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Quantum information science is rarely taught in high school—here's why that matters

The first time I heard about quantum information science, I was at a teacher development workshop in Canada in 2008.

I already knew that quantum science was the . I also knew that information science was the study of computers and the internet. What I didn't know was that —sometimes called QIS— was a new field of science and technology, combining physical science, math, computer science and engineering.

Until then, I didn't realize how was key to so many everyday items, like cellphones, satellites, MRI machines, lasers, cybersecurity and solar technology. I was a physics teacher and didn't know this, so I knew other teachers didn't either. And if they didn't know about it, that meant K-12 students were definitely not learning it.

I vowed to do a better job of teaching these concepts in my own classroom and to the teachers I mentor. But I quickly discovered significant barriers.

Those barriers include:

• about quantum information science that high school students can understand.
• Limited funding and opportunities for teacher professional development focusing on quantum information science.
• Lack of state or federal for schools to follow.

With the help of colleagues, I organized in 2020 to help give high school teachers support in teaching quantum information science. The project received from the National Science Foundation. The goal of the grant is to help students become by teaching K-12 how to teach QIS.

Quantum jobs are everywhere

From a societal perspective, there are many in quantum education at the high school level.

The quantum information technology market is poised to be worth . Yet one study —with the number of open jobs outnumbering the number of qualified applicants by about 3 to 1.

may keep students from pursuing these highly paid jobs. at about $100,000 for quantum engineers, developers and scientists. Quantum physicists can earn up to $170,000.

While there is a need for quantum science talent in many industries, one of the most critical is in national security.

National security

Historically, huge scientific and technological advancements have been made in the United States when politicians invest in efforts they deem critical to national security—think of the , where the , or the , both in today's dollars.

In 2016, the U.S. government recognized the importance of quantum information science in maintaining the country's strategic edge when China launched , showcasing its emerging space and technology program. U.S. military leaders also worried that China was on the verge of creating far more sophisticated than American designs. This raises questions about which nation will dominate from space in times of crisis.

The Center for New American Security, a Washington-based think tank, as part of its research efforts could help that country as an economic and military superpower.

In 2018, the was signed into law "to accelerate quantum research and development" and "develop a quantum information science and technology workforce pipeline." However, the initiative lacked details on how this workforce would be developed.

Quantum science education

With a new national focus on quantum information science, the was launched in 2020 to help support and coordinate the K-12 education efforts, expand available learning tools and create opportunities for students to envision their role in a quantum workforce.

The most logical venue for exposure to quantum information science would be a high school physics course. However, to do not attend high schools where physics is offered each year.

Traditional professional development focuses on teaching the teacher, rather than helping the teacher prepare to teach. That's why I and other researchers are studying the effectiveness of a different professional development model. Components of the model include having the content taught .

Our model educates teachers one week and then allows them to teach students at a camp the following week while the information and techniques are still fresh. Research has shown that this approach is than doing summer workshops that don't allow teachers to try out what they learned until much later.

This model also allows teachers to as they practice teaching techniques with fellow science teachers, they will implement this knowledge in their own lessons. The lessons being developed by the project can be embedded into existing STEM curricula—science, technology, engineering and math—or taught as stand-alone topics.

Examples of quantum information science lessons that have been developed include levitation, where students are shown the basics of and . These concepts are already being used in applications such as , which use magnets to quietly float above the tracks instead of using wheels. There are many , including energy efficiency, fewer derailments, less maintenance and less impact on the environment.

Other lessons involve understanding cryptography and cybersecurity. is the technique of coding information—or encryption—so it can only be read by the intended receiver, whereas cybersecurity is the process or procedures taken to keep information secure in devices and networks.

As districts and educators begin to implement quantum information science concepts, my colleagues and I are collecting feedback from teachers on the effectiveness of their lessons and student engagement. This feedback will be used to inform how to add quantum information into more lessons.

If this new model of teacher education works, it could be expanded nationwide.

This type of professional development may be expensive due to the time teachers need to learn the content and increase their teaching confidence. But failing to prepare students for the jobs of the future could be even more costly if the U.S. yields its place in quantum technology, allowing countries like China to assert their supremacy in the field.