Category Archive News & Announcements

Partner on CS4All PD

Through an unprecedented $81 million public-private partnership, CS4All will ensure all NYC public school students learn computer science, with an emphasis on female, black, and Latino students. By 2025, the NYCDOE will train nearly 5,000 educators to teach computer science.

Educators will receive training to implement computer science (CS) education that aligns with their school vision and culture. Schools can choose to implement a multi-year sequence, a semester or year-long course, or a meaningful unit of CS integrated into other courses (e.g. science, math, art) in middle and high schools. For elementary schools, a meaningful CS unit can be incorporated into core classes or in cluster classes like art, music, or technology. For all grade levels, CS education must be taught during the regular school day.

The NYCDOE, through the Fund for Public Schools, seeks to hire professional development (PD) partners to expand professional learning opportunities for DOE teachers through two teacher training tracks:

  1. The CS Institute; and
  2. CS Course PD.

The DOE emphasizes access and equity through all of its programs and will give priority to organizations who have experience working with our most under-served communities.

All PD partners should cover core computer science concepts, practices, and perspectives as outlined in the CS4All Blueprint. Training should include instruction around the technological, pedagogical, and content knowledge teachers need to successfully implement CS education. The goal of training is to provide teachers with an improved sense of efficacy, classroom-ready materials, and guidance around implementation.

The CS Institute | CS Course PD | FAQs



Duration: The CS Institute will take place over four days during mid-winter break (February 20-23)*, including approximately 22 hours of instructional time. After the Institute, partners are expected to complete reporting on each teacher, so the CS4All team can provide individualized follow-up support. Before the end of March, each teacher who finishes training will be visited by a NYCDOE Computer Science Education Manager (CSEM) to finalize a lesson or unit plan they will pilot. From March-June partners are expected to observe and provide coaching support around the pilot lessons/units. The CS4All team will be piloting different ways to manage the hand-off between partners and CSEMS including; group debriefs with CSEMs, joint partner/CSEM school visits, and one-on-one CSEM debrief (in-person or virtual). Partners may be asked to participate in one of these pilots.
Grades: K-12
Goal: CS Institute participants should leave the training prepared to implement a meaningful unit of CS through integration in an existing subject area, as described in the CS4All Blueprint. Partners must provide educators with enough training and materials to conduct at least 10 hours of classroom instruction.
Logistics: The CS Institute is facilitated by the DOE who manages space, registration, food, and other logistics. Partners are responsible for leading workshops with 15-25 educators.
*In case of inclement weather, make-up dates will be provided.
Partners may be asked to offer a similar session during Summer 2018 with support and coaching during Fall 2018.
Application: Please find the application here, as well as the budget template, and the agenda template.


Duration: Initial training should occur between February – August 2018 with additional sessions and support running throughout the 2018-2019 school year. Training and support must total at least 75 hours.
Grades: 6-12
Goal: Participants should leave the training prepared to implement a semester OR year-long CS course during the 2018-2019 school year.
Logistics: These trainings are not organized by the DOE so providers are responsible for finding space and managing logistics. Partners are responsible for leading programs with 20-30 educators.
Application: Please find the application here, as well as the budget template, and the agenda template.



  • Selected partners agree to participate in research led by the NYU Research Alliance
  • CS Institute and Course Partner PD will only run if at least 15 teachers register


  • The application period will run from August 14th-September 6th.
  • The DOE will host a webinar August 24th from 12:00-1:00 EST to provide additional information and answer any questions. Please RSVP here. The webinar can be viewed live and will also be archived here.
  • Applicants will be notified of acceptance no later than October 16th.


Question 1: Are there specific funding levels for the different application strands?

Program costs in each strand will vary based on needs and materials but they typically cost:

  • CS Institute $30,000
  • CS Course PD $65,000

Question 2: How are teachers recruited for these workshops?

The DOE will support teacher recruitment for Courses but vendors are expected to support these efforts and leverage their networks to reach educators. For the CS Institute, the DOE has field staff in each borough will recruit schools from their geographic areas. DOE outreach also includes publication in newsletters and social media. If workshops do not meet minimum thresholds before agreed upon deadlines, workshops will be canceled.

