8.1 Computer Science Domain Disciplinary Concepts                  

Algorithms and Programming: By the end of grade 12, students evaluate algorithms for efficiency and correctness; translate between diagrams, pseudocode, and code; and design flexible computational solutions using data structures. They apply control structures and conditionals to solve problems, iteratively design original algorithms, and build programs that serve practical, expressive, or societal purposes. Students deconstruct problems into procedures, modules, or objects, create artifacts using existing resources (such as libraries, code, or artificial intelligence [AI]), and collaborate to refine programs for usability, accessibility, and user-centered design.

Computing Systems: By the end of grade 12, students analyze how hardware, software, and integrated systems work together to support user tasks. They explain how abstraction simplifies usability, evaluate trade-offs in organizing and storing data, and connect binary representations to data processing. They also develop and share systematic troubleshooting strategies to identify and resolve errors. 

Data and Artificial Intelligence Concepts: By the end of grade 12, students use computational tools to collect, transform, and visualize data with multiple variables. They explain how AI models learn through training and feedback, and propose refinements based on their purpose, function, and limitations. Emphasis is placed on developing data concepts and understanding how AI systems generate insights and support decision-making.

Networks and Cybersecurity: By the end of grade 12, students explain how hardware and protocols transmit data across networks, including the Internet. They evaluate security measures against common threats and apply strategies to protect data both when stored and when transmitted. Students build a foundational understanding of personal and civic responsibility in safeguarding digital information.

8.2 Engineering Design and Technology Domain Disciplinary Concepts         

Nature of Technology: By the end of grade 12, students understand how technology develops in connection with science, mathematics, and other disciplines. They evaluate trade-offs to make informed decisions when priorities or values conflict and identify essential resources such as time, people, materials, energy, and funding needed to complete tasks or solve problems, reflecting the interdisciplinary and practical nature of technology. 

Interaction of Technology and Humans: By the end of grade 12, students recognize that the relationship between technology and culture is dynamic, sometimes changing gradually and other times rapidly. They analyze complex issues at the intersection of technology and society by applying principles such as trade-offs and considering unintended consequences. Students also understand that access to technology varies globally due to economic, political, and cultural factors, and are able to evaluate alternative solutions while considering their broader societal impacts. 

Effects of Technology on the Natural World: By the end of grade 12, students understand how technology can be used to reduce environmental impacts, such as through monitoring and sustainable design. They analyze and compare how different technologies affect the environment. 

Engineering Design: By the end of grade 12, students apply engineering design to solve complex socially and globally relevant problems. They break down large challenges into manageable parts, define measurable criteria and constraints, and use research to identify effective solutions. Students use mathematics and computer simulations to test designs under various conditions, assess trade-offs, prioritize design goals, and evaluate the social and environmental impacts of their decisions, reflecting a comprehensive and analytical approach to engineering design. 

8.3 Digital Literacy Disciplinary Concepts                                                

Digital Tools: By the end of grade 12, students demonstrate fluency in selecting and using digital tools, including AI, to solve real-world problems. They justify tool choices based on features such as suitability, efficiency, accessibility, and usefulness. Through iterative refinement, they improve digital artifacts for clarity, accuracy, and fairness, and evaluate digital experiences for effectiveness, limitations, and potential bias. By collaborating to integrate diverse perspectives, students develop adaptability, critical judgment, and social responsibility in connected digital environments.

Digital Citizenship: By the end of grade 12, students evaluate how their online presence and digital footprints influence reputations and opportunities. They design intentional online identities that support healthy, safe, and respectful engagement across personal, academic, and professional contexts. Students analyze how laws and regulations shape digital communication and development, considering ethical, legal, and societal implications. They assess the risks of sharing personal data online and apply strategies to safeguard privacy and security. Through this strand, students develop the awareness and responsibility needed to be thoughtful participants in digital life.

Technology and Society: By the end of grade 12, students propose ways to use technology responsibly to support the wellbeing of local, global, and cultural communities. They evaluate evidence to predict potential impacts of emerging technologies such as AI on social, economic, and political structures. Students analyze the gap between personal technological skills and those required in careers of interest, identifying strategies for continuous learning. They assess the societal and environmental impacts of emerging technologies, including those shaped by inequitable access to resources. Through this strand, students learn how technology both shapes, and is shaped by, human values, equity, and sustainability.

Note:

The document displays the Developmental Progression from Grades K-12 and the Performance Expectations by Grade Band in an easy to read format.

Proposed standards unofficial version (easier to read) and official version (has more details as to revisions)

Thank you to the members of our computer science community who worked with 

NJDOE to develop these standards.