Bug bounty programs and contracted penetration testing
Arkansas Computer Science
and Computing Standards
The Arkansas Computer Science and Computing Initiative standards for high school courses are designed to provide understandings of concepts in computer science that are necessary for students to function in an ever-changing technological world. Through these standards, students will explore, apply, and move toward mastery in skills and concepts related to Computational Thinking and Problem Solving; Data, Information, and Security; Algorithms and Programs; Computers and Communications; and Professionalism and Impacts of Computing. These standards help students learn to accomplish tasks and solve problems independently and collaboratively. These standards give students the tools and skills needed to be successful in college and careers including computer science, computing, and other fields.
State developed pathways within the Arkansas Computer Science and Computing Initiative all begin with common year-one standards which allow for consistency across the state and all schools. These common standards address the basic knowledge and skills needed for any student entering a technology-based field.
Course Titles: Data Science
Course/Unit Credit: 1 credit per listed course code
Data Science Advanced - Year 3 |
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| Data Science | 465710 | 465720 | 465730 |
Students exhibit proficiency in computer science and computing through:
Communication - Students effectively communicate, using accurate and appropriate terminology, when explaining the task completion or problem solving strategies used. They recognize that creating good documentation is an ongoing and important part of the communication process.
Inclusion - Students encourage diversity in the field of computer science and computing regardless of race, ethnicity, gender, or other differences.
Learning by Failure - Students reflect upon and critique their work while embracing a willingness to seek feedback and constructive instruction from teachers and peers. They utilize the feedback to continually improve current projects, educational experiences, knowledge, and confidence.
Research - Students purposefully gather information and seek to expand their knowledge through various methods and mediums. They embrace the practice of gaining knowledge to develop novel approaches for solving problems and addressing issues they have not previously encountered, in addition to merely searching for answers.
Tools - Students evaluate and select tools to be used when completing tasks and solving problems. They understand that appropriate tools may include, but are not limited to, their mind, pencil and paper, manipulatives, software applications, programming languages, or appropriate computing devices.
The goal for each student is proficiency in all academic standards for the course/year in which the student is enrolled.
The Practice Standards are intended to be habits of mind for all students and were written broadly in order to apply to all grades/levels. The Practice Standards are not content standards and are not intended to be formally assessed.
Ancillary documents and supporting information may be released to assist in further understanding of the standards with possible classroom implementation strategies included.
“Research” and Learning
The use of “research” should not infer that a student should be required to do an extensive qualitative or quantitative research project from the use of “research” anywhere in this document; however, a more formal research project is not prohibited if the teacher feels it is appropriate.
Strand: Computational Thinking and Problem Solving
| Year 1 | Year 2 | Year 3 - Advanced |
Leverage problem-solving strategies to solve problems of level-appropriate complexity |
CSDS.Y3.1.1 |
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Problem-solving strategies may include, but are not limited to, conceptualization, modeling, and theorization. |
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CSDS.Y1.1.2 |
Demonstrate an understanding of various level-appropriate, real-world systems and data to be appropriately represented or modeled |
CSDS.Y3.1.2 |
Analyze and utilize collaborative methods in problem solving of level-appropriate complexity |
CSDS.Y2.1.3 |
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Collaborative methods may include, but are not limited to, distributive (divide and conquer), paired programming, and redundant parallel. |
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CSDS.Y1.1.4 |
Analyze and utilize level-appropriate troubleshooting strategies for hardware and software |
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| This standard is not specifically required until Year 2 | CSDS.Y2.1.5 |
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Content Cluster 2: Students will analyze and utilize connections between concepts of mathematics and computer science.
