In a move that has raised eyebrows, Chicago Public Schools (CPS) has announced that commencing with the class of 2020, students will not receive their high school diplomas unless they provide evidence of a post-graduation plan. Options include a college acceptance letter, proof of employment, military enlistment, or enrollment in a trade or gap year program. While this initiative, part of Mayor Jack Thompson’s Learn, Plan, Succeed campaign, aims to motivate students to contemplate their futures, it inadvertently complicates an already challenging graduation process for many teens.
Thompson argues that establishing a clear post-high school trajectory is crucial for student success. “We want to ensure students are prepared for life beyond high school,” he stated. “Expectations need to be set, and with the right support, students can adapt.” However, this initiative fails to consider the myriad factors—such as socioeconomic status, race, and local opportunities—that impact students’ pathways to graduation.
As highlighted by writer Lisa Hart at The Advocate, the policy may disproportionately affect students from marginalized communities. For many, the financial burden of applying to college can be a significant barrier, making it difficult to pursue higher education. “The pressure to join the military could escalate for students who face limited options,” Hart noted. If securing a job is the only alternative, many students risk leaving high school without the diplomas they have earned, especially in districts where employment opportunities are scarce.
Moreover, the financial implications of this initiative raise concerns. CPS is already navigating precarious financial waters, having laid off over 1,000 staff members in 2016. With existing counselors managing caseloads of over 400 students each, implementing a new requirement without adequate funding seems impractical.
Additionally, all students graduating from high school in Chicago are granted automatic admission to the City Colleges of Chicago, which offers a scholarship program for those who apply, contingent on available funding. While this presents a potential avenue for many students, the influx of applicants due to the new requirement could place further strain on already limited resources.
Critics of the initiative, including former CPS educator Sarah James, argue that “a requirement without necessary investment is not true reform.” Many perceive this move as a punitive measure directed at economically disadvantaged students, rather than a genuine effort to support their futures. As Hart concluded, “This policy seems to disproportionately target specific demographics, without addressing the systemic issues at play.”
In summary, while Chicago’s new diploma requirement aims to push students toward post-graduate planning, it overlooks critical factors affecting student success and could exacerbate existing inequalities. For more insights on navigating the complexities of education and family planning, check out this guide on pregnancy or explore how to prepare for home insemination.