Analysis: Georgia’s education chasm threatens state’s rural revival – Part 3 – thecurrentga.org

Report on Educational and Economic Disparities in Georgia in the Context of Sustainable Development Goals (SDGs)

Introduction: A Challenge to Inclusive and Sustainable Development

An analysis of recent data reveals that population loss and economic decline in rural Georgia are symptomatic of a profound and widening disparity in educational attainment. This educational chasm between the metropolitan Atlanta region and the rest of the state presents a significant obstacle to achieving several key Sustainable Development Goals (SDGs). This report examines these disparities and their implications for Georgia’s progress towards SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), and SDG 11 (Sustainable Cities and Communities).

The Widening Gap in Quality Education (SDG 4)

The core challenge lies in the state’s failure to provide equitable and inclusive quality education across all regions, a foundational principle of SDG 4. The geographic polarization of educational outcomes is stark.

Key Findings on Educational Attainment

• Based on an analysis of American Community Survey (ACS) data, if the 29-county Atlanta Metropolitan Statistical Area (MSA) were a standalone state, it would rank 10th nationally for educational attainment.
• In stark contrast, Georgia’s remaining 130 counties would collectively rank 49th, ahead of only West Virginia.
• This disparity is further evidenced by higher education enrollment. Nearly 80% of in-state students attending Georgia’s top-tier research universities hail from the Atlanta MSA, which contains only 58% of the state’s population.
• This trend suggests the educational gap is likely to widen, creating a self-reinforcing cycle that undermines long-term progress on SDG 4.

Economic Consequences and Implications for SDG 8 and SDG 10

The educational divide directly fuels economic inequality, hindering the state’s ability to promote inclusive and sustainable economic growth (SDG 8) and reduce inequalities within and among communities (SDG 10).

Correlation Between Education and Economic Productivity

The concentration of educational capital translates directly into economic output.

• The Atlanta MSA is home to 70% of the state’s college graduates.
• This same region produced 71% of Georgia’s $678.1 billion gross domestic product (GDP).

Income and Geographic Polarization

The data illustrates a deep-seated pattern of geographic inequality that challenges the ambitions of SDG 10.

• 81 Georgia counties fall into the bottom national quartile for educational attainment.
• Similarly, 104 counties, representing 3.3 million residents, are in the bottom national quartile for per capita income.
• The Atlanta MSA contains one million more college graduates than the other 130 counties combined.

Decline of Regional Hubs and Challenges for Sustainable Communities (SDG 11)

The erosion of educational attainment is not confined to rural counties but also affects major regional cities, threatening their viability as sustainable and resilient communities as envisioned by SDG 11.

Historical Decline in Educational Rankings of Key Cities

Since 1970, numerous second-tier population centers have seen their educational attainment rankings plummet relative to the Atlanta area.

1. Dougherty County (Albany): Dropped from 9th in 1970 to 47th.
2. Macon-Bibb County: Dropped from 14th to 42nd.
3. Augusta-Richmond County: Dropped from 8th to 43rd.
4. Columbus-Muscogee County: Dropped from 7th to 28th.
5. Floyd County (Rome): Dropped from 23rd to 55th.

This decline weakens the economic and social fabric of these communities, making it difficult to attract talent, capital, and industry, thereby hindering progress towards sustainable local development.

Analytical Framework

Methodology: The Educational Attainment (EA) Index

The analysis utilizes an Educational Attainment Index to provide a standardized comparison of all 3,143 U.S. counties based on the 2019-2023 American Community Survey data. The index aggregates the full spectrum of adult educational outcomes into a single score.

• Calculation Formula: ((Pct HS Dropout * -1) + (Pct HS Only * +1) + (Pct Some College * 2) + (Pct 4-Yr Degree * 3)) = EA Index
• Example (Georgia):
  • Oconee County (Top Ranked): EA Index of 227.70 (National Rank: 32)
  • Hancock County (Bottom Ranked): EA Index of 90.71 (National Rank: 3,114)

Conclusion: Implications for Georgia’s SDG Commitments

The data presented in this report highlights significant structural barriers to achieving the Sustainable Development Goals in Georgia. The severe geographic disparities in education (SDG 4) are a primary driver of economic inequality (SDG 8, SDG 10) and undermine the development of sustainable communities across the state (SDG 11). Addressing this educational chasm is therefore not merely an academic issue but a critical prerequisite for any strategy aimed at fostering inclusive, equitable, and sustainable development for all of Georgia’s residents.

