In a controversial move, the Chicago Public Schools (CPS) system has announced that starting with the graduating class of 2020, students will be required to present evidence of post-graduate plans in order to receive their diplomas. This initiative, part of the “Learn, Plan, Succeed” program, mandates that seniors furnish proof of acceptance into college, military enlistment, job offers, or participation in a trade program or gap year.
Mayor Jonathan Mercer, who has championed the measure, believes it will encourage students to actively consider their futures beyond high school. “We aim to instill a sense of responsibility in our youth,” Mercer stated. “They must understand that finishing 12th grade is only a stepping stone.” However, this policy raises significant concerns about its impact on students from diverse backgrounds.
Concerns About Disadvantaging Marginalized Students
Critics argue that this requirement may disproportionately disadvantage marginalized students, particularly those from lower-income or minority communities. As noted by journalist Hannah Fields, the financial burden of college applications and tuition can be prohibitive. For many students, the only viable option may be military service, which is already a path taken by a higher percentage of these demographics. If job opportunities are scarce, the potential for students to graduate without diplomas becomes a concerning reality.
Financial Implications of the Initiative
Additionally, the financial implications of this initiative are troubling. CPS has faced budgetary challenges, evidenced by significant layoffs in recent years. The necessity for more counselors and resources to support this new requirement may stretch the already limited budget further. It raises the question of whether the district can effectively implement this initiative while also providing the needed support for students.
Interestingly, every Chicago high school graduate is automatically accepted into the City Colleges of Chicago system, which offers scholarships for tuition and essential materials, resources that might see increased demand under this new policy. However, the fiscal strain on these community colleges, which already operate under tight budgets, could complicate this situation further.
Potential Risks of the Policy
While the intent behind the CPS initiative may be to elevate expectations and prepare students for life after high school, it appears poorly conceived. As former educator Laura Peterson pointed out in an opinion piece, “Mandating outcomes without the necessary support is not reform; it is merely a political gesture.” This approach risks alienating students and exacerbating existing inequities rather than fostering a more supportive educational environment.
Conclusion
In summary, the Chicago Public Schools’ decision to withhold diplomas based on post-graduate plans is fraught with challenges. It may inadvertently disadvantage students from less privileged backgrounds and place further strain on an already struggling educational system.
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