In 2016, Chicago Public Schools (CPS) implemented a groundbreaking policy requiring all high school students to complete one year of computer science coursework to graduate (McGee et al., 2018). This initiative aimed to expand access to computer science education and prepare students for the growing demands of the digital economy. A key component of this effort was the inclusion of Advanced Placement Computer Science Principles (AP CSP) courses which provide students with college-level instruction and the opportunity to earn college credit. However, the availability of these courses heavily depends on the presence of qualified AP CSP teachers as schools without certified instructors are unable to offer the program (e.g., Fletcher & Warner, 2021). The CAPE (Capacity, Access, Participation and Experience) framework highlights the importance of teacher capacity as a foundational element for ensuring equitable access to advanced computer science education (Fletcher, 2021; Fletcher & Warner, 2021).

The present study investigates the factors associated with the likelihood of schools having at least one AP CSP-certified teacher in CPS from 2016 to 2023 school years. The analysis focuses on demographic as well as structural and institutional factors that are related to teacher availability, such as school size, student demographics and socioeconomic indicators (e.g., Bryk et al., 2010). Prior research has shown that schools with larger enrollments and higher proportions of White and Asian students are more likely to offer AP CSP courses while those serving predominantly Hispanic or Latinx, low-income or special education students often face barriers in securing qualified instructors. Therefore, the present study aimed to identify systemic inequities and inform policies that can expand teacher capacity in underserved schools by examining these trends over time. The findings are hoped to contribute to discussions about educational equity and the role of institutional support in fostering inclusive access to advanced computer science coursework.