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  1. ; ; ; (, ACM)
    This paper explores the growing prevalence of all-online degree programs and their implications for the Broadening Participation in Computing (BPC) movement in the United States. We relate our experience as educational researchers encountering this trend in nationally available data sets. We explore the process of using dis- connected data to uncover the story of online education, including how it challenged our assumptions about place-based intervention, and concerns for serving the growing distance-learning population in future BPC work. Our findings emphasize the need to connect data to a broader understanding of the landscape in support of developing equitable approaches in addressing disparities. 
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