Home / United States / New Jersey
Coding classes in New Jersey, taught live to ages 6 to 67
The short answer
State law obliges almost every New Jersey public high school to offer computer science, yet the 120 credit state graduation minimum contains no computer science credit line at all. Modern Age Coders closes that gap with live online coding and mathematics for ages 6 to 67, mapped to the NJSLS Computer Science and Design Thinking standards. Small groups hold five to eight. USD 100 monthly, or USD 150 privately.
New Jersey already asks more of its students in computer science than most states do. Since the 2018 to 2019 school year, state law has required almost every public high school here to offer a computer science course, and the standards behind it run all the way down to Kindergarten. What the state does not do is require your child to take it, guarantee it is taught well, or give a student who is already ahead anywhere to go. That is the gap we fill, and we fill it from the same page as your district rather than off to one side of it.
This page sits under our wider coding classes in the United States hub. If your interest is specifically in building machine learning models rather than general programming, read AI and machine learning classes in the USA instead.
No card. No obligation. We call, we do not spam.
What New Jersey families actually book
The state minimum has no computer science credit line, so these are the courses that fill the gap. Each one is live, in a group of five to eight or one to one, with the same teacher every week.
AP Computer Science A
Java, the exam unit structure, and the free response questions that decide the grade.
See the syllabus
Python, complete
The language taught to real depth rather than to a demo. Our most requested course.
See the syllabus
Scratch, in depth
Blocks taken seriously, so the move to written code later is a step and not a cliff.
See the syllabus
High school mathematics
The algebra and functions every computer science pathway quietly assumes you have.
See the syllabusThat is four of more than a hundred. The rest, sorted by age and subject, sit on the course atlas, and the order we teach them in is on the coding roadmap.
The four we are known for
Python, AI, vibe coding and agentic coding
These run underneath everything above. Every one is live and online, placed by ability rather than by age, and the first class is free.
Vibe Coding for Teens
Python, web and AI projects where the learner still owns the thinking.
See the syllabus
AI and Machine Learning for Teens
Train a model, read what it learned, and be able to say why it is wrong.
See the syllabus
Codex and Claude Code
Run AI coding agents on real work without losing control of the codebase.
See the syllabusWhat New Jersey asks for, and the class that answers it
New Jersey adopted its Student Learning Standards for Computer Science and Design Thinking in 2020. They span Kindergarten through grade 12 and are organised into two halves: five computer science concepts and five design thinking concepts. Most enrichment programmes ignore this document completely and teach whatever their platform happens to sell. We wrote our placement against it, so a parent can see exactly which part of the state framework a given class is answering.
Computing Systems. How hardware and software work together, and how to diagnose something that is not working.
Covered from the first level. Beginners learn what a program actually is before they learn syntax, then debug their own broken code rather than watching a teacher debug it. See Kids Coding Blocks Masterclass.
Networks and the Internet. How data moves, and how it is kept private on the way.
Taught through building rather than diagrams. Students put a real page on the internet and then look at what travelled to make it appear. See HTML and CSS for Beginners.
Data and Analysis. Collecting data, cleaning it, representing it, and drawing a defensible conclusion from it.
This is the strongest part of our New Jersey track, and the section further down this page shows exactly how we teach it on a New Jersey dataset. See Data Science for Teens.
Algorithms and Programming. Designing, testing and refining a sequence of instructions that solves a problem.
The spine of every level we teach. Blocks at six, Python by middle school, Java for students heading toward the AP exam. See Python Complete Masterclass for Teens.
Impacts of Computing. What computing does to people, work and society, and who it leaves out.
Handled honestly rather than as a compliance box. Older students argue about a real trade-off in something they built, including when the answer is that they should not build it. See AI Tools Mastery for Teens.
Engineering Design. Defining a problem, building something against constraints, testing it, and improving it.
Every course ends in a build, not a quiz. The constraint is real: it has to work in front of somebody else. See Game Development for Kids.
