{"id":810,"date":"2023-08-21T21:57:49","date_gmt":"2023-08-21T21:57:49","guid":{"rendered":"https:\/\/stand.org\/washington\/?p=810"},"modified":"2026-04-03T18:53:13","modified_gmt":"2026-04-03T18:53:13","slug":"perspectives-the-state-of-washingtons-dual-credit-courses-today","status":"publish","type":"post","link":"https:\/\/stand.org\/washington\/our-stories\/perspectives-the-state-of-washingtons-dual-credit-courses-today\/","title":{"rendered":"Perspectives: The state of Washington\u2019s dual credit courses today"},"content":{"rendered":"\n

By Aseela Galeeb <\/p>\n\n\n\n

If you\u2019ve talked to a high school student recently, you may have heard them talk about their IB course, or an upcoming AP test. These programs, as well as Running Start, Career and Technical Education (CTE), Cambridge International (CI), and College in the High School, make up dual credit courses in Washington State. These programs allow students to earn credit for college during high school, which gives them a chance to experience the expectations of college-level coursework. <\/p>\n\n\n\n

For about a decade, these courses have been growing in the state, supported by legislation such as HB 1642, a 2013 bill establishing encouraging districts to adopt an academic acceleration policy that automatically enrolls in the next most rigorous level of advanced courses offered by the high school if they\u2019ve met the state standard on the statewide exam.As well as HB 1599, a 2019 bill modifying high school graduation requirements to promote college readiness. <\/p>\n\n\n\n

However, for all the advances that have been made, there are still disparities among student demographics. To learn more about this, we interviewed several high school students and professionals working in the education field. The interviewees shed light on experiences within dual credit classes, as well as the inequities they have noticed. <\/p>\n\n\n\n

We began with the basics: Why do students take dual credit classes? On one hand, they offer many more opportunities than may exist within one school. Lilli Mccauley, a rising junior beginning full time Running Start this school year, wanted to join the program since middle school, and is hoping it will help her focus on a career she loves. Running Start is a program that allows high schoolers to enroll in college courses in community colleges and earn credit there. <\/p>\n\n\n\n

 \u201cI think getting my prerequisites done in high school means I can just focus on what I want to do.\u201d  At Lilli\u2019s school, students must wait until junior year to take AP classes. \u201cSince we have such a limited staff, they\u2019re very high enrollment classes, and there aren\u2019t enough opportunities. And the opportunities that come with Running Start are better.\u201d<\/p>\n\n\n\n

Other students take dual credit classes in order to prepare for their post-secondary plans. Airah Virani, a rising senior, takes AP and IB classes at her school. She says, \u201cthe way people advertised IB as good college prep made it seem more favorable.\u201d Dual credit courses are one of the main ways that high school students can prepare for college. In fact, according to the U.S Department of Education\u2019s WWC Intervention Report<\/a>, students who take dual credit courses are more likely to graduate on time, and enroll in a post-secondary program. <\/p>\n\n\n\n

But, for all the proven benefits of dual credit courses, there are significant patterns of inequity within them. We talked to two professionals in the education field to gain more insight. <\/p>\n\n\n\n

Kristen Hengtgen, a senior policy analyst with The Education Trust, notes that \u201cDual credit is really unequal just across high schools, so depending on what district you\u2019re in, you may have dozens of opportunities or four classes total.\u201d Besides geographical inequalities, there are also financial barriers. Jeff Charbonneau, the principal of Zillah High School, says, \u201cLast school year, we had U.S History offered as a College in the High School course for all of our sophomores. Even though we have about 120 sophomores, only 35 of them took the course for college credit, and it was directly because of the associated fees that went with it.\u201d <\/p>\n\n\n\n

There are also concerning disparities within the demographics of students enrolled in dual credit. Kristen explained, \u201cWe certainly see a large inequity in access for students of color involved in dual credit classes. Whether the information isn\u2019t being conveyed to these students, they\u2019re getting a message that this class is not for them, they\u2019re not being identified for these courses, or there\u2019s some sort of financial barrer, we definitely see fewer students of color enrolling in and completing dual credit courses in multiple states.\u201d  Airah pointed out the gender inequity in dual credit at her school. \u201cWe all have to take STEM courses, but not a lot of girls double in sciences or take higher level science courses like I did.\u201d As Kristen puts it, \u201cAll of these benefits mean the inequities are so much worse, because [dual credit] can be a mechanism for helping increase access for our students.\u201d <\/p>\n\n\n\n

But there\u2019s good news: some of the barriers are being broken and allowing more students to access dual credit courses. For example, Zillah High School recently announced that students can earn an Associates of Arts, or A.A, degree during high school. When we asked Jeff about the changes at his school, he said, \u201cThe bills that were passed this last legislative session- the changes to College in the High School and the changes to Running Start- those are going to have a tremendous benefit.\u201d<\/p>\n\n\n\n

As a final statement, we asked the interviewees to give some parting remarks to students and professionals. \u201cI would encourage students to look into what opportunities your school has,\u201d says Kristen. \u201cI want students to know they do belong, and even if there\u2019s resistance and the class seems difficult, this class is <\/em>for you.\u201d Jeff added, \u201cThe work that needs to come next is the work on perception, and helping students to envision their futures.\u201d<\/p>\n\n\n\n

As our interviewees mentioned, dual credit courses provide opportunities for students across the nation. In WA, school districts, advocacy organizations, and state legislatures all have a duty to push for more equitable access. \u00a0Stand WA is continuing our focus removing barriers to dual credit \u2013 including student fees. Guided by research and students in our communities, we can ensure that young people can access and thrive in advanced courses.<\/p>\n","protected":false},"excerpt":{"rendered":"

By Aseela Galeeb  If you\u2019ve talked to a high school student recently, you may have heard them talk about their IB course, or an upcoming AP test. 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