The goal of this research is to explore the relationship between the number of high schools offering computer science and state-level factors like funding, urbanization, household income, and government policies. We used Rogers’ Diffusion of Innovation theory to explain how computer science education adoption varies across states and to identify the factors that accelerate or hinder its implementation. We qualitatively reviewed individual state government policies around CS education and quantitatively analyzed the number of high schools offering CS and the total number of high schools in each state. The policy data revealed common barriers to K-12 CS course access include limited resources, certified teachers, enrollment, and time. States like Alabama, Arkansas, and Maryland are above 75% for student access to CS courses, while Wisconsin, Montana, South Dakota, DC, Oklahoma, and New York are below 25% access. Interestingly, states with higher total enrollment, like California and Texas, don’t always have the highest CS offering rates. The regression results indicate that stronger state policy scores are significantly associated with higher CS access (p < 0.001), while income, per-student funding, and geographic disadvantage were not significant predictors. These findings highlight that states with supportive policies and sufficient resources achieve higher CS course adoption, suggesting that replicating these conditions in lower access states could improve nationwide access and inform future research.