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As efforts to broaden participation in computing and provide equitable computer science education to all students increase across the country, within states, and within cities and districts, this research aims to investigate whether existing efforts have increased equity. This research analyzes three years of computer science access, enrollment, and success data across the state of California to: (a) examine whether racial, gender, and socioeconomic equity in CS access, enrollment and success has improved; (b) identify persistent barriers to racial, gender and socioeconomic equity, and (c) inform statewide strategies to ensure equity in computer science across California. Findings indicate despite several promising trends, including an increase in CS access and participation across California, racial, gender and SES gaps remain in access to CS courses, participation, and success. Additional statewide policies and practices are needed to ensure equity in CS across California.