A Computer Language Education Program

Code Red's mission is to create, market, and distribute a curriculum that teaches computer language and computer coding skills to students from grades 1 – 12. You can download an information PDF HERE or Tweet us @Code_RedProject

You can also download a sell sheet. here.

Business Objective

The overall purpose of this program is to create, market, and distribute a curriculum that teaches computer language and computer coding skills to students from grades 1 – 12. We will utilize this by creating lessons, units, and courses that focus on developing computer literacy skills from an early age using free-to-use software programs (i.e. Scratch, Alice, Ruby, Python, etc.). This will serve three purposes:

This will serve three purposes:

The curriculum has been divided into four stages: early elementary, late elementary, middle school, high school.

Early elementary is focused on developing logic, mental mapping/organization, and col aborative skills. We see little exposure to actual coding at this age but instead look to endorse skills that will not only benefit the student in technological pursuits but also in their other core areas of curriculum (i.e. language arts and mathematics).

Late elementary is the student’s first exposure to computer environment manipulation and coding skill development. User friendly and free-to-use programs are utilized to help kids continue to develop their logic, problem solving, and organizational skills while introducing them to computer system manipulation and communication.

Both elementary school sets are aimed to be supplemental to the core curriculum already being taught as to alleviate scheduling conflicts, staffing requirements, and time constraints.

Middle school is teaching foundation coding skills. Programs will be used to showcase 3D environment creation and manipulation while others can be used to harbor the gaining of computer language fluency and basic algorithmic development.

High school freshmen and sophomore year is for refining coding skills using Python, C#, Basic, and other coding languages. During junior and senior year, students will be given the option of continuing the program through a more intensive studying process (roughly 3 class periods a day) while still focusing on core curriculum. The purpose of these years is to have them development unique and individualized programs as well as promote entrepreneurship by teaching them how to independently fund, distribute, and develop programs in order to garner firsthand experience.

Current Environment

What we are seeing in education is a one track system. Students are pushed to attend college even though college is becoming too much of a financial burden for students and no longer guarantees a job post graduation. This leads to students with a massive amount of debt (which averages $25,000) and no means to pay it off. Some students are also pushed into college without proper preparation or motivation to go and lack the guidance or focus to make it a worthwhile experience.

Conversely, the technology industry is booming.

The Bureau of Labor Statistics is predicting the creation of 2.2 million technical jobs over the next ten years. In anecdotal evidence, tech companies are unable to fill the required number of positions due to a lack of qualified applicants.

The starting salaries of these jobs can range from $45,000 – $65,000 annually. This lack of staffing fulfillment leads to overall loss of productivity and undercuts the company’s ability to compete in the marketplace at full efficiency.

We see a need and an ability to fix both of these problems. If we are able to thoroughly train young students through their elementary, middle, and high school careers in technical skills, it will give students the option of pursuing a high paying career out of high school or an alternative method to pay for a college education by seeking employment. For companies, it gives them a larger reservoir of qualified employees to meet their staffing and productivity needs.

Product Distribution

The curriculum will be composed of twelve grade level curriculums that each contains 20 – 25 lessons. This allows for teachers to pace the lessons as they see fit and also provides room to supplement the core curriculum with their own ideas and models.

The initial package will be sold to districts but also comes with training done through professional development in the school district.

All training and development will be run by Code Red personnel and consultants. In addition to the core curriculum, a subscription service will be available that will allow for yearly updates of the curriculum, additional training, and new materials distributed twice a year. Product will be distributed through direct vending of the Code Red staff and website.

Additional Curriculm

Additional curriculum will continuously be developed through outsourcing and freelance hires in the technology community with a heavy focus of college computer science students. This allows the Code Red curriculum to be a living organism that will continually develop and change over time to foster new and richer skills and refine itself as the technological environment changes as well at a cost effective rate.


We are happy to launch the Year of Coding in St. Louis initiative. Code Red is trying to raise 70,000 in order to fully revitalize the computer science programs of all 71 St. Louis public schools, serving 25,205 students. We are lucky to have the following sponsors embrace change in the St. Louis education system through coding. If you would like to be a sponsor of the Year of Coding, feel free to contact us.

Aug 20 13

96.6 Million Dollars


Ok that is a big number but it is relatively speaking.  This is the number is would be to initially establish a modern, update to date, and comprehensive computer science curriculum in EVERY public school in the United States.  What we are talking about is a complete overhaul and revitalization of our education system.  It would be the return of a missing component.  Like stated in an earlier post, we would be able to return to a system that serves the needs of ALL students.  We would be able to help those that are destined for the ivory tower of academia by strengthening their ability in STEM majors as well as preparing other students for the 21st century manufacturing economy.

Alright, that is the philosophical pitch: “We are returning to a true spirit of education.”  However, most of you, like myself like hard data.  The current population of the United States sits at 313.9 million as of 2012.  209 million of that total are above the age of 25.  87.65% over the age of 25 have obtained a high school diploma.  The average pay for a high school diploma for a male is 32,500 dollars for a male and 25,000 for a female (sorry ladies).  That makes an average salary of 28750 for people possessing a high school diploma.  By inserting CS jobs into this equation (where average salaries range from 45,000 – 65,000 in the St. Louis region) we would see an exponential increase into the salary pool of the lowest rung of the employment ladder.

Since a capitalist system functions on the idea that a rising tide lifts all boats, this would see a ripple effect move through the lower class of employment as well as elevate all other demographics.  Plus there would be numerous residual effects based on higher cash availability increasing demand for several products (housing, electronic, high end goods) which in turn would increase demand, job creation, and salaries of these related fields.  The shot to GDP, domestic production, and per capita income is astounding.  It would be the equivalent of forgoing getting a new car and buying Apple stock when it IPOed.  There would be value seen in the near term but in the long term, this huge increase in value would be unfathomable.

Just shy of 100 million dollars, a fraction of numerous budgets and the price of most blockbuster movies.  We could change the nation for half of what is cost to make a flop of a movie like the Lone Ranger.

Code Red Education | A Computer Education Program

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