Question 3: Can we apply to more than one track?

Yes, organizations can apply to as many tracks as relevant.

Question 4: My workshop materials far exceed the average $20,000 total costs for programs because we’re using robotics kits. Will it be accepted?

The program costs listed on the page are for the “average” workshop. Sometimes our robotics workshops exceed the average because of the material costs of the kits. You should not hesitate to include material costs that are required for the program to run smoothly in a classroom but please be mindful of long-term costs as we want these programs to be sustainable.

Question 5: I’d love to propose PDs for this initiative, the only thing is I am an individual & not an organization. Is this a problem?

As long as you fill out a W9, if selected, we can contract with individuals. However, we strongly encourage individuals to collaborate to ensure program delivery is high-quality.

Question 6: How many sessions do you plan to select?

We plan to select approximately;

  • 6-7 elementary school unit sessions
  • 3-4 middle school unit sessions
  • 1-2 high school unit sessions
  • 1-2 middle school CS course PDs
  • 3-4 high school CS course PDs

Question 7: For the CS Institute, the DOE manages registration, food, and other logistics. Does this mean the cost of food and location are covered by the DOE?

For the CS Institute food, basic materials, and space are all covered by the DOE.

Question 8: If we train teachers on the use of something like Arduino, is the expectation that we provide each teacher with an Arduino device in the training, AND additionally provide each teacher with approximately 25 devices for use in the classroom? Or are we instead expected to provide devices for training, but leave sourcing of expensive supplies to schools?

Each teacher should receive a device during training and a class set of materials. Some materials don’t require one set per student but can be used in a pair-programming or group setting, so the number of devices depends on what strategies you’re utilizing. We also want material replenishment to be sustainable for schools to maintain over time, so we encourage less expensive devices and pair or group work.

Question 9: My question is about the focus of the training and RFP. Some of the questions make it seem like the RFP is for both student curriculum and teacher training. Would you prefer us to specify a curriculum since it sounds like the district is not unifying their decision on what to use at this point?

Teachers should be trained using classroom-ready materials and curricula. We don’t care if curricula is written by the partner or pulled together from open source materials. We do not have one curricula for the City, so you should feel free to compile based on the concepts and practices we’ve outlined.

Question 10: From the language on the FAQ, I believe this is a contract, not a grant. I wanted to just confirm because the latter has implications for a university/my organization.

This is a contract, not a grant.

Question 11: How do we access multiple applications? (We are logging in with one email and how do we know which application is coming up?)

You can submit multiple applications just not in the same application. You have to write a new one each time.

Question 12: When are contract providers paid? (before, during, after PD?)

Vendors can only be paid for work completed, so all payments will be made after PD.

Question 13: Do they come in as a cohort or are the more likely to individually enroll?

For most PD, we ask teachers to sign up in pairs (two from each school)

Question 14: Will CS4All be providing teacher per session rates for the participating teachers? If so, we (the providers) are responsible for everything else, i.e. the PD, location, materials, food, etc.?

Yes, the DOE will provide per session, please do not include it in your budget. In all Courses, vendors are responsible for all other costs.

Question 15: Can you send the questions for each category as a PDF Document so we can answer them ahead of entering them into the Google Form?

Please find a PDF of the Unit PD application here.
And Course application here.

Question 16: What kinds of courses are you hoping to select?

The CS4All team is especially interested in courses that align with Career & Technical Education clusters including Information Technology, Engineering, Architecture & Robotics, Media Technology & Design, and Business & Finance. We are also interested in introductory computer science courses appropriate for a high school sequence, prior to the AP Computer Science Principles course. All courses should include CS-focused curriculum that builds on culturally relevant pedagogy, builds on student interests, or provides students agency.

Question 17: If we’ve had a contract with you before, do we have to apply again?

All contracts are limited to one-year terms because of our funding source, so partners from previous years must reapply. We know the CS landscape is rapidly evolving so we like to take the opportunity to evaluate what our teachers need each year and find partners that align to their needs.

