[Preprint] Cohort Dynamics and Longitudinal Trends in High School Computer Science Participation

This longitudinal study examines computer science participation trends across three graduating cohorts (2022, 2023, 2024) in six suburban high schools. Using a cohort-based analysis approach, researchers tracked how CS enrollment patterns evolve over students' four-year high school experience, revealing that despite consistent CS course availability, overall participation remains generally under 50%, with significant variations between schools (12-86%).

The research identified consistent gender and racial disparities across all schools, with male students participating at higher rates than females, and Asian students showing higher participation than their peers. While modest increases in CS participation were observed between cohorts (typically 6-9 percentage points), these gains were neither large enough to meaningfully approach universal participation nor differential enough to close existing equity gaps.

The study's cohort-centered methodology offers unique insights by accounting for frequent shifts in schools' CS education ecosystems that other longitudinal approaches might miss. This approach provides a more nuanced understanding of CS participation patterns and demonstrates that access alone does not ensure equitable participation, suggesting the need for targeted interventions to accelerate participation among underrepresented groups.