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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. 

The recent advances in artificial intelligence (AI) have captivated the attention of many while raising the alarm among activists and policymakers. Although AI has its benefits, it has simultaneously contributed to increased polarization, the proliferation of mis/disinformation, online safety and privacy concerns, exacerbated mental health challenges, and questions about the ethical use of these technologies. The disproportionate influence of AI biases on Black, Latine, and Native communities and the continued exclusion of these communities from computing requires the adoption of new K-12 educational policies to ensure equitable access to AI education and equip students to be responsible and competent creators of technologies. 

This study aims to examine the current experiences of high school students in computer science (CS) courses and the factors that motivated them to continue their future enrollment. The participants were 603 high school students in grades 9 through 12 in Indiana, all of whom enrolled in at least one CS course during the 2020-2021 academic year. This research revealed that fun and meaningful CS pedagogy, knowledgeable CS teachers, and relevance to their lives and future careers enabled high school students to hold positive experiences in their CS classes. These experiences impacted students to take additional CS courses. In addition to these positive experiences, gender and early exposure to CS emerge as predictors to pursue CS courses. The findings will carry significance for policymakers and educators offering insights to enhance and broaden students’ participation and engagement in the CS course. 

The K–12 broadening participation in computing (BPC) effort re- quires access to comprehensive state and national K–12 data from which stronger strategies for systems change can be developed. The Expanding Computing Education Pathways (ECEP) Alliance Com- mon Metrics Project (CMP) engages state teams that include state and local education agencies, researchers, and other BPC advocates addressing K–12 computer science (CS) inequities in access and participation at the systems level. The CMP promotes collaboration and knowledge sharing, with teams reporting how CMP enhances BPC policy, pathways, and practices to improve student access and participation in computing. This experience report shares how the CMP advances data as a key tool for driving BPC strategies in state advocacy and policy efforts. 

Creating computer science (CS) classrooms in which all students – especially those historically excluded in CS – feel a sense of belonging is critical to equitably expanding CS education. Providing professional learning that prepares teachers to cultivate inclusive and culturally responsive environments at the scale needed to address inequities in CS education is a major challenge. This paper explores our experience scaling inclusive CS teaching through the development of a professional learning course for teachers and accompanying facilitator training. We describe key design decisions made over several iterations of the teacher-facing course and facilitator training. Our approach has aimed to balance the need for building community and safe spaces to converse about sensitive topics with the capacity to reach teachers at scale. We discuss findings from recent facilitator trainings and discuss best practices we have learned for scaling equity-based professional learning in CS. 

State computing education policy advocates utilize legal language to build systemic change for broadening participation in computing (BPC) efforts. This study posits that state education policymaking, involving law and regulations that influence the norms and practices in K-12 classrooms, requires identifying authority structures and systems, which are accountable for delivering equitable computing education. Of the 29 states and Puerto Rico in the Expanding Computing Education Pathways (ECEP) Alliance, 14 states have computing education laws, and 9 states have mandated reports. Recommendations for how states can refine existing policies or create new equity centered state computing education policies are provided.