In 2016, Chicago Public Schools (CPS) implemented a computer science graduation requirement anchored by the Exploring Computer Science (ECS) course to create deliberate pipeline to Advanced Placement Computer Science Principles (AP CSP). The present study examined whether AP CSP enrollment demographics mirrored the demographics of schools that offered AP CSP over the first seven years (2016–2017 to 2022–2023). Using data on twelve demographic groups, we computed annual gaps (AP CSP schools% – AP CSP%) and tested for disparities with paired t-tests (Bonferroni corrected) and Cohen’s d. Trend analyses employed Mann‑Kendall tests and robust regression with sensitivity checks excluding the final year. White students were proportionally represented and African American students showed overrepresentation that did not survive correction. In contrast, Asian, Multi‑Racial, Not Available, Limited English Proficiency and Special Education students were found the be significantly underrepresented after correction. Hispanic and Low‑Income gaps were not statistically significant under the adjusted threshold. Only the Special Education gap showed a significant narrowing trend, but this result was not robust to the removal of the 2022‑2023 school year. No other group exhibited systematic change. The findings indicate that the ECS‑to‑AP CSP pipeline has supported equitable participation for several groups, yet targeted and sustained efforts are needed for those where disparities remain robust. Implications for leveraging universal introductory courses to motivate broader advanced CS participation are discussed.