Ethics and Culture, and the Interaction of Technology and Humans.
Threaded through the AI courses rather than bolted on, because that is where the questions actually bite for a teenager right now. See AI Literacy for Kids.
What New Jersey actually requires, and where the gap is
Under N.J.S.A. 18A:7C-1.1, enacted in January 2018, no later than the beginning of the 2018 to 2019 school year every public school enrolling students in grades nine through twelve, other than a county vocational school district, must offer a course in computer science. The statute names what that course has to include: computational thinking, computer programming, the appropriate use of the internet and development of internet web pages, data security and the prevention of data breaches, ethical matters in computer science, and the global impact of advancements in computer science.
That is a genuinely strong requirement, and it is why a New Jersey student is more likely than most American students to meet computer science at school. Notice what it does not say. It requires the school to offer the course. It does not require your child to take it, it does not say how well it must be taught, and it does not give a student who is already ahead anywhere to go.
Now look at what the state actually counts toward a diploma. These are the New Jersey state minimum graduation requirements at N.J.A.C. 6A:8-5.1, totalling 120 credits.
| Content area | State minimum |
|---|---|
| English Language Arts | 20 credits |
| Mathematics | 15 credits, including Algebra I, Geometry, and a third year of maths that builds on the concepts and skills of algebra and geometry |
| Science | 15 credits, with at least 5 in laboratory biology or life science |
| Social Studies | 15 credits, including 5 in world history |
| Health, Safety and Physical Education | 15 credits across four years |
| Visual and Performing Arts | 5 credits |
| World Languages | 5 credits |
| 21st Century Life and Careers | 5 credits |
| Financial, Economic, Business and Entrepreneurial Literacy | 2.5 credits |
| Technology | Integrated throughout all courses, not a separate credit line |
Read the last row again. Technology is integrated rather than counted. There is no computer science credit line in the state minimum. So a student in New Jersey can meet every graduation requirement the state sets and still have written almost no code, in a state whose own law obliges their school to offer the course. That is the gap, and it is the reason families here come to us.
On AP computer science and credits
You may have read that an Advanced Placement computer science course can satisfy part of a New Jersey mathematics or science credit requirement. We looked for that provision in the state graduation requirements and could not confirm it at primary source, and the second-hand accounts of it disagree with each other on both the year it starts and which credit it covers. Districts also set their own requirements above the state minimum. So ask your school counsellor directly rather than trusting anybody's website on this, including ours.
What we can be useful about is the exam itself. AP Computer Science A is written in Java, which is a real barrier for a student who has only ever seen Scratch or Python, and it is why so many capable students drop the course in the first semester. We teach the Java the exam actually tests, at a pace that assumes the student is learning the language and the computer science at the same time, because that is the truth of it.
AP Computer Science A
Java, the exam's unit structure, and the free response questions that decide the grade.
Open the syllabusAP Statistics
The other AP that pairs naturally with a data-heavy computer science track.
Open the syllabusJava for Teens
The language groundwork to sit AP Computer Science A without drowning in syntax.
Open the syllabusSAT Math Prep
For the same student, in the same term, with the same teacher who knows their gaps.
Open the syllabusWhere a New Jersey student starts, and where the ladder goes
Nobody is placed by age alone. The free first class is a placement check, and we would rather move a confident nine year old up than leave them bored for a term.
Ages 15 to 18
High school
College and adult
18 to 67
The full catalogue is on the course atlas, and the teaching method is described in detail on how we teach.
The NJ Transit punctuality problem
New Jersey students work on the state's own transit records. Nothing in them is miscounted, mistyped or missing. The trap is in how one number was defined, by somebody, years ago, and it changes the answer completely.
NJ Transit publishes three performance statistics for its services. On-Time Performance, which is the share of service running to schedule. Mean Distance Between Failure, which is how far a vehicle travels on average before it needs unplanned maintenance. And Total Cancellations, counted monthly.