SDGs Addressed in the Article

SDG 4: Quality Education

• The article’s primary focus is on the “widening chasm” in educational attainment between rural and urban areas in Georgia. It explicitly discusses metrics like high school dropout rates, college graduate numbers, and college enrollment, which are central to ensuring inclusive and equitable quality education.

SDG 8: Decent Work and Economic Growth

• The text directly links educational decline to economic deterioration. It highlights the disparity in economic productivity, measured by Gross Domestic Product (GDP) and Per Capita Income (PCI), between the Atlanta MSA and the rest of the state. The article states, “This contrast in educational attainment is matched almost perfectly by the one in economic productivity.”

SDG 10: Reduced Inequalities

• The core theme of the article is the growing inequality between different geographic regions within the state of Georgia. It analyzes the “geographic polarization of educational attainment” and income, showing how rural counties are falling into the bottom national quartile for both education and income, thus being economically and socially left behind.

SDG 11: Sustainable Cities and Communities

• The article discusses the decline of “important hub cities” and the broader issue of “population loss and economic decline” in rural Georgia. This relates to the goal of making communities inclusive, safe, resilient, and sustainable by highlighting the negative consequences of unbalanced regional development, where rural communities are becoming less viable and sustainable.

Specific SDG Targets Identified

Targets under SDG 4: Quality Education

1. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • The article directly addresses this by highlighting the disparity in college enrollment. It notes that “nearly 80% of the in-state students attending Georgia’s top-level research institutions… hail from the Atlanta MSA,” which has only 58% of the state’s population, indicating a severe lack of equal access for residents in other parts of the state.
2. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • The article implies this target by discussing the consequences of low educational attainment on workforce development. It states that rural counties “face severe challenges in workforce development, business recruitment, and quality of life,” directly linking the lack of educated adults to poor employment prospects. The data on the number of adults with “Some College” or “bachelor’s degree or higher” reflects the skills available in the workforce.

Targets under SDG 8: Decent Work and Economic Growth

1. Target 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading and innovation…
   • The article connects low educational attainment to lower economic productivity. The table shows a stark difference in “GDP Per Capita” between the Atlanta MSA ($74,848) and all other Georgia MSAs combined ($42,830), illustrating how the lack of a skilled, educated workforce in rural areas hinders their economic productivity.

Targets under SDG 10: Reduced Inequalities

1. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… location.
   • The article is a case study of the failure to meet this target. It describes how residents of rural Georgia are economically excluded, with “104 counties – and 3.3 million residents – [falling] into the bottom national quartile for per capita income (PCI) performance.” The entire analysis is based on the inequality of opportunity and outcomes based on geographic location.

Targets under SDG 11: Sustainable Cities and Communities

1. Target 11.a: Support positive economic, social and environmental links between urban, peri-urban and rural areas by strengthening national and regional development planning.
   • The article illustrates a breakdown of these links. It describes how “important hub cities across the state have also been losing ground to the ever-expanding Atlanta area,” with counties like Dougherty and Macon-Bibb dropping significantly in educational attainment rankings since 1970. This points to a failure in regional planning that would support balanced growth and prevent the decline of rural and second-tier urban centers.

Indicators for Measuring Progress

Indicators Mentioned or Implied in the Article

• Number and percentage of high school dropouts: The article’s methodology for the TIGC EA Index explicitly uses the “Pct HS Dropout” and the tables provide the absolute number of dropouts for different regions. This is a direct indicator for basic education completion.
• Number and percentage of adults with a bachelor’s degree or higher: This is a key metric used throughout the article and in its tables (“# College Graduates”) to demonstrate the educational gap. It serves as an indicator for tertiary education attainment.
• College enrollment rates: The article cites “fall 2024 enrollment data for the University System of Georgia (USG)” to show the disparity in access to higher education between the Atlanta MSA and the rest of the state.
• Per Capita Income (PCI): This is used as a primary indicator of economic well-being and inequality. The article notes that 104 Georgia counties fall into the “bottom national quartile for per capita income (PCI) performance.”
• Gross Domestic Product (GDP) Per Capita: The provided table uses “GDP Per Capita” to measure and compare the economic productivity of the Atlanta MSA versus other regions, directly linking it to educational levels.
• The TIGC Educational Attainment (EA) Index: The article introduces a composite index calculated as “((Pct HS Dropout*-1)+(Pct HS Only*+1)+(Pct Some College*2)+(Pct 4-Yr Degree*3))”. This serves as a comprehensive indicator to compare the full spectrum of educational outcomes across counties.

SDGs, Targets, and Indicators from the Article

Source: thecurrentga.org