Question 18: There’s nowhere in the application that mentions follow-up support — are we to assume that we won’t be doing any in-person follow-ups for this cohort (all teachers will still have access to discussion group and email support, of course) or that the follow-ups will be part of their own separate application at a later time?

There is no place for partners to describe follow up because we’ve prescribed what it looks like for everyone; “From March-June partners are expected to observe and provide coaching support around the pilot lessons/units.” That means partners have to visit each teacher who completes the CS Institute to provide support. This is different from last year where partners had to complete an additional day of training and support, which they were able to define.

Question 19: Given we have never gotten a 100% teacher response rate before, what happens if we reach out to teachers to schedule these visits, but never hear back from some of them? Will we be in violation of the contract? Similarly, does this still apply to teachers who decide to implement after June, in the next school year?

We can’t force teachers to do anything but we’ve set up a half dozen new processes (meeting with admin/supts, pre-meetings with teachers, a cohort model, etc.) we hope will get us closer to 100% participation. Partners will not be in violation of the contract if teachers don’t complete the work, but it’s certainly a data point we’ll look at to determine what programs are most effective.

Teachers will not have to implement a full unit till the following school year but they are expected to pilot at least a lesson from March-June.

Question 20: My question during the session today was about “Partners must provide educators with enough training and materials to conduct at least 10 hours of classroom instruction.” Does the 10 hours of classroom instruction have to focus solely on CS content? For example, in the materials that we shared with the teachers, this first go around, the classroom instruction included content that was specific to web design but also classroom instruction that was specific to community exploration that could then be used to populate the website (pictures, interviews with community leaders, internet and library research on the neighborhood).

Community exploration definitely fits in what we consider CS and can be included in the 10 hours. I recommend reading the analyze practice and the citizen perspective in the Blueprint to better understand the alignment.

Question 21: Is the ‘CS Institute’ for PD Partners the same as the ‘STEM Institute’? It sounds pretty much the same procedure of 22hrs PD in Feb and support afterwards, etc. but new name, yes?

Yes, CS Institute is basically the same thing as the STEM Institute from years past but with a few small tweaks; we’re running it exclusively as CS4All, we’re adding an extra day of training, and we’re asking partners to visit every teacher after the Institute instead of running follow up support sessions.
Question 22: Can we submit multiple applications in this PD Partners track — for 1) elementary educators, 2) MS educators, and 3) HS educators, 4) principals.

Principals are not a track option but you can submit multiple applications.

Question 23: We have many courses to partner with you for 2017-18 and 2018-19, designed for various grade levels too so, should we submit one application for each course? And can it be for 2017-18 AND 2018-19 AND 2019-20? Multiyear pathways?

Partners are welcome to submit as many courses as are relevant but we’re only going to accept up to 6 and will be looking for a diversity of offerings and a diversity of partners. We’re also only accepting applications for courses that start after February 2018 and run the following school year. We are not offering multi-year pathways through this RFP. Our team is currently running the only multi-year pathways we offer schools through SEP and SEPjr.

Question 24: Do the agenda and budget templates need to be completed as part of the application process or could these be completed after learning if we the application has been accepted?

Yes, please complete the budget and agenda templates as part of the application. They cannot be completed after the application has been accepted.

Question 25: Is the assumption that one person from the providers will do each visit?

The assumption is one person will do each visit but if you had a bigger team, you could split up schools amongst staff. The schools are also signing up in teams this year so if you have 20 teachers in your Unit PD/CS Institute class, you’d be expected to visit 10 schools. That should make it a little easier to get in all the visits.

Question 26: Is the assumption that there will be one visit per teacher? Or is more than one on the table?

You can propose more than one visit but our expectation/requirement is only one visit per teacher given the short timeline.

Question 27: I have a question about the Budget Template: are the numbers filled into that spreadsheet the actual amounts that will be paid or are these examples?

Just examples.

