Reports and Studies

Survey of Non-doctoral-granting Academic Departments in Computing

ACM Education Board (Annually since 2012)
The ACM NDC Study is the first-ever ACM-sponsored national survey of non-doctoral granting 4-year institutions in Computer Science, Computer Engineering, Information Systems, Information Technology, and Software Engineering. The survey is adapted from the annual Taulbee Survey of Ph.D.-granting institutions conducted by the Computing Research Association (CRA) as well as SIGCSE-sponsored TauRUs surveys.

Lighting the Path: From Community College to Computing Careers

ACM Education Policy Committee (2017)
This report focuses on ways to improve the transition of students from community colleges to four-year institutions. The report will assess and provide insights on workforce opportunities for postsecondary computing degrees, the new roles that community colleges are playing in ongoing professional career development, best practices in articulation agreements and transition paths, and effective initiatives to foster diversity and inclusion.

White Paper on Advancing Cybersecurity Research and Education in Europe: Major Drivers of Growth in the Digital Landscape

ACM Europe Policy Committee (2016)
This policy white paper explores the important role of cybersecurity research and education in enhancing cybersecurity. The paper provides an overview of cybersecurity challenges, explores its multifaceted and multidisciplinary nature, and covers some emergent trends generating new privacy and security concerns. The paper identifies twelve guiding principles for public policies to advance cybersecurity research, education, and workforce development.

Rebooting the Pathway to Success: Preparing Students for Computing Workforce Needs in the United States

ACM Education Policy Committee (2014)
This report evaluates computer science education and workforce needs across the United States and provides ten public policy recommendations. The report calls on education, business, and policy leaders in every state to take immediate action to strengthen inclusive educational opportunities in computer science for all students and to strengthen the pipeline of students pursuing computing and computing-related degrees and careers. The report includes summaries for each of the 50 states and the District of Columbia.

Bugs in the System: Computer Science Teacher Certification in the U.S.

ACM/Computer Science Teachers Association (2013)
This report demonstrates the process of qualifying to teach computer science can be difficult to discover and difficult to achieve. The report recommends clear, consistent, and attainable K-12 computer science teacher certification. The report provides state-by-state reports covering the variety of requirements for computer science teacher certification and computer science high school graduation requirements for students in the 50 states and the District of Columbia. The full-text of the report is available for download. The website also provides an interactive map of state reports.

Running on Empty: The Failure to Teach K-12 Computer Science in the Digital Age

ACM/Computer Science Teachers Association (2010)
This report identifies the numerous and significant gaps between state secondary education standards and nationally recognized computer science standards. It shows clearly that K-12 computer science curricular standards were not widely adopted, and that rigorous computer science courses rarely satisfied a core mathematics or science credit for high school graduation. It provides state-by-state reports for the 50 states and the District of Columbia.