The first thing a student discovers is the definition. A vehicle operating within six minutes of the published schedule is counted as on time. So a train arriving five minutes and fifty seconds late is, statistically, punctual. The rider standing on the platform would not describe it that way. This is the first honest lesson in the project: a metric is a definition, not a fact, and the definition was chosen by somebody.
The second thing they discover is bigger. Cancellations are reported as a separate statistic, not as part of On-Time Performance. A train that never runs is not a late train. It is not in the punctuality calculation at all. Which produces the result that makes this project worth teaching:
The trap
A line that cancels services can post better On-Time Performance than a line that runs everything late. Cancelling a troubled train removes it from the punctuality figure entirely. A student who ranks lines by On-Time Performance alone, without pulling in the cancellations series, will confidently produce a ranking that is the opposite of the passenger experience.
There is a third layer for older students. NJ Transit publishes two separate rail dashboards for the same trains: one for all causes, and one adjusted to remove delays attributed to Amtrak, which owns the Northeast Corridor track that many NJ Transit trains run on. Both are legitimate. But a student who compares the adjusted figure from one source against the all-causes figure from another will manufacture a trend that does not exist. Learning to check which series you are holding before you plot it is a skill that transfers to every dataset they will ever touch.
| Stage | What the student does | What it teaches |
|---|---|---|
| Pull | Download the published monthly series rather than copying a headline number from a news article | Primary sources beat summaries |
| Define | Write down the on-time rule in their own words before touching the numbers | A metric is a definition |
| Join | Line up punctuality against cancellations for the same months | One series can hide another |
| Compare | Keep the all-causes and Amtrak-adjusted series strictly apart | Never mix two definitions in one chart |
| Defend | Present the ranking and answer a challenge to it | Analysis you cannot defend is not analysis |
Students work with the current published figures rather than numbers reproduced on this page, which would be out of date within a month. Pulling live data is part of the exercise. The finished project is a short written argument with charts attached, which is a far better thing to show a college admissions reader than another to-do list app.
The same skill set carries into our data science course for teens and, for students who want to build predictive models rather than analyse existing ones, into AI and machine learning. Other student builds are collected in the student labs.
What an hour actually looks like
Live video, never a recording
A teacher is on the call for the whole hour. Your child writes code while somebody watches, which means a wrong turn gets caught in the same minute it happens instead of hardening into a habit.
The same teacher every week
Group classes hold five to eight students and keep the same teacher. Continuity is most of what makes a nervous learner keep showing up, and rotating staff quietly destroys it.
Two classes a week
Eight classes a month, which is enough contact for a skill to stick between sessions without turning into a second homework load on top of a New Jersey school week.
Built, not watched
Every course ends in something the student made and can show to somebody. A certificate comes with completion, but the project is the thing that actually carries weight.
Placement before payment
The free first class is a real class and doubles as a placement check. If a level is wrong we say so, including when the honest answer is that your child should wait a year.
Nothing to install
Everything runs in the browser. A laptop or desktop, a microphone and a decent connection is the entire equipment list.
What it costs a New Jersey family
Monthly, in US dollars, with no joining fee and no annual contract. You can stop at the end of any month.
Five to eight students, same teacher every week. The default for most learners, and the one most families stay on.
One student, one teacher, pace set entirely by the student. Chosen most often for exam preparation and for learners who need either more speed or more patience than a group allows.
Full details, including how we handle pauses and switching between plans, are on the pricing page.
What families say
Rated 4.9 across 547 Google reviews. These are real reviews, reproduced as written.
★★★★★
"The one step solution for my son. Modern Age Coders make learning coding so simple that kids love it. The teachers explain complex concepts clearly with practical exercises and interactive content."
Ria Mukherjee
Parent
★★★★★
"Modern Age Coders has been a game-changer for me. I struggled to grasp IT concepts and coding before joining, but their classes transformed everything. I can now confidently write complex programs with ease."