Question 28: Teachers in our sessions designed a unit that used the step by step social issue problem solving framework (algorithm), that asked students to think critically about the ways in which computer science could be part of a solution (and the solution could be something not yet created but could be created using aspects of CS). We would not specifically be providing PD on a computing concept but rather an overall intro to CS and a focus on the problem solving framework. What are your thoughts?

The Unit PD is different from the one-day sessions partners ran during the Spring/Summer 2017 in both breadth and depth of CS content and training. The expectations for the one-day sessions were teachers would walk away with enough training and materials to try out a lesson or two. The expectation for the Unit PDs/CS Institute is teachers walk away with enough training and materials to implement a full unit of CS ( at least 10 hours of classroom instruction). Through the 10 hours students must receive instruction in all three practices and some combination of CS concepts as outlined in the Blueprint. An introduction to CS is not sufficient for the Unit PDs.

Question 29: Should we apply or will there be summer opportunities designed as a One-day PD that are a better fit?

We do not anticipate offering summer opportunities this year designed as one-day workshops led by partners. Instead, our team will be leading introduction to CS workshops with administrators and educators. The only opportunities for partners at this time are Unit and Course PDs.

Question 30: In the “Content Learning Objectives”, do we have to identify which Guiding Questions from the list we are addressing or do we have to write in our own Guiding Questions? (I am aware that we can reference the CS4All Blueprint I Can tool and the Blueprint perspectives Explorer, Creator, Innovator, Citizen.)

Please identify your own questions using the CS4All Blueprint as a reference.

Question 31: Can you provide examples for the following component of each day’s agenda? “How are educators evaluating their work?”

  • Educators are given rubrics for self-evaluation (self-efficacy, technical, pedagogical, and content knowledge)
  • Educators are peer assessing
  • Educators are presenting/discussing/critiquing
  • Educators are given learning objectives or are developing their own learning objectives

Question 32: What is this: “Q & A / Survey / Paperwork / Feedback (required)” Do we create/supply/manage these things?

Partners will have to manage collecting the paperwork and administering CS4All surveys in Courses. For Unit PDs during the CS Institute, there will be CS4All staff on hand to support, but partners need to leave time on their agenda for this to take place.

One Year Anniversary of CS4All

$20 Million In Private Donations Raised For Mayor de Blasio’s Computer Science For All Initiative

September 22, 2016

Program has already reached 246 schools and trained more than 450 teachers

Goal of universal access to computer science education for 1.1 million students ahead of progress

NEW YORK—Mayor Bill de Blasio, Schools Chancellor Carmen Fariña and Gabrielle Fialkoff, Senior Advisor and Director of the Office of Strategic Partnerships, announced today that Mayor de Blasio’s Computer Science for All (CS4ALL) initiative has raised $20 million in private funding. The fundraising campaign is half-way toward meeting a $40 million goal that will ultimately be matched in public funding for one of the cornerstones of the Mayor’s Equity and Excellence education reforms.

Today, 246 elementary, middle and high schools across the city are participating in CS4ALL. More than 450 teachers are receiving rigorous training to bring computer science instruction to their schools. CS4ALL gives students the computational thinking, problem solving and critical thinking skills necessary for college and professional success. Last September, the Mayor announced that the City would be bringing the program to every elementary, middle, and high school by 2025.

“Last year we announced an ambitious plan to bring computer science education to every public school student by 2025 – making New York City the largest school district in the country to do so. Today, we are announcing real strides in completing our goal,” said Mayor Bill de Blasio. “The city’s tech industry is growing, yet before Computer Science for All, fewer than five percent of our public school students had even the most basic skills necessary to apply for these jobs. Through this program, we’re laying the groundwork today so that our kids can apply for these jobs tomorrow.”

