Inequity in Illinois’ education system runs deep. Where some high schools offer abundant opportunities to earn college credit in high school at little cost to their families, others have paltry dual credit course offerings, some of which come with a hefty price tag.
These dual credit course inequities often go unnoticed.
There are real barriers to equitable access to advanced courses. Dual credit licensure rules have changed recently in an effort to enable more teachers to meet the rigorous qualifications, but in an era of severe educator shortages, underfunded school districts across the state struggle to recruit and retain teachers to teach advanced coursework and counselors to thoughtfully guide students toward their best curricular options.
Stand’s 2019-20 class of Policy Fellows included dual credit teachers, students, superintendents, district administrators, and subject matter experts who came together to explore all angles of this important avenue of equity in education. They collaborated with other dual credit leaders up and down Illinois. The result is Stand’s report, “Expanding Equity in Dual Credit.” The report profiles dual credit success stories across Illinois and highlights a number of steps districts can take to improve dual credit opportunities for their students. It also spotlights several actions that policymakers at the State and district levels can take to improve equity in dual credit. These are achievable, impactful ways for policymakers and advocates to expand equity for all dual credit students across the Prairie State.