This session will share findings and future directions from a state-wide analysis of high school computer science (CS) coursework. We will highlight CTE’s pervasive influence on CS education in Illinois. We first outline the prevalence of CTE in the most enrolled CS courses, identify the CS CTE sequences, and compare enrollment patterns across student groups to CS non-CTE courses. Further, our work identifies potential “gateway” courses that can diversify CS CTE sequences, highlighting their role in shaping equitable student access. Lastly, we discuss who teaches CS CTE, including a student’s likelihood of having a qualified teacher. Our research underscores that CTE serves as an important and viable pathway to engage students in CS that broadens access to high quality education.