The initiative is a model for effective public-private partnerships, with the City of New York and the private sector bearing programmatic costs equally. Today the Mayor announced new commitments from: Math for America (MƒA); Robin Hood Education and Technology Fund, co-chaired by David Siegel and John Overdeck; Paulson Family Foundation; Alexandria Real Estate Equities, Inc.; the Hutchins Family Foundation; Association for a Better New York and the Rudin Family Foundation; Wachtell, Lipton, Rosen & Katz; Ron Conway, Founder, SV Angel; and Nancy and Alan Schwartz. Founding partners Fred Wilson and CSNYC, Robin Hood and the AOL Charitable Foundation, as well as early investment from AT&T that helped make the initiative possible. Public dollars support the infrastructure and human capital needed to pull off what is the largest effort of its kind. Private dollars support the training of nearly 5,000 teachers over the next ten years. These funds are overseen and administered by the New York City Fund for Public Schools.

“Computer Science for All is a cornerstone of equity and excellence in our public schools – these are the skills our students need to be successful in high school, college, and careers in the 21st century,” said Schools Chancellor Carmen Fariña. “This isn’t just for particular students from particular backgrounds; learning how to think critically and computationally, and how to create with technology, must be for all students. I thank our private partners for recognizing the importance of this initiative and for their investment.”

“The Mayor’s vision for New York City schools will put a new generation on the path toward success,” said Gabrielle Fialkoff, Senior Advisor to the Mayor and Director of the Office of Strategic Partnerships. “Through this landmark public-private partnership, we will level the playing field for every student in every borough. Computer Science for All is an investment in creating opportunities for all of our young people, particularly in a global economy where technology is integral to every industry.”

Through the implementation of this ten-year initiative, New York City will be the largest school district in the country to provide computer science education to all students, particularly populations underrepresented in tech including girls, African-American and Latino students and students from low-income families. Most students in public schools traditionally either lack access to computer science or gain these skills too late. Early and widespread exposure to computer science is key to breaking down gender and racial barriers, leading to greater diversity and equality in the tech sector and relevant industries. The initiative promotes critical skills like thinking creatively, working as a team, and interacting with technology, as well as technical skills that will power the 21st century economy.

Computer science education at the scale of New York City’s public school system, encompassing 1.1 million students, will allow a new generation to be active creators of technology. By expanding access to computer science throughout NYC public schools, CS4ALL will also promote the cultivation of local and diverse talent for the City’s own workforce, including technology, and have a ripple effect across the country, where only a quarter of professional computing jobs are held by women and less than ten percent are held by African-Americans and Latinos.

Of the 246 schools participating in Computer Science for All programs, 98 are offering full-year courses or multi-year sequences including AP Computer Science Principles, the Software Engineering Program (SEP) and the SEP Jr. program for elementary schools. Teachers from the remaining schools have participated in the “CS Track” of the Department of Education’s STEM Institute and received intensive training to implement rigorous, hands-on CS lessons and units in their schools. Through teachers’ participation in these programs, students in elementary, middle and high school will learn the fundamentals of computer science, such as coding, robotics and web design.

By 2025, all New York City public school students will receive at least one meaningful, high-quality computer science unit or course at each school level: elementary, middle, and high school. The centerpiece of the initiative is the training of nearly 5,000 teachers who will, by year ten, bring computer science to more than 245,000 students each year.

Importantly, many of these students will be prepared to fill the 200,000 additional technology jobs that New York City’s employers will create over the next decade whileall graduates will be equipped with soft skills needed to successfully navigate the 21st century economy. Together, the Equity and Excellence initiatives will support progress across all schools so that, by 2026, 80 percent of students graduate high school on time, two-thirds of graduates are college ready and all students are reading on grade level by the end of 2nd grade. More information on Equity and Excellence is availableonline.

“I am very gratified to see so many leaders of the private sector in NYC get behind CS4ALL. This is the kind of transformational effort that requires the support of both government and the private sector. Together we are making sure that all of our students in NYC are trained in the skills that they need to be successful in the private sector and really any sector. So it makes sense that everyone is coming together to support this work,” said Fred Wilson, Founder and Chairman of CSNYC Partner and Union Square Ventures.

“Computer Science is a spectacularly rich and beautiful subject, closely connected to mathematics and science, and nowadays to everyday life as well,” said John Ewing, MƒA President. “MƒA’s one thousand math and science teachers are enthusiastic about the computer science initiative, and many are already involved. We are delighted to support an effort at the frontiers of education – one that offers exciting opportunities not only for students but for teachers as well.”

