Question: When the the ACM and CSTA release a report entitled "Running on Empty: The Failure to Teach K-12 Computer Science in the Digital Age"?
About the article "Computer science", section "Education".

Candidate passages:
Some universities teach computer science as a theoretical study of computation and algorithmic reasoning.
These programs often feature the theory of computation, analysis of algorithms, formal methods, concurrency theory, databases, computer graphics, and systems analysis, among others.
They typically also teach computer programming, but treat it as a vessel for the support of other fields of computer science rather than a central focus of high-level study.
The ACM/IEEE-CS Joint Curriculum Task Force "Computing Curriculum 2005" (and 2008 update) gives a guideline for university curriculum.
Other colleges and universities, as well as secondary schools and vocational programs that teach computer science, emphasize the practice of advanced programming rather than the theory of algorithms and computation in their computer science curricula.
Such curricula tend to focus on those skills that are important to workers entering the software industry.
The process aspects of computer programming are often referred to as software engineering.
While computer science professions increasingly drive the U.S. economy, computer science education is absent in most American K-12 curricula.
A report entitled "Running on Empty: The Failure to Teach K-12 Computer Science in the Digital Age" was released in October 2010 by Association for Computing Machinery (ACM) and Computer Science Teachers Association (CSTA), and revealed that only 14 states have adopted significant education standards for high school computer science.
The report also found that only nine states count high school computer science courses as a core academic subject in their graduation requirements.
In tandem with "Running on Empty", a new non-partisan advocacy coalition - Computing in the Core (CinC) - was founded to influence federal and state policy, such as the Computer Science Education Act, which calls for grants to states to develop plans for improving computer science education and supporting computer science teachers.
Within the United States a gender gap in computer science education has been observed as well.
Research conducted by the WGBH Educational Foundation and the Association for Computing Machinery (ACM) revealed that more than twice as many high school boys considered computer science to be a “very good” or “good” college major than high school girls.
In addition, the high school Advanced Placement (AP) exam for computer science has displayed a disparity in gender.
Compared to other AP subjects it has the lowest number of female participants, with a composition of about 15 percent women.
This gender gap in computer science is further witnessed at the college level, where 31 percent of undergraduate computer science degrees are earned by women and only 8 percent of computer science faculty consists of women.
According to an article published by the Epistemic Games Group in August 2012, the number of women graduates in the computer science field has declined to 13 percent.
The principal standards specification for CTI is ECMA Computer-supported Telecommunications Applications or CSTA.
The CSTA standard specifies a call model (that is, how parties participate in a call and the steps a call goes through as it proceeds) and a set of messages that can be exchanged between a telephone system and a computer system.
When both telephone systems and computer systems implement the CSTA standard, a customer can choose freely among competing products with confidence that they will interoperate.
As described more fully below, the CT Connect development team participated in the definition of CSTA.
CT Connect and its predecessor, Digital Equipment's Computer Integrated Telephony product line, implement the CSTA call model and support the relevant CSTA protocol standards.
Several telecommunications equipment vendors have used CT Connect as a laboratory CSTA reference to test their own products' compliance with the standard. 
Phase 3 of the CSTA standard saw the introduction of uaCSTA, CSTA XML and CSTA Object Model extensions.
These extensions are in various states of completion but all extend the scope of CSTA. 
ACM Press publishes a prestigious academic journal,"Journal of the ACM", and general magazines for computer professionals, "Communications of the ACM" (also known as "Communications" or "CACM") and "Queue".
Other publications of the ACM include: "ACM XRDS", formerly "Crossroads", was designed in 2010 and is the most popular student computing magazine in the US.
"ACM Interactions", an interdisciplinary HCI publication focused on the connections between experiences, people and technology, and the third largest ACM publication.
"ACM Computing Surveys" (CSUR) "ACM Computers in Entertainment" (CIE) A number of journals, specific to subfields of computer science, titled "ACM Transactions".
Some of the more notable transactions include: *"ACM Transactions on Computer Systems" (TOCS) *"IEEE/ACM Transactions on Computational Biology and Bioinformatics" (TCBB) *"ACM Transactions on Computational Logic" (TOCL) *"ACM Transactions on Computer-Human Interaction" (TOCHI) *"ACM Transactions on Database Systems" (TODS) *"ACM Transactions on Graphics" (TOG) *"ACM Transactions on Mathematical Software" (TOMS) *"ACM Transactions on Multimedia Computing, Communications, and Applications" (TOMCCAP) *"IEEE/ACM Transactions on Networking" (TON) *"ACM Transactions on Programming Languages and Systems" (TOPLAS) Although "Communications" no longer publishes primary research, and is not considered a prestigious venue, many of the great debates and results in computing history have been published in its pages.ACM has made almost all of its publications available to paid subscribers online at its Digital Library and also has a Guide to Computing Literature.
Individual members additionally have access to Safari Books Online and Books24x7.
The ACM also offers insurance, online courses, and other services to its members. 
During the 1980s, Anderson held several leadership positions in the for Computing Machinery (ACM), the principle association of computer scientists and computing professionals.
He served as a Council member as well as Chair of the Special Interest Group on Computers and Society (SIGCAS) [His most important achievement within ACM was to chair the Working Group that developed the new ACM Code of Ethics and Professional Conduct.
It was officially published in 1992 and remains the official ACM Code of Ethics.
The ACM Digital Library Guide lists 2,393 citations of the ACM Code of Ethics and Professional Conduct in the literature since 1992.
Following the publication of the new ACM Code of Ethics, Anderson wrote and published several articles on the ethics of computer work including an article on ethics for digital government.
Pavlichev and Garson described his work as embodying the moral imperatives that are needed in the age of e-Government.