A group of migrant parents in Stanislaus County trained in digital skills and advocacy wants earlier computer science, AI literacy, and clearer pathways for students—especially where middle schools lack courses.
Modesto’s migrant families are turning parent meetings into a push for computer science education—starting with the skills they say too many schools still delay.
A small group of about a dozen parents in Stanislaus County meets monthly at the county education office in Modesto.. The sessions—two hours each—began as basic technology training. then gradually shifted toward a sharper goal: understanding what students should be learning in computer science and how families can press for it.
The parent group is rooted in Central San Joaquin Valley communities. including families who have had limited exposure to computers through traditional K-12 schooling or college.. For some, the “digital world” has largely meant a smartphone used for calls, texting, and WhatsApp.. In those circumstances. learning how to navigate email. computers. and common apps is more than a convenience—it becomes a bridge to school communication and to a growing set of conversations about what students need.
Rudy Escobar. who coordinates computer science and STEM at the Stanislaus County Office of Education. leads the sessions and has become a key connector between families and local classrooms.. The training is not designed like a one-time workshop; it progresses from practical digital literacy toward advocacy.. Escobar also supports educators through professional development and trains parents in how to advocate more effectively through Computer Science for California. a nonprofit focused on expanding access at local and state levels.
The push is part of California’s longer effort to expand computer science offerings. especially in rural areas and lower-income communities where students are less likely to take classes.. In the state. the share of high schools offering computer science rose markedly over the last decade. reflecting a broader shift in priorities as technology becomes embedded in everyday life and in future job pathways.. But the uneven rollout remains a recurring theme in education: access varies by geography and by the resources students can draw on—both in and out of school.
That gap shows up in the day-to-day realities of participating families.. Kelly Solis. a stay-at-home mother of two children in Patterson Joint Unified School District. said the sessions helped her learn essentials many parents need but don’t always get support on—creating and using an email account. understanding basic computer parts. and learning how to operate a keyboard.. She also pointed to a language barrier: for Latino families in Patterson. limited English proficiency can make it harder to find guidance on school expectations. especially when digital tools are involved.
For another parent, Avelina Perza, the value was tied to school communication.. Her children are in elementary. middle. and high school. and she said the training helped her understand the apps educators use to connect with families.. That matters. advocates argue. because families who can communicate confidently with schools are better positioned to ask for the courses that shape student futures.. Perza also described a specific local gap: the district offers computer science classes at the high school level. but none at the middle school level—where two of her children are enrolled.
Advocacy often begins with something simple: noticing what’s missing.. Parents in the group now want computer science earlier. along with digital literacy that includes coding and emerging topics such as AI.. Mirna Macedo said she had little awareness of recent technological changes like AI until the sessions.. Now. she is working to spread both training and momentum to other parents. while also emphasizing what she believes is the practical barrier behind access—places where training can happen. and the computers and internet needed to use what schools teach.
In classroom terms. the district’s approach includes STEM-related activities such as robotics in after-school programs at elementary schools. but parents say enrichment doesn’t fully replace structured computer science education.. Their argument reflects a common educational pattern: students need early exposure to develop sustained interest. build foundational skills. and enter higher grades with fewer obstacles.. When computer science arrives only in later grades. some students never get the chance to build confidence before course choices narrow.
Escobar and the group’s families are also pressing for institutional action.. Patterson district communications staff say parents who want to influence decisions can attend advisory meetings.. In parallel. the parents have drafted letters addressed to principals. the school board. and the superintendent. asking for a curriculum that teaches students digital literacy. coding. and AI.. The message carries a blunt comparison some families feel daily: in more affluent schools. computer science pathways often expand further and earlier—pushed. advocates say. by parents who know how to demand them.
For the parents involved. the training has become a double win: building computer skills while learning how to advocate for education choices that affect their children and the broader community.. Macedo put it plainly—what is happening in Patterson needs to reach the Valley beyond it.. For families who have spent years navigating the digital divide. the next step is no longer only learning how to use technology.. It’s insisting that schools teach students the skills that technology now requires—and that families say they should have been able to access much earlier.
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