The purpose of "The State of Computer Science in Illinois High Schools Series" is to analyze the landscape, structures, and pathways of computer science (CS) education in Illinois and to create a baseline by which to measure the expansion of CS education in the coming years. Beginning in the 2023-2024 school year, all districts in the state that serve grades 9-12 must offer every student the opportunity to enroll in a CS course. Because not all districts in the state had CS offerings before this school year, it is imperative to measure capacity for, access to, participation in, and experiences in CS education (i.e., CAPE framework) before and after the mandate went into effect. Analyzing trends through the lens of the CAPE framework will highlight progress while identifying existing gaps in providing equitable access and outcomes for all students. The first report of this Series provided an overview of the CS education landscape in the state by analyzing overall participation trends and details about the most enrolled CS courses. This second installment of the Series dives further into the characteristics of the CS student body. Because Part 1 focused on overall trends in the CS education landscape, a report that focuses specifically on students is essential to understanding if Illinois high school students have equitable access to and outcomes in CS education. This report analyzes student participation in Illinois high school CS coursework overall and by course level (e.g., general, honors, etc.), dual credit (DC) coursework, Career and Technical Education (CTE) coursework, CS sequences, and differentials in final course grades. The report details the representation of various student demographic groups in the CS student body, including female, Black/African American (labeled as Black/AA), and Hispanic/Latino students as well as students with disabilities (labeled as IDEA), low-income students who qualify for free or reduced-priced lunch (labeled as FRL), and English learners (labeled as EL). These groups represent identities that have been historically marginalized within CS education and the CS workforce nationally and statewide.