“CS4ALL is about helping our students develop the necessary skills and competencies to be successful in the 21st century. Access to high-quality computer science education will increase the demand for our city’s students in higher education and in the job market,” said John Paulson, President of Paulson and Co. Inc.

“We are incredibly pleased to support the City’s commitment to providing computer science and technology skills to a new generation of innovative thinkers,” said Joel S. Marcus, Chairman, CEO and Founder of Alexandria Real Estate Equities, Inc. “As the leading provider of science and technology campuses, and the developer of the City’s first and only world-class science and technology campus in Manhattan, Alexandria feels strongly about creating the knowledge workforce of the future and supporting the recruitment of highly skilled talent for our tenants who work day-in and day-out to treat, cure, and manage disease.”

“Just as accounting is the language of business and calculus is the language of physics, computer science is the language of innovation. The vision of Computer Science for All to teach teachers is a uniquely powerful means to equip the students of New York City to participate and prosper in the innovation economy of the future. The Hutchins Family Foundation is pleased to be able to play a part in this invaluable initiative.” Debbie and Glenn Hutchins, co-Founders of the Hutchins Family Foundation.

“CS4ALL is the largest public sector effort to educate our children in computer science and to match their skills with the needs and the opportunities of tomorrow,” said William C. Rudin, Chairman of the Association for a Better New York. “The May and Samuel Rudin Family Foundation and the ABNY Foundation are proud to be supporters of Mayor de Blasio and the New York City Department of Education in taking on bold initiatives for our children and for the future of our city.”

“Wachtell Lipton has been proud to join with leaders in every sector of our city to support CS4ALL. Its progress in just the first year, and its transformative vision for the years to come, will make a powerful difference in the lives of children across this city who will be given the opportunity to learn, and ultimately themselves to lead, in a critical business sector and in an indispensable language of the future,” said Kevin S. Schwartz, Partner at Wachtell, Lipton and Rosen & Katz.

“CS4ALL is an initiative that I hope spreads across the country fast, including Silicon Valley! Computer science is a ‘basic’ goal for all students now, and the sooner we make the curriculum available to all, the better,” said Ron Conway, Founder of SV Angel.

“As a founding partner of CS4ALL, Robin Hood is proud of what has been accomplished in just a year. With professional development opportunities for hundreds of teachers and schools, this was a strong start to what is already an important initiative. We all share a commitment that all of New York City’s students should be graduating from high school having received a strong education and with the skills and tools they need to succeed,” Reynold Levy, President of Robin Hood.

“We know that many young people miss out on careers in technology, because they just don’t have the chance to uncover their passion for it,” said Sara Link, President of the AOL Charitable Foundation. “By giving NYC students from all backgrounds the exposure to computer science, they are gaining skills and experiences they will need to achieve success in their academic careers and beyond in our tech-enabled world. The AOL Charitable Foundation is proud to support this groundbreaking program alongside CSNYC, Robin Hood, the DOE and other leading partners to make a real difference in the lives of NYC students.”

“Tech jobs are growing faster than any other sector, and yet we do not have enough skilled workers to fill them. CS4ALL ensures that the next generation of New Yorkers will be fully prepared for the jobs of the future,” said Kathryn S. Wylde, President and CEO of the Partnership for New York City.

“We often say that genius is evenly distributed across zip codes, but opportunity is not. This is particularly true when it comes to access to Computer Science education – skills that are increasingly critical to the well-paying jobs of the future,” said Mitch Kapor, tech pioneer and partner at Kapor Capital. “We’ve seen in Oakland that these types of public-private partnerships can help tap the genius that is often overlooked in underrepresented students, and we are enthusiastic supporters of New York’s CS4ALL efforts.”

