As artificial intelligence continues to evolve, the importance of data science education in K-12 schools is becoming increasingly evident. In Nebraska, however, these programs are still in their infancy, according to a recent report by Data Science 4 Everyone in collaboration with the University of Chicago.
The report reveals that data science education is not yet widespread, with less than 1% of students nationwide participating in K-12 data science programs. Comparatively, states like Indiana boast over 200 schools offering data science education, while others, such as the Dakotas, have none.
In Nebraska, only four schools offer a comprehensive data science program, with approximately 200 students enrolled. An additional three schools incorporate data science into existing courses. The report lists these seven schools as follows:
- Valentine Community Schools
- Lyons-Decatur Northeast Schools
- Mead High School
- Papillion La Vista Community Schools
- Nebraska Correctional Youth Facility Community High School
- Platteview Central Jr. High School
- Lincoln Lutheran Middle/High School
“In Nebraska, there’s some early pockets of innovation, and we know there’s a lot more work to do,” said Zarek Drozda, executive director for Data Science 4 Everyone. “Last school year, we had about 204 students enrolled across the state in just four schools — really excited to see your teachers and school leaders beginning to offer these programs.”
Data science courses teach students techniques such as data visualization and ethical data usage. Drozda highlighted the intersection of data science with fields like statistics, computer science, and mathematical modeling. He emphasized its significance, stating, “In today’s terms, it’s really the workhorse behind artificial intelligence.”
With AI’s growth, enhancing data science education is crucial. Drozda identified three primary elements of a robust data science program: statewide high school pilot programs, teacher development, and clear pathways to higher education or direct employment.
“When looking at economic data and looking across sectors, whether it’s manufacturing, or it’s energy, technology, even agriculture, we know that employers are looking for these skills and that it will be very much so rewarded in the job market when students with data analysis credentials or certificates go to apply for jobs that are currently live in the job market,” Drozda said. “But our education system isn’t yet rewarding that. It needs to catch up to where the job market has shifted.”
Nebraska has a data science career and technical education pathway; however, widespread implementation is lacking, partly due to budgetary constraints. “The curriculum already has a lot of priorities and content in the school day. There’s not always enough room to add new content priorities,” Drozda explained.
He suggested integrating data science into existing subjects like math or science, offering a feasible solution for schools unable to start standalone programs. In the UK, data science is part of the national curriculum, a model Drozda hopes the U.S. will adopt.
“We want them to be equipped with a durable, critical thinking toolkit that will allow them to navigate AI tools with confidence, get ready for any job that’s going to be on the job market the next five, ten years, and just make personal decisions in their daily lives, whether it relates to financial planning or health care or other daily life challenges that we all encounter nowadays,” Drozda said. “Data is everywhere, and we want students to be able to tackle it with confidence, rather than being intimidated by it.”
