Chicago Public Schools students took more than 13,000 dual credit classes last year, more than double the number before the pandemic, according to a March 31 report by Chalkbeat. The district has seen rapid growth in these college-level courses offered on high school campuses, with some schools enrolling entire sophomore classes in an effort to boost college readiness and reduce student debt.
The expansion of dual credit programs is seen as a way to help students—especially those from low-income families and communities of color—graduate better prepared for higher education. Early data shows progress: last year, a record 211 seniors earned associate degrees through City Colleges of Chicago while more than 1,000 completed at least 15 college credits. However, the program’s fast growth has raised concerns about academic rigor and whether increased participation is leading to higher college enrollment or completion rates.
At Michele Clark High School on Chicago’s West Side, principal Charles Anderson said he worked to increase access by having qualified teachers deliver City Colleges courses directly at the school. This approach led many students like senior Arianna Brandt to accumulate significant college credits before graduation. Brandt said taking these classes gave her confidence for university life: “In college,” she said, “I’ll be able to focus on my major, and I’ll be a step ahead.”
Yet not all outcomes have been positive. When Clark enrolled every sophomore in dual credit courses last year, pass rates dropped from near-perfect levels to about 60 percent among younger students who struggled with the material. Some faculty members worry that pushing less-prepared students into these classes could dilute course quality or set them up for failure if selective colleges do not accept their credits.
Troy Swanson of the Cook County College Teachers Union voiced concern that expanding too quickly might leave some students unprepared: “My biggest fear is that you expand this in the name of equity, and students get college credit but they are not prepared when they get to college.” Others argue that both Advanced Placement (AP) and dual credit can prepare students for higher education opportunities even if universities do not always accept all credits earned.
Data analysis by Chalkbeat found mixed results regarding whether greater participation leads directly to improved postsecondary outcomes; at some schools like Clark, increased involvement did not translate into higher overall college enrollment or persistence rates. Still, district officials say it is too early to judge long-term effects given time lags in measuring success after graduation.
Efforts continue within CPS and City Colleges of Chicago to refine support systems—including tutoring for self-paced online courses—and ensure course rigor remains high as access expands further.
