(% of respondents who rated as a "Significant barrier"): 1. Funding CS teacher positions (46%) 2. Adding CS courses to master schedule (37%) 3. Recruiting CS teachers (33%) 4. Educator CS content knowledge (28%) 5. Identifying potential CS teachers among current staff (26%) (% of respondents who rated Seasons of CS professional learning as helpful in addressing barrier): 1. Funding CS teacher positions (28%) 2. Adding CS courses to master schedule (51%) 3. Recruiting CS teachers (40%) 4. Educator CS content knowledge (76%) 5. Identifying potential CS teachers among current staff (45%) Seasons of CS had an explicit equity focus in its mission statement. Inclusive Curriculum, Classrooms, Teaching: • 91% agreed that programming offered a culturally responsive curriculum that was rigorous and relevant. • 89% agreed that they got the tools needed to create inclusive classroom cultures. • 65% agree that programming helped them deliver more culturally competent and relevant CS lessons. • 51% advocated to prioritize equitable access to CS in their school; 26% reported that their school took action. Classroom Practices: (% reporting frequency at "most of the time" or "always" before and after professional learning) • Co-created learning space authentic to students' experiences, interests, cultures: +22% (21% → 43%) • Connected lessons to students' lives: +23% (31% → 54%) • Incorporated students' families and communities: +9% (12% → 21%) While teachers' confidence grew in key areas related to teaching and creating inclusive learning environments for all students, their beliefs in students' CS abilities and potential lagged behind. (% "fairly confident" or "completely confident before and after professional learning) • Supporting students from diverse backgrounds: +28% (49% → 77%) • Engaging learners in a culturally responsive curriculum: +25% (47% → 72%) • Creating inclusive environments for all students: +21% (59% → 80%) • Getting students to believe they can do well in CS: +32% (37% → 69%) Teacher Expectations: • 86% agreed that one of their goals was to show students they are good at CS. • But only 54% agreed that all students can master CS skills. • 62% agreed that all students can understand CS concepts. • 66% agreed that all students can do well on computing tasks with the right teaching and learning supports. Like barriers prioritized in surveys, focus group participants identified 4 primary challenges to implementing the changes they wanted to make, 3 of which were systems issues they had little power to change. 1. Time. Limited time to: teach intended CS content due to other job responsibilities; create or adapt curriculum and lesson plans during the academic school year; and attend PD during the academic school year. 2. Targeted Ongoing PD. Need: immediate access to answers on CS content questions; opportunities to co-plan with other teachers, share lessons, and receive feedback on instruction -organized by grade level, curriculum used, and teaching approach (i.e., CS lessons/units integration vs. CS courses). 3. Resources. Compensation for additional work hours on lesson planning or running CS-related clubs and activities. Funding to buy materials for high-quality CS learning experiences (e.g., need robots to teach robotics). 4. Admin Support. Enthusiasm, but no commitment of resources or staffing support/help.

However, educators seemed to interpret "equity" as a value and culturally responsive teaching as aspirationalnot a requirement for: 1) high-quality CS education, 2) competent CS teaching, or 3) sound implementation of professional learning.

• Focus group participants indicated that they wanted to get implementation down first, and they would address cultural relevance later. • 39% advocated that their schools identify barriers to equitable CS in schools; 12% reported their school taking action. • 40% advocated to improve outreach to underrepresented students; 21% reported that their school took action. • Only 17% reported that their advocacy focused "to a great extent" on inclusion of underrepresented student groups.