One of the most significant gaps in the STEM workforce can be seen in the cyber security field. In 2024, there were roughly 500,000 unfilled cyber security positions in the US—a number that is projected to grow in the coming years. This labor shortage is compounded by cyber security’s lack of diversity. Despite recent progress, the vast majority of cyber security professionals are white men. As industry leaders have observed, failure to recruit and train a workforce that reflects the country’s diversity will deprive cyber security teams of the varied perspectives and experiences needed to effectively and efficiently respond to threats.

Many attempts to broaden and diversify the cyber security workforce target college students. Liberty Science Center and Bank of America are taking a decidedly different approach—one focused on hands-on training and professional apprenticeships. In many countries, apprenticeships (which generally include both coursework and hands-on experience) are a key means of increasing workforce participation and providing individuals with access to high-paying jobs. In the US, however, apprenticeships are less common, and most high-paying jobs require a college degree. This “academic-only” approach does not serve those who are unlikely to attend college, which is why a variety of organizations and industry leaders have been calling for the creation of a stronger US apprenticeship system.

In line with these calls, from October 2022 through May 2024, Liberty Science Center and Bank of America ran the first phase of a pilot program called “High Schools of the Future.” Offering an alternative pathway for entry into the cyber security workforce, the program’s goal was to provide students at two New Jersey high schools with the skills and training needed for employment in this field. The program focused specifically on students from low-income families whose schools are located in former “Abbott Districts” (a designation originally created for New Jersey’s high-needs urban districts with significant educational inequalities).

“High Schools of the Future” was run as a collaborative afterschool program over four semesters—each of which focused on specific aspects of job training. Coding was a central component of the program; during its last two semesters, students learned to code in Python (a computer language that can be used to build websites, solve complex problems, and conduct data analysis). During breaks from school, students were also offered internships at Liberty Science Center that focused on building professional skills.

Those who successfully completed the program and maintained interest in cyber security and programming were offered a position at Bank of America focused on emerging technologies. A total of 28 students completed the program; 27 were eligible for employment, and 21 are currently employed by Bank of America.

Through the US Economic Development Administration’s 2023 STEM Talent Challenge Grant program, Liberty Science Center received supplemental funding to enhance the program offerings, including adding optional summer and winter internships and program evaluation. Knology was hired to undertake this evaluation, which was based on data collected by Liberty Science Center and Bank of America during the initial phase of the program. Through a review of student applications, survey data, and notes from check-in conversations, we assessed the following:

• overall student satisfaction with the program;
• how the program was supporting student career and educational goals; and
• how the program could better support students.

What Did We Find?

Students were highly motivated to apply

Those who applied for the program were interested in learning about a wide range of topics, including coding languages, computer operating systems, software development, and data security. They believed that receiving cyber security training would open up new employment opportunities and set them up for future career success. They also saw participation as a chance to better support themselves and their families financially—and to make their families proud.

Students had positive experiences

Across all four semesters of “High Schools of the Future,” students were highly satisfied with the program. They appreciated what they learned, and found that the program both engaged their interests and met or exceeded their expectations. They also felt that the program was helping them prepare for professional careers.

Students learned important skills

Many students were excited by the opportunity to learn Python, which was a focal point of the program. Few students had much Python experience at the start of the program, but by the end of the fourth semester, they largely agreed that the instruction they received had enhanced their Python programming skills. Students’ test scores illustrate how much the program improved their Python proficiencies.

The figure below illustrates these gains, highlighting average scores on tests given before and after the program’s beginner and intermediate Python courses.

In addition to advancing their coding skills, students said that the program also improved their financial literacy, communication, and business etiquette skills. The fact that these non-technical skills are valuable for computer programming, cyber security, and in a variety of other fields underscores both the specific and more general value of “High Schools of the Future” as a career and technical education program.

Let’s Put it to Work!

Of the 28 students who completed the program, 21 have now embarked upon a Bank of America apprenticeship, four students have applied to other jobs (either at Bank of America or elsewhere), and three opted to attend college instead of entering the workforce. As the program moves forward, we plan to assess the experiences of these employees, asking them to reflect on the training they received while still in high school, their levels of job satisfaction, how competent and confident they feel in their new positions, and how entering the workforce with a cohort influences job performance and satisfaction. We also plan to conduct interviews with Bank of America managers about employees’ ongoing skill development and ability to succeed as technology professionals. Lastly, through a reflection with project leaders at Liberty Science Center, we will ask about successes and challenges in implementing the program. Stay tuned for future updates on this project!

While student outcomes from the apprenticeship await further study, the data we’ve analyzed so far indicates that “High Schools of the Future” is helping students develop practical and applicable skills they likely would not have had access to otherwise. By offering job training programs to students in low-income communities who may not have the resources or desire to attend college, the program is both broadening access to the cyber security field and diversifying it—resulting in a workforce that includes a more robust range of perspectives and backgrounds and, by extension, is better prepared to deal with continued cyber security threats to American citizens and the country's digital infrastructure.

The potential impacts of “High Schools of the Future” extend far beyond the field of cyber security. While many career and technical education programs for high school students seek to broaden access to college degrees, “High Schools of the Future” highlights another potential path to high-earning careers—that of hands-on training and employment opportunities. Whether positioned as an alternative to university-based learning or as valuable real-world experience preceding further academic pursuits, this path can serve as a model to others involved in career and technical education programs for youth. By following the example set by Liberty Science Center and Bank of America, educational institutions and industries across the country can discover new ways to broaden and diversify the STEM workforce.

About this Article

“High Schools of the Future” is a collaborative program between Liberty Science Center and Bank of America. The findings and opinions expressed in this blog post reflect neither their views nor those of the US Economic Development Administration.

Photo by Zach Graves @ Unsplash