Petition Statement:

We call on universities, colleges, and educational institutions nationwide to recognize and accept FIRST Robotics participation as a high school credit course for admissions. FIRST Robotics demands dedication, critical thinking, problem-solving, teamwork, and technical skills on par with any recognized high school subject. By accepting FIRST Robotics as a credit, colleges will not only validate students' hard work but also align with the need for a modern, hands-on STEM education that prepares students for real-world challenges. The credit acceptance could fall under: Science, Technology, Computer Science, &/or Career Tech.

Why This is Important:

FIRST Robotics is more than an extracurricular activity; it’s a rigorous, team-based program that teaches essential 21st-century skills. A study by Brandeis University on the impact of FIRST Robotics participation found that FIRST alumni are over twice as likely to major in science or engineering in college compared to students who did not participate. Furthermore, FIRST alumni are 2.6 times more likely to enroll in engineering programs. These statistics demonstrate that students who participate in FIRST Robotics are more engaged and committed to pursuing STEM careers than their peers.

Beyond academic interests, FIRST Robotics also fosters skill development that is directly applicable to college and career success. The Brandeis study found that 90% of FIRST alumni reported gaining teamwork skills, and 85% reported improved problem-solving skills—both competencies that are critical for future success in college and the workforce.

FIRST Education has already created a standards-aligned framework and curriculum for both its FIRST Robotics Competition (FRC) and FIRST Tech Challenge (FTC) programs. These frameworks connect directly to high school academic standards, allowing FIRST participation to seamlessly fit within a high school curriculum. In fact, some homeschool and independent study programs have already successfully recognized FIRST Robotics as a course and granted academic credit to students. This precedent shows that credit recognition for FIRST Robotics is feasible; it simply needs to be applied more uniformly across all educational institutions.

Universities often say they want innovative thinkers—students who are not only academically prepared but also creative problem solvers with hands-on experience. However, true innovation requires that education itself must evolve to reflect new ways of learning. Recognizing programs like FIRST Robotics as an academic credit would be an innovative step forward, helping to ensure that students' non-traditional, hands-on learning is valued just as much as traditional academics.

Currently, FIRST Robotics serves over 679,000 students worldwide, including young people from diverse and underrepresented communities. FIRST has actively worked to increase participation among these groups, helping to make STEM education more equitable and accessible. Recognizing FIRST Robotics as a high school credit would further encourage participation, particularly among students who may not otherwise consider a career in STEM.

Despite these impressive outcomes, FIRST Robotics participants often receive no official academic recognition, even though their level of commitment and learning is comparable to, or exceeds, that of Advanced Placement (AP) courses. While AP students receive high school credit and college recognition, FIRST Robotics participants are overlooked, despite spending hundreds of hours designing, programming, and iterating complex systems. For example, seniors at Incarnate Word Academy have been actively involved in the Medusa Robotics team since their freshman year, dedicating their time and effort without receiving academic credit. Many other students also participate in the community FIRST Robotics team, DRE@M, outside of school, with similar levels of commitment and no recognition.

FIRST Robotics as a Credit Would:

- Validate Student Efforts: Recognize the countless hours students dedicate to mastering technical skills and collaboration.

- Align with STEM Demands: Prepare students with in-demand robotics, coding, and engineering skills, addressing the growing demand for STEM professionals. The U.S. Bureau of Labor Statistics projects STEM job growth of 8% from 2019 to 2029, much higher than the 3.4% growth projected for non-STEM jobs.

- Broaden Access to STEM: Incentivize high school participation, especially for students in underrepresented communities.

- Encourage Real-World Learning: Emphasize the importance of hands-on experience in college admissions, bridging the gap between theoretical knowledge and practical application.

- Benefit Colleges: Encourage universities to enroll students with proven experience in high-demand fields, setting them up for success in higher education and beyond.

How It Can Be Done:

Universities and high schools should collaborate to create a framework for credit. By setting minimum participation hours, required documentation, and aligning the existing FIRST Robotics standards with state or national STEM curricula, universities can begin accepting FIRST Robotics as an elective or core credit. This step would help bridge the gap between traditional academic courses and hands-on, project-based learning, encouraging more students to explore STEM careers and recognize the value of applied learning.

Sign this petition to join Medusa Robotics and DRE@M Robotics

 in asking colleges to take a progressive step toward a future that celebrates hands-on learning and real-world skills. Together, we can help change the future of STEM education and empower students in their pursuit of innovative careers!