State policies to expand computer science (CS) education have popped up nearly everywhere since 2016. This acceleration speaks well to the collaborative work of state boards of education, intermediary and national organizations, state legislatures, and governors who championed those policies. It also speaks to the urgency of increasing all students' skills in this critical content area. And yet when policies change at such a clip, the careful planning and coordination needed to ensure that more students truly gain access to opportunities to learn computer science often go by the way. State boards can be instrumental in mitigating the barriers to broadened participation in computing. In an age with disruptive emerging technologies in which computing touches virtually every aspect of daily life, state leaders have acted to make CS an integral part of the K-12 experience. As of 2023, policies require teachers to possess a CS certification in 43 states, high schools to offer CS instruction in 30 states, and 30 states to adopt a state plan for CS education (table 1). Yet issues of access and opportunity will persist unless state leaders embrace a holistic, systemic view of the attendant implementation challenges. Exploring state leaders' perspectives on CS education policy has helped the author identify barriers to equitable CS education, as well as provided insights into what is working.