If you are interested in the promotion of computer science courses and experiences in K12, you will likely find this lengthy pdf from the “Information technology and innovation foundation of value (The case for improving U.S. Computer Science Education). The paper even attempts to explain the origins of K12’s focus on other content areas. For example, why was biology considered the ideal science for the k12 setting.
I do find the historical perspective on teaching computer science in schools to be an interesting topic. Someone of my age has pretty much lived through the entire history of this topic and has had the opportunity to view related events – e.g., the emergence and decline and re-emergence of coding for kids.
In thinking about coding in schools, I believe I can identify multiple challenges. There is the question of what role CS should play. It is called a science, but this position questions the definition of a science as I understand the discipline. Certainly, this is the case at the level CS is taught in K12. There is the question of how learning the skills of coding are beneficial. Can it be pushed as a vocational skill or does it have more general relevance as a way to develop a wide range of skills – e.g., computational thinking. If the broader benefits are the basis for promotion, is this content area really the best way to develop such skills and is there evidence that CS instruction actually accomplishes these goals. Finally, the time available within the school day, year, etc. is pretty much fixed. Hence, new commitments must replace existing commitments. Existing commitments are already under siege (e.g., physical education, arts). Which trade-offs make sense? It seems inappropriate to let others work out the details. Every discipline has supporters.