession.
(B) Before August 1,
2018 the State Board of Education shall adopt grade appropriate
standards for computer science and computational thinking and
computer coding for grades 9-12. Experts and officials from
higher education, business and industry must be included in the
development of the standards.
(C) Not later than the
2019-2020 School Year, each public high school and public
charter high school must offer at least one computer science
course which:
(1)
is rigorous and standards-based;
(2)
meets or exceeds the curriculum standards and requirements
established by the State Board of Education;
(3)
meets the needs of diverse students who will pursue
postsecondary education or who will enter careers in computing
and information technology upon graduation; and
(4)
is made available in a traditional classroom setting, in a
dual enrollment course, blended learning environment,
online-based, or other technology-based format tailored to meet
the needs of each participating student.
(D) Beginning in the
2018-2019 School Year, the Department of Education shall:
(1)
employ one full-time employee whose sole responsibility is
to coordinate and lead the South Carolina Computer Science
Education Initiative, provided the employee must have prior work
experience in the computer science industry;
(2)
support K-12 academic and computer science teachers in
designing interdisciplinary, project-based instruction and
assignments that engage students in applying literacy, math, and
computational thinking skills to solve problems;
(3)
design career pathways that connect students to
postsecondary programs, degrees, or postsecondary credentials in
high-demand career fields including, but not limited to,
cybersecurity, information systems, informatics, computer
engineering, and software development as identified by the
Department of Commerce;
(4)
offer professional development and teacher endorsements to
new teachers that will teach computer science who complete a two
to four-week, full-day summer institute;
(5)
the State Board of Education shall promulgate regulations
to create certification pathways for computer science teachers
and the Department of Education also shall develop criteria for
postsecondary computer science teacher preparation programs;
(6)
provide information and materials which identify emerging
career opportunities in computer science and related fields to
parents, students, teachers, and guidance counselors; and
(7)
assist districts in developing partnerships with business,
industry, higher education, and communities to provide
afterschool and extracurricular activities that engage students
in computer science.
(E) Recognizing that
successful implementation of computer science education requires
effective instruction, the Department of Education shall develop
guidelines for use by school districts and schools outlining the
educational and degree requirements for appropriate computer
science teachers. The Commission on Higher Education shall
determine what, if any, financial incentives are needed by
institutions of higher education to design programs to prepare
and credential computer science teachers.
(F)(1) To improve
science, technology, engineering, and mathematics (STEM)
education in the State, the Office of the Governor, beginning in
fiscal year 2018-2019, shall establish criteria and a process
for designating a STEM community or STEM region. Consistent with
federal law, STEM includes computer science.
(2)
The criteria for designation as a STEM community or STEM
region must include a requirement that educators,
administrators, business leaders, students, parents,
governmental officials, and business and industry groups within
a community or region work to:
(a)
create awareness;
(b)
promote partnerships with education and industry;
(c)
develop and execute action plans for improving STEM
education and training;
(d)
identify and acquire the needed resources to improve STEM
education and training; and
(e)
identify and accumulate STEM data within the community or
region including, but not limited to:
(i)
kindergarten through twelfth grade
academic achievement;
(ii)
the number of STEM-related degree holders in the local
workforce;
(iii)
the number of STEM-related degrees conferred; and
(iv)
the number of STEM-related certifications or credentials
obtained.
(3)
The region or community also shall develop a plan to
recognize and promote success in both student and teacher
accomplishments in the STEM area within the community or
region."
SECTION 3. If any section, subsection, paragraph, subparagraph, sentence, clause, phrase, or word of this act is for any reason held to be unconstitutional or invalid, such holding shall not affect the constitutionality or validity of the remaining portions of this act, the General Assembly hereby declaring that it would have passed this act, and each and every section, subsection, paragraph, subparagraph, sentence, clause, phrase, and word thereof, irrespective of the fact that any one or more other sections, subsections, paragraphs, subparagraphs, sentences, clauses, phrases, or words hereof may be declared to be unconstitutional, invalid, or otherwise ineffective.
SECTION 4. This act takes effect upon approval by the Governor. /
Renumber sections to conform.
Amend title to conform.