This chapter builds upon research findings that identified pernicious belief systems and structural inequalities that limit opportunities for students of color and females to have access to computer science learning opportunities (Margolis, Estrella, Goode, Holme, & Nao, 2008). The chapter shows how President Obama's agenda of Computer Science for All presents unusual opportunities for and potential threats to attempts to democratize computer science learning. Two approaches to broadening participation in computing are contrasted: “building” and “identifying” talent. These two approaches are examined within the context of school tracking—one of the most persistent structural forms of inequality in today's schools (Oakes, 2005). The Exploring Computer Science program and three case studies of students within the program are discussed as examples of a “building talent,” detracking educational reform.

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<p><strong>Background and Context:</strong> Most large-scale statewide initiatives of the Computer Science for All (CS for All) movement have focused on the classroom level. Critical questions remain about building school and district leadership capacity to support teachers while implementing equitable computer science education that is scalable and sustainable.</p> <p><strong>Objective:</strong> This statewide research-practice partnership, involving university researchers and school leaders from 14 local education agencies (LEA) from district and county offices, addresses the following research question: What do administrators identify as most helpful for understanding issues related to equitable computer science implementation when engaging with a guide and workshop we collaboratively developed to help leadership in such efforts?</p> <p><strong>Method:</strong> Participant surveys, interviews, and workshop observations were analyzed to understand best practices for professional development supporting educational leaders.</p> <p><strong>Findings:</strong> Administrators value computer science professional development resources that: (a) have a clear focus on “equity;” (b) engage with data and examples that deepen understandings of equity; (c) provide networking opportunities; (d) have explicit workshop purpose and activities; and (e) support deeper discussions of computer science implementation challenges through pairing a workshop and a guide.</p> <p><strong>Implications:</strong> Utilizing Ishimaru and Galloway’s (2014) framework for equitable leadership practices, this study offers an actionable construct for equitable implementation of computer science including (a) how to build equity leadership and vision; (b) how to enact that vision; and (c) how to scale and sustain that vision. While this construct applies to equitable leadership practices more broadly across all disciplines, we found its application particularly useful when explicitly focused on equity leadership practices in computer science.</p>

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The Computer Science (CS) for All national movement is increasingly relying on state-level change to broaden participation in computing. To foster an environment in which all students have opportunities to thrive in CS education, policy action is necessary to help create the learning conditions for success. CS education in California has grown substantially in the last decade, yet opportunity gaps remain for young women and Black, Latinx, and Native American students. Early grassroots efforts to advance equity in computing evolved into the Computer Science for California coalition of K–16 educators, industry leaders, and other equity advocates to promote the growth of equity-minded teaching and learning opportunities in K–12 CS education. New policies at the state level reflect an increasing commitment among Sacramento policymakers to expand CS education. Yet troubling disparities in CS access and success continue to exist between traditionally advantaged students and their historically underserved peers. By drawing on interviews with 20 individuals involved in CS education policy, this study illuminates the contributing factors to recent policy successes and considerations for achieving further progress. Interviewees described the importance of tapping into the values of influential decision makers, educating policymakers about the benefits of CS education, and identifying the problems and solutions that require policy attention. To build the capacity of key policy actors in making informed decisions, this research demonstrates the continued value of providing useful information, developing relationships with policymakers, and creating resources that are easy to consume and understand. The interviews also suggest that attention to funding, disruptions from the COVID-19 pandemic, equity, and ongoing stakeholder support will shape prospects for CS education policy success moving forward.