The final report of the Task Force on the Core of Computer Science presents a new intellectual framework for the discipline of computing and a new basis for computing curricula. The report, endorsed by the ACM Education Board, aims to address long-standing debates about whether computer science is a science, an engineering discipline, or merely a technology. It emphasizes that computer science encompasses more than just programming, including hardware design, system architecture, and database structuring. The report introduces three major paradigms—theory, abstraction (modeling), and design—and argues that these paradigms are intricately intertwined rather than mutually exclusive. It also provides a detailed description of the discipline, dividing it into nine subareas: algorithms and data structures, programming languages, architecture, numerical and symbolic computation, operating systems, computer networks, artificial intelligence, file and database systems, and parallel computation. The report recommends a curriculum model that integrates lectures and laboratories, emphasizing both theoretical concepts and practical skills. It suggests that the introductory course should be rigorous and comprehensive, covering the fundamentals of the field. The report also highlights the importance of lifelong learning and the need for accreditation to ensure quality education. Overall, the report aims to foster a more coherent and challenging approach to teaching and learning in computer science.The final report of the Task Force on the Core of Computer Science presents a new intellectual framework for the discipline of computing and a new basis for computing curricula. The report, endorsed by the ACM Education Board, aims to address long-standing debates about whether computer science is a science, an engineering discipline, or merely a technology. It emphasizes that computer science encompasses more than just programming, including hardware design, system architecture, and database structuring. The report introduces three major paradigms—theory, abstraction (modeling), and design—and argues that these paradigms are intricately intertwined rather than mutually exclusive. It also provides a detailed description of the discipline, dividing it into nine subareas: algorithms and data structures, programming languages, architecture, numerical and symbolic computation, operating systems, computer networks, artificial intelligence, file and database systems, and parallel computation. The report recommends a curriculum model that integrates lectures and laboratories, emphasizing both theoretical concepts and practical skills. It suggests that the introductory course should be rigorous and comprehensive, covering the fundamentals of the field. The report also highlights the importance of lifelong learning and the need for accreditation to ensure quality education. Overall, the report aims to foster a more coherent and challenging approach to teaching and learning in computer science.