The EIR-funded Work-Based Learning for Computer Science (WBL4CS) grant implemented a three-course, two-year Computer Science (CS) pathway in 20 Rhode Island High Schools. Evaluators from Education Development Center (EDC) employed a cluster randomized controlled trial to study the impact of integrating a Work-Based Learning course into the first year of the pathway. Fourteen schools were randomly assigned to a treatment or control group. The key outcome measures were Advanced Placement CS Principles (AP CSP) course completion and CS proficiency as measured by the AP CSP exam. The study used a two-level hierarchical logistic regression model with student- and school-level covariates. Results of the analysis found a significant positive effect of WBL on student AP CSP course completion and no effect on student CS proficiency. Findings may have been impacted by the hybrid and virtual instructional models used during the program implementation year due to the COVID-19 pandemic. Additional research that investigates the impact on student outcomes using a traditional instructional model would be helpful to understand more about the association between instructional model and the treatment effect.