Report on Proposed Changes in the Green Bay Area Public School District

Executive Summary

The Green Bay Area Public School District is evaluating a significant restructuring of secondary school start times and class scheduling, projected for implementation in the 2026-27 academic year. This initiative is primarily aimed at improving student outcomes by aligning school schedules with adolescent health needs. The proposed changes are deeply rooted in principles outlined by the United Nations Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education).

Proposed Scheduling Adjustments and SDG Alignment

Later Start Times for Improved Student Well-being (SDG 3)

The core of the proposal involves pushing back secondary school start times from the current 7:30 a.m. This is based on extensive research indicating that later start times better accommodate the natural sleep cycles of adolescents, leading to significant health and safety benefits.

• A 2019 task force, in collaboration with CESA 7, reviewed scientific literature, including a 2016 National Institute of Health study.
• The study linked later start times to improved student health outcomes, including better attendance, reduced tardiness, higher grades, and a decrease in vehicle accidents involving teenage drivers.
• These outcomes directly support the targets of SDG 3, which aims to ensure healthy lives and promote well-being for all at all ages.

Two primary scenarios are under consideration:

1. Scenario A: High schools start at 8:10 a.m. and end at 3:40 p.m.
2. Scenario B: High schools start at 8:30 a.m. and end at 4:00 p.m.

In both scenarios, middle schools would begin at 8:15 a.m., and elementary schools would operate on a two-tiered schedule (8:00 a.m. and 9:00 a.m. start times).

Fostering Quality Education and Reducing Inequalities (SDG 4 & SDG 10)

Beyond scheduling, the district is exploring a comprehensive overhaul of its educational framework to enhance learning effectiveness and provide equitable opportunities for all students.

Key Educational Enhancements:

• Flexible Scheduling: The district is considering a shift from trimesters to semesters at East High School and introducing a mix of longer “blocked” and shorter “skinny” class periods to diversify instructional time.
• Expanded Virtual Learning: Following the reimagining of Katherine Johnson Academy, the district plans to broaden its virtual course offerings, increasing access and flexibility for students, which aligns with the inclusive nature of SDG 4.
• Personalized Support Systems: To address learning gaps and support struggling students, the district will implement more personalized programming to help students with credit recovery.
• Performance Monitoring for Equity: The use of universal screener exams through 10th grade will be instituted to identify students needing intervention early. This proactive approach directly addresses SDG 10 (Reduced Inequalities) by ensuring targeted support is provided to prevent students from falling behind.

Logistical Considerations and Institutional Governance

Economic and Community Impact (SDG 8 & SDG 11)

The district acknowledges the complex logistical challenges associated with the proposed changes. The original early start times were implemented in the 1990s as a cost-saving measure for transportation, a factor related to SDG 11 (Sustainable Cities and Communities) through its focus on efficient community infrastructure. The current review must balance educational benefits with potential impacts on:

• Student after-school employment (SDG 8: Decent Work and Economic Growth)
• Participation in athletics and extracurricular activities
• Family child care arrangements
• Transportation and busing logistics

Inclusive Decision-Making (SDG 16)

The process for developing these recommendations reflects a commitment to transparent and participatory governance, a cornerstone of SDG 16 (Peace, Justice and Strong Institutions). The initiative builds upon the work of a 2019 task force that included board members, community members, teachers, parents, and students. The district is currently planning a series of listening sessions with families and soliciting feedback from teachers before a formal recommendation is made to the board, ensuring that the final plan is responsive to the needs of all stakeholders.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being

  The article connects later school start times directly to the health and well-being of teenage students. The rationale for the proposed change is based on research about adolescent sleep needs and the positive health outcomes associated with getting more sleep, such as a reduction in car accidents. The article states, “The 2019 task force looked at research on sleep – in particular, how much of it teenagers need. One 2016 National Institute of Health study cited in the report stated that later start times improved attendance, tardiness and grades, and led to fewer car crashes.”

• SDG 4: Quality Education

  This is the central theme of the article. The Green Bay Area Public School District’s initiative to change school start times is explicitly aimed at improving educational outcomes. The article mentions the district is “hoping to improve student attendance and success.” Furthermore, it discusses other measures to enhance education quality, such as adding “personalized programming to help students behind on credits get back on track” and monitoring “student performance more closely through universal screener exams.”

• SDG 10: Reduced Inequalities

  The article touches upon reducing inequalities within the education system by providing targeted support to students who are struggling. The plan to “add more personalized programming to help students behind on credits get back on track” is a direct effort to ensure that all students have the opportunity to succeed, thereby reducing inequalities in educational outcomes.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 3.6: Halve the number of global deaths and injuries from road traffic accidents.

   This target is relevant because the article cites a study indicating that later school start times lead to “fewer car crashes” among students. This directly aligns with the goal of reducing injuries from road traffic accidents.

2. Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

   The entire initiative described in the article supports this target. The district’s goal to “improve student attendance and success” and monitor “student performance more closely through universal screener exams” are measures designed to ensure students receive a quality secondary education that leads to effective learning outcomes.

3. Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard.

   This target is addressed through the district’s plan for “personalized programming to help students behind on credits get back on track.” This policy is an action aimed at reducing inequalities of outcome by providing equal opportunities for academic recovery and success for all students.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicators for Target 3.6:

  An implied indicator is the rate of car crashes involving teenage students. The article mentions that a benefit of later start times is “fewer car crashes,” which could be tracked to measure progress.

• Indicators for Target 4.1:

  The article explicitly and implicitly mentions several indicators:

  1. Student attendance rates: The district is “hoping to improve student attendance.”
  2. Student tardiness rates: The cited research noted that later start times improved “tardiness.”
  3. Academic performance/grades: The research also found improvements in “grades.”
  4. Student success/credit attainment: The goal is to improve “student success” and help students “get back on track” with credits.
  5. Performance on standardized tests: The plan is to “monitor student performance more closely through universal screener exams.”

• Indicators for Target 10.3:

  An implied indicator is the proportion of students who are behind on credits. The effectiveness of the “personalized programming” can be measured by tracking the reduction in the number of students falling behind and the success rate of those in the program getting “back on track.”

4. Table of SDGs, Targets, and Indicators

Source: greenbaypressgazette.com