This study evaluates the Programming the Acceleration of Computing Education (PACE) Framework for Computer Science (CS) Systems Change, developed to promote equitable access to CS education for middle school students. Funded by an Education Innovation and Research (EIR) Early-Phase Grant, the intervention aimed to increase student understanding, interest, and participation in CS, with long-term goals of improving achievement, high school CS enrollment, and entry into CS careers. PACE was implemented in six Massachusetts school districts, four of which were rural. The intervention had three key components: (1) district-level commitment to systemic CS instruction with teaching practices focused on providing access to all students, including the formation of and participation in district stakeholder councils (DSCs); (2) teacher training in the Computer Science Discoveries® (CS Discoveries) curriculum developed by Code.org; and (3) districtwide requirement for all middle school students to enroll in a high quality CS curriculum that meets the Massachusetts Department of Elementary and Secondary Education's (DESE's) Digital Literacy and Computer Science (DLCS) standards, which could be taught over a two- or three-year period. Abt Global conducted an independent evaluation consisting of three studies: (1) fidelity of implementation of the intervention's key components, (2) analysis of district-level mediating factors, and (3) a quasi-experimental impact study comparing grade 8 student achievement in treatment versus matched comparison districts. Data sources included district surveys, Code.org training records, and DESE data on student course schedules and the grade 8 Massachusetts Comprehensive Assessment System (MCAS). The evaluation found that four of six treatment districts met fidelity thresholds for all three key components. All treatment districts established a middle school CS course sequence, while only one comparison district showed similar enrollment patterns. Treatment districts generally had stronger infrastructure for sustaining high school CS pathways. However, the impact study did not detect any impact of PACE on grade 8 MCAS scores. This finding was consistent for geometry and life sciences (the reporting subcategories most closely aligned to the intervention), other reporting subcategories in math and science, and for overall math and science performance. The lack of impacts on student achievement may be explained by the small number of districts included in the study and the lack of alignment between the intervention and the outcomes examined. The full report includes references to data sources, evaluation instruments, and appendices detailing methodology, survey instruments, and additional findings.