Samriddha Mondal
Student
★★★★★
"One of the most wonderful education centres out there. Education is not limited to school syllabus but focuses on skill development."
Vansh Agarwal
Student
★★★★★
"My child Dhairya is really enjoying the Modern Age Coders classes. This is his first online class and he eagerly looks forward to it. I can already see his improvement, and the teachers are very cooperative."
Sonam Oswal
Parent of Dhairya
★★★★★
"Modern Age Coders have wonderful teachers who teach in a clear, easy and practical way. The teacher boosts students' confidence and inspires them to learn without hesitation."
Sonu Goyal
Parent
★★★★★
"I highly recommend this computer coding class! The teachers are incredibly knowledgeable and passionate about coding."
Ritu Kedia
Parent
More of them, with photos and student work, are on the wall of love.
New Jersey questions, answered plainly
Do you teach students who live in New Jersey?
Yes. Every class is live online over video, so a student in Edison, Princeton, Jersey City or anywhere else in the state joins the same class as everyone else. Nothing is pre-recorded and nothing is posted to you. You need a laptop or desktop, a stable connection, and a quiet corner.
What time do the classes run for a family on Eastern Time?
We schedule around your family rather than the other way round. Weekend slots are the easiest to fill for Eastern Time, and weekday slots are arranged case by case. We confirm the exact times with you on the demo call before you commit to anything, so you never have to guess whether a slot will work.
Does what you teach line up with the New Jersey state standards?
It is built against them. The New Jersey Student Learning Standards for Computer Science and Design Thinking, adopted in 2020, run from Kindergarten through grade 12 and cover five computer science concepts and five design thinking concepts. Every course we place a New Jersey student into maps onto named concepts from that document.
Does computer science count toward New Jersey graduation credits?
Not as its own credit line. The state minimum at N.J.A.C. 6A:8-5.1 totals 120 credits and lists mathematics at 15, science at 15, and technology as something integrated throughout all courses rather than a separate requirement. Separately, N.J.S.A. 18A:7C-1.1 obliges almost every public high school to offer a computer science course. Districts may set requirements above the state minimum, so ask your school counsellor about a specific course.
How much do classes cost for a family in New Jersey?
Small group classes are USD 100 a month and one-to-one classes are USD 150 a month. Both run two classes a week, which is eight classes a month. There is no joining fee, no equipment to buy and no annual contract. The first class is free and doubles as a placement check.
What ages do you actually teach?
Ages 6 to 67. That is not a slogan, it is the real spread of people in our classes. A six year old starts in blocks, a middle schooler moves into Python, a high schooler works toward AP Computer Science A, a college student builds full stack projects, and adults retrain in the evening. Every learner is placed by what they can do, not by their birthday.
How many students are in a class?
Small group classes hold five to eight students with the same teacher every week. One-to-one is exactly that, one student and one teacher. We do not run lecture halls, and we do not rotate teachers between weeks, because continuity is most of what makes a young learner keep going.
Is the class live, or is it a video my child watches alone?
Live, always. A teacher is on the call, your child talks and types while the teacher watches, and mistakes get corrected in the moment rather than in a comment three days later. We do keep a library of recorded material you can look through before booking, but the class itself is never a recording.
What does my child need before the first class?
A laptop or desktop computer, a working microphone, and an internet connection good enough for video. That is the whole list. Everything else runs in the browser, so there is nothing to install, nothing to license and nothing to buy. A tablet works for the youngest block coding levels but not beyond them.
How do we get started?
Book the free first class. A teacher meets your child, sets a couple of problems to see where they actually are, and tells you honestly which level fits. If it is not a fit, we say so. There is no card, no obligation, and we call rather than spam you.
A real class, not a sales call
Tell us the student's age and what they have tried so far. A teacher runs a genuine first lesson, checks where they actually are, and tells you which level fits. If we are not the right fit for your child, we will say so on that call.
Prefer to talk first? Use the contact page, or read about us before you decide.