Broadening computer science learning to include more students is a crucial item on the United States' education agenda, these authors say. Although policymakers advocate more computer science expertise, computer science offerings in high schools are few--and actually shrinking. In addition, poorly resourced schools with a high percentage of economically disadvantaged students are even less likely to offer computer science, and few minorities and females sign up for such courses, adding an equity dimension to the problem. Margolis and her colleagues, authors of Stuck in the Shallow End: Education, Race, and Computing, describe a partnership they developed between the University of California at Los Angeles and officials in the Los Angeles School District. This partnership has increased the number of computer science courses in the district's schools and dramatically upped the number of Latino, black, and female learners taking AP Computer Science. They describe a yearlong introductory computer science course they developed, using pedagogy designed to attract diverse learners, and a professional development program they offer teachers in L.A. schools. (Contains 1 endnote.)