In 2019, California State University (CSU), Chico was awarded a five-year Teaching Quality Partnership (TQP) grant to implement the Computational Literacy Across Secondary Settings (CLASS) program. The goal of this program was to recruit, prepare, and retain highly qualified individuals into the teaching profession, with a focus on high-need rural areas. A major focus of the program was the implementation of Argument Driven Inquiry (ADI) and integration of computation thinking (CT) into teacher instruction. This final report presents highlights and key insights from data collection activities that occurred throughout the program. To evaluate the CLASS program, SRI researchers analyzed program outcomes, including teacher and student outcomes. SRI used a correlational study design to estimate the relationship between students' assignment to CLASS pairs and students' CT skills, confidence in CT practices, and interest in future careers in a computer science field. To understand students' relationship with CT, SRI administered a student CT instrument to collect baseline and outcome data. SRI also collected annual data on program implementation and program participants' experiences from 2020-21 through 2023-24, focusing on the use of ADI and CT practices. Data collection included a mentor survey, monthly questionnaires for teachers, and interviews with program participants and support staff.