As access to computer science education at the high school level expands, understanding enrollment in computing courses is vital to ensuring equity of participation. While some countries have made enrollment in computer science coursework in high school compulsory, others have allowed it to be elective. This research tracks a cohort of over 100,000 high school students across a 4-year period with the goal of examining factors related to the odds of enrolling in computer science. These students live in Texas, a state in the United States in which computer science enrollment in high school is optional. Multilevel logistic regression modeling is employed to explore both student-level and school-level factors for students in the cohort to determine the odds of having enrolled in one or more computer science courses throughout the 4-year period. Results of the modeling show significant inequities in enrollment related to gender, race/ethnicity, and socioeconomic status.