“More than at any time in our history, it is critical for companies like AT&T to invest in developing a diverse talent pipeline, providing our young people with the skills that they need to succeed and that will help our society prosper. That’s why AT&T is so proud to be a longtime supporter of STEM education in New York City, starting with our investment in the Software Engineering Pilot program that laid the groundwork for Computer Science for All,” said Marissa Shorenstein, New York State President of AT&T. “We are thrilled to watch our commitment come to life in more than 250 schools during just the first year of this initiative, and we look forward to seeing hundreds more following suit next year.”

“As a partner in this effort, we applaud the work of NYC schools to expand access to computer science for all students, especially for underrepresented minorities. It’s inspiring to see educators rise up to bring this opportunity to classrooms and to students who would otherwise be left behind,” said Hadi Partovi, Founder

“Facebook applauds Mayor de Blasio’s important effort to provide all 1.1 million New York City public school children access to a computer science education. By equipping every single student with the skills and knowledge to compete in today’s economy, Computer Science for All will help create a new generation of talented, creative leaders,” said Will Castleberry, Vice President of State and Local Policy of Facebook.

“Accenture is delighted to support New York City’s Computer Science For All initiative – which has the potential to fundamentally change the future of the tech industry through its scale and scope,” said Lynn McMahon, New York Metro Managing Director of Accenture. “Technology is changing the workplace in many ways, and we are committed to helping the next generation build skills that will help them succeed in the digital economy.”

“Computer Science for All demonstrates the power of public private partnerships,” saidSarah Geisenheimer, Executive Director of the Fund for Public Schools. “With commitments from the City and private funders we are able to move quickly to ensure that every single NYC student has access to an education that will equip them with the skills to succeed in the future. We are grateful for this partnership and the investments that will create opportunities for all our students.”

“New York’s CS4ALL initiative is an essential program for preparing students to live and work in a world where technologies are increasingly pervasive. The New York Hall of Science is proud to stand as a partner with the Department of Education to help give New York City students every advantage in acquiring the skills and knowledge that will enable them to play an active role in shaping the future of technology,” said Margaret Honey, President and CEO of the New York Hall of Science.

“Integrating computer science education in New York City public schools is critical given the importance of technology in driving innovation,” said Eliot Horowitz, Chief Technology Officer and co-Founder, MongoDB. “These skills are fundamental to success in the tech space and many other career paths. I am incredibly excited to support the work of this initiative and congratulate Mayor de Blasio’s ambitious effort.”

“Code/Interactive is proud to partner with the NYC Department of Education to develop computer science programs in schools across the city. We trained over 100 computer science teachers this summer through the NYC Department of Education’s STEM Institute, Exploring Computer Science professional development, and‘s AP Computer Science Principles course. Our work with students, teachers, and schools would not be possible without support and leadership from the Mayor’s Office and the NYC Department of Education,” said Michael Denton, Executive Director of Code/Interactive.

“By integrating computer science into existing math classes through our introductory course, schools across NYC have been able to introduce computer science to their entire student body – without having to create a dedicated class. We’re proud to continue our work with thousands of students across NYC,” said Emmanuel Schanzer, Founder of Bootstrap.

“The K-5 teachers in our workshop at the STEM Institute have been amazing. It’s exciting to see educators at different points in their careers designing and coding their own robots and lessons to bring back to their classrooms. At only a couple weeks into the New Year, our early ed teachers are already starting to introduce robotics and coding into their classrooms, integrating their new skills and knowledge with their regular lessons and classroom activities. This level of buy-in and integration is paramount to the success of computer science education, and we’re thrilled to be working with the NYC Department of Education to help teachers channel this enthusiasm into high quality and engaging lessons,” said Gaelen Hadlett, co-Director of Sunset Spark.

“Computer Science for All is enabling our students to become better thinkers, problem-solvers, and builders of ideas and technology – as opposed to just consumers. It’s thrilling to see our educators expanding their toolbox, as they collaborate across the city to bring innovative lessons to their classrooms. Our partners are essential in making all of this possible, and we will continue to work hand-in-hand to achieve equity and excellence for all students,” said Phil Weinberg, Deputy Chancellor for Teaching and Learning.

