Computer science (CS) programs offered at 2-year institutions are important, as they could significantly impact disparities in educational opportunities and outcomes (i.e., equity gaps) for Hispanic/Latino, Black/African American, and low-income students. These groups have been historically marginalized in 4-year CS programs and often face financial challenges in their education. Two-year institutions could help diversify a workforce that offers competitive pay with a 2-year degree. Because CS and tech employers often require 4-year degrees, it is essential to understand how 2-year CS programs in Illinois are enrolling and successfully matriculating these students to an associate or bachelor's degree. The previous report in this series focused on 4-year institutions and revealed an increase in enrollment over the last decade, with more degrees being awarded. However, the report also showed that historically marginalized groups still exhibit lower enrollment and degree completion compared to their peers. Furthermore, an equity analysis uncovered the underrepresentation of Black/African American, Hispanic/Latino, and female CS students at most 4-year institutions. This report continues the enrollment and completion trends analysis for CS students in Illinois 2-year institutions, paying particular attention to female, Hispanic/Latino, and Black/African American students. The authors completed an equity analysis for all 2-year institutions in the state and included a follow-up analysis of transferability to 4-year institutions. The results can identify disparities and opportunities for growth for 2-year CS and tech programs as they endeavor to improve student experiences.