TEALS connects high schools with tech industry volunteers who co-teach computer science classes alongside the school’s teachers. Over a few years, the volunteers help train those teachers to eventually lead the classes on their own. It’s a sustainable, capacity-building model—not a quick fix.

And it works.

Since its launch in 2009, TEALS has supported over 100,000 students and trained 2,000+ teachers in more than 1,300 schools across the U.S. A 2016 research study published by the SIGCSE (Special Interest Group on Computer Science Education) showed that TEALS effectively transitions teachers from support roles to independent CS instructors over time. That means schools don’t just get temporary help—they gain lasting computer science programs.

The program is also focused on equity. In the 2022–23 school year, 47% of TEALS students identified as Black, Latinx, or Indigenous. This matters. When students from historically excluded communities are given the opportunity to explore computer science early, they’re more likely to pursue it in college and beyond. And when they see industry professionals—especially those who look like them—volunteering in their classrooms, the idea of becoming a software developer feels far more real.

As a Black software developer, I believe programs like TEALS are critical. They don’t just teach code—they build confidence, demystify tech careers, and create new pipelines into an industry that still struggles with inclusion. And for many students, TEALS is the first time they’re told: “You belong in this field.”

We need more programs like this—ones that combine technical expertise with cultural awareness and long-term investment. TEALS proves that when we meet schools where they are and empower teachers from within, we can truly expand access to tech for the next generation.