“We are excited to partner with nearly 5,000 innovative, committed and creative teachers and their administrators to bring computer science to all NYC students. The 450-plus teachers we’ve worked with have shown tremendous dedication to learning new content, embracing their students’ and their own creativity, and expanding opportunities for all students,” said Debbie Marcus, Executive Director of Computer Science for the New York City Department of Education.

“We recognize that all children, regardless of socioeconomic status or background, need to have access to the computer science skills that will help them to thrive in the marketplace and we applaud City leaders for taking the necessary action to make this a reality for students across New York” said Leecia Eve, Vice President of New York State Government Affairs at Verizon. “Programs like these are vital to our communities and mirror our commitment to providing equal access to technology and STEM education for underserved students. And in the spirit of this mission, through the White House ConnectEd program, we are proud to donate tablets and Internet access for students, along with professional development for the teachers through Verizon Innovative Learning to three City schools. The work being done in NYC is a model example of what we need to see nationwide.”

“Classroom teachers are essential allies in democratizing access to computing education –
and I admire CS4ALL’s strong commitment to supporting teachers as part of this initiative. Our research team has been delighted to support NYC teachers through professional development events, curriculum, and building connections to an international community of educators who are passionate about computing as a creative medium,” said Karen Brennan, Associate Professor and Director of the Creative Computing Lab at the Harvard Graduate School of Education.

“CS4ALL is an important step in expanding access for girls, who have been left behind in computer science education. As we continue to grow CS4ALL in New York City, we look forward to seeing more public and private investment to ensure that we’re meeting the needs of girls and other underrepresented minorities,” said Reshma Saujani, Founder and CEO of Girls Who Code.

“New York City is moving towards computer science being considered a core subject, as necessary as history and literature for our students’ success. By working together, we are helping more students gain critical skills and be better prepared for the careers and demands of an information economy,” said Michael Mulgrew, President of the United Federation of Teachers.

“Technology and computer literacy has quickly become an integral part of the 21st century workforce, and our schools must adapt quickly to teach our students the skills they need to succeed in college and to get good paying jobs. That’s why I am a strong supporter of STEM initiatives and computer science programs to close the digital gap that disproportionally affects low income students and students of color,” saidCongressman José E. Serrano. “I applaud Mayor de Blasio’s leadership on this issue and for making the right investments to make sure all our kids have the best opportunity to thrive in life.”

Council Member Daniel Dromm, Chair of the New York City Council Committee on Education said, “These donations are equipping our students with skills that will benefit them their entire lives. Computer science education teaches students to think creatively and strategically. Those who wish to major in computer science in college will be better prepared for this course of study. I am pleased that the Administration is prioritizing Computer Science for All and will continue to work with them to further expand this initiative.”

“Computer science is the cornerstone of the modern economy and therefore should be a major component of our education curriculum,” said Council Member James Vacca, Chair of the New York City Council Committee on Technology. “CS4ALL is a great leap towards providing computer science training for all of our students. I’m pleased that we’ve reached this important funding benchmark and look forward to the full implementation of the initiative. I applaud Mayor de Blasio, Chancellor Fariña and Director Fialkoff for their commitment to this cause.”

“New York’s fastest growing business sector is the tech industry, only second in the country to Silicon Valley and accounting for over 300,000 new jobs with median salaries of $100,000. Computer science is no longer a niche discipline as the subject has become an integral part of nearly every aspect of our lives, and it’s time our classrooms caught up with that trend. 21st century schools should have 21st century curricula, and we owe it to the 1.1 million NYC public school students to prepare them for the 21st century job market,” said Council Member Mark Levine. “We’ve taken a big step forward by adding computer science curricula to over 246 schools. I applaud the Mayor for his CS4ALL campaign, and look forward to seeing the positive effects it will have in the years to come.”

About the Fund for Public Schools

The Fund for Public Schools (FPS) is a nonprofit partner to the NYC Department of Education, building public-private partnerships to strengthen our city’s public schools and create opportunities for its 1.1 million students. The Fund secures private dollars for critical system-wide education initiatives, develops partnerships, and encourages broad public engagement both in our schools and in the lives of our students. 788-2958

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