Content Cluster 3: Students will analyze and utilize data through the use of computing devices.
| Year 1 | Year 2 | Year 3 - Advanced |
CSDS.Y1.3.1 |
Manipulating data must include, but is not limited to, transforming qualitative information by substitution of quantitative data for structured and unstructured data |
CSDS.Y3.3.1 |
Structured data may include, but is not limited to, arrays, classes, linked lists, maps, multidimensional arrays, and structs. Objects may include, but are not limited to, constructors, data members, and methods. |
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CSDS.Y2.3.2 Define and discuss different examples of level-appropriate quantitative and qualitative data |
Continuation of this standard is not specifically included or excluded | |
| This standard is not specifically required until Year 2 | CSDS Y2: Research, discuss, and create level-appropriate data sets to model basic concepts of statistical inference |
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Real-world scenarios may include, but are not limited to, city population and predator-prey. |
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CSDS.Y1.3.4 |
Manage, summarize, and visualize data using the Python programming language and an appropriate integrated development environment (IDE) (e.g., Jupyter Notebook) |
CSDS.Y3.3.4 |
Perform level-appropriate data analysis using computing tools |
CSDS.Y2.3.5 |
Perform multivariate data analysis using computing tools |
NOTE: |
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| This standard is not specifically required until Year 2 | Define and discuss sensitivity analysis of multivariate models |
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| This standard is not specifically required until Year 3 | This standard is not specifically required until Year 3 | CSDS.Y3.3.7 |
Content Cluster 5: Students will create, evaluate, and modify algorithms.
| Year 1 | Year 2 | Year 3 - Advanced |
CSDS.Y1.5.1 |
Continuation of this standard is not specifically included or excluded | |
Illustrate the flow of execution of algorithms in level-appropriate programs including branching and looping |
Continuation of this standard is not specifically included or excluded | Continuation of this standard is not specifically included or excluded |
NOTE: |
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Evaluate the qualities of level-appropriate student-created and non-student-created algorithms including classic search and sort algorithms |
Continuation of this standard is not specifically included or excluded | |
NOTE: |
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CSDS.Y2.5.4 Use a systematic approach to detect and resolve errors in a given algorithm |
Continuation of this standard is not specifically included or excluded | |
| Year 1 | Year 2 | Year 3 - Advanced |
CSDS.Y2.7.1 Utilize hardware and/or software to solve level-appropriate industry-based problems |
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CSDS.Y1.7.2 Research advancing and emerging technologies (e.g., artificially intelligent agents, blockchain, extended reality, Internet of Things (IoT), machine learning, robotics) |
Strand: Computers and Communications
Content Cluster 8: Students will analyze communication methods and systems used to transmit information among computing devices.
Content Cluster 9: Students will utilize appropriate hardware and software.
| Year 1 | Year 2 | Year 3 - Advanced |
CSDS.Y1.9.1 |
Continuation of this standard is not specifically included or excluded | Continuation of this standard is not specifically included or excluded |
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Continuation of this standard is not specifically included or excluded | |
Classify layers of software (e.g., applications, drivers, firmware, operating systems) utilized within various platforms (e.g., Android, ChromeOS, iOS, Linux, macOS, Windows) |
Continuation of this standard is not specifically included or excluded | Continuation of this standard is not specifically included or excluded |
CSDS.Y1.9.4 |
Continuation of this standard is not specifically included or excluded | Continuation of this standard is not specifically included or excluded |
Content Cluster 10: Students will analyze the impacts of technology and professionalism within the computing community.
| Year 1 | Year 2 | Year 3 - Advanced |
CSDS.Y1.11.1 Communicate basic technical information effectively to diverse audiences including, but not limited to, non-technical audience members |
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NOTE: Technical information may include, but is not limited to, collecting or collected data, computing hardware, cyber hygiene, networking concepts, programming paradigms, and troubleshooting concepts. |
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CSDS.Y3.11.2 Utilize the concepts of storytelling with data |
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Identify and justify classification of biases in level-appropriate data utilization including presentations |
CSDS.Y3.11.3 |
Determine and justify causation and/or correlation using level-appropriate data |
CSDS.Y3.11.4 |
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Demonstrate interpreting level-appropriate data, inferring using level-appropriate data, and implicating with level-appropriate data |
CSDS.Y3.11.5 |
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| This standard is not specifically required until Year 2 | Utilize data and information to increase both individual and collective knowledge |
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| This standard is not specifically required until Year 2 | CSDS.Y2.11.7 |
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The following people contributed to the development of this document:
