Wisconsin’s ambitious efforts to expand dual-enrollment programs—allowing high school students to earn college credit while still in secondary school—are hitting a wall. The core issue isn’t lack of interest from students or schools; it’s a growing shortage of teachers qualified to lead these advanced courses. This shortfall disproportionately affects students in less-affluent and rural areas, widening educational gaps rather than closing them.
The Rising Standard for Teachers
For years, dual-enrollment has been a win-win: students get a head start on college, potentially saving tuition money and accelerating their degree paths. However, changes in instructor requirements have created bottlenecks. In 2015, the Higher Learning Commission (HLC) introduced new guidelines demanding that dual-enrollment teachers meet the same qualifications as college instructors—typically a master’s degree plus 18 graduate credits in the subject area. While the HLC relaxed these standards in 2023, many colleges had already adopted them.
This creates a problem: many high school teachers, even those with existing master’s degrees, are now forced to return to school for additional coursework just to teach a single dual-enrollment class. The state offers reimbursement grants, but uptake is low. Teachers are hesitant to invest time and effort into further education for modest financial incentives.
Why This Matters: Access and Equity
The situation highlights a fundamental tension in educational policy. Dual enrollment is intended as an equalizer, giving disadvantaged students a pathway to higher education. But if only well-resourced schools can afford to pay or incentivize qualified teachers, the program reinforces existing inequalities.
- Disproportionate Impact: Small, urban, and high-poverty schools are least likely to offer these classes, leaving students behind.
- Teacher Burnout: Educators already juggling heavy workloads are reluctant to pursue additional degrees with limited career advancement opportunities.
- Funding Gaps: The state offers reimbursement grants, but teachers and schools must front the tuition costs with no guarantee of repayment.
The System’s Shortcomings
The problem isn’t just teacher qualifications; it’s a misalignment of incentives. Wisconsin’s education system historically prioritizes administrative credentials over subject-matter expertise. Teachers pursuing master’s degrees typically aim for leadership roles, not specialized teaching qualifications.
Schools also have no extra funding for offering dual-enrollment courses, and these classes don’t improve state ratings. This creates little motivation for districts to prioritize them. Some schools, like Central High in Sheboygan, offer dual enrollment but still receive failing grades from the state, rendering the effort largely symbolic.
Looking Ahead
A bill introduced in October 2023 aims to streamline access to dual-enrollment opportunities for students, but it does not address the core teacher shortage. Without a systemic shift—including financial incentives, streamlined certification pathways, and a reevaluation of how teacher qualifications are valued—Wisconsin risks undermining the potential of dual enrollment to improve educational equity.
The current situation demands a reassessment of how we support teachers. If we truly believe in the power of dual enrollment, we must invest in the educators who make it possible.
