According to the US Bureau of Labor Statistics, the overall employment in computing-related occupations is projected to grow 15 percent from 2021 to 2031, much faster than the average for all occupations. Moreover, computing-related fields make up almost half of all STEM jobs in Illinois and employment in computing-related fields is more remunerative compared to many other industries. Despite increasing demand, inequitable participation in computing-related jobs among historically marginalized groups, such as women and Black/African American and Hispanic/Latino workers, persists. Filling these positions while attracting and retaining a diverse workforce is equally important to avoid perpetuating existing disparities. Therefore, designing and delivering culturally relevant and responsive computer science (CS) and tech programs that meet the needs of a diverse student population is essential to broaden participation in CS programs, promote personal growth, and increase access to high-paying jobs. This report analyzes enrollment and completion trends for CS students at 4-year post-secondary institutions in Illinois. It measures gaps in equitable representation at the enrollment and completion time points for three historically marginalized groups: women, Black/African American students, and Hispanic/Latino students.