Report on School Attendance Initiatives in Monongalia County and Alignment with Sustainable Development Goals

Executive Summary

This report details the efforts of Monongalia County Schools to improve student attendance rates in the post-pandemic era. The district’s strategies and progress are analyzed in the context of the United Nations Sustainable Development Goals (SDGs), primarily focusing on SDG 4 (Quality Education), with correlations to SDG 3 (Good Health and Well-being) and SDG 17 (Partnerships for the Goals). The district is actively working towards the state-mandated 95% attendance benchmark, demonstrating a commitment to ensuring equitable and consistent access to education for its approximately 11,000 students.

Progress Towards SDG 4: Quality Education

The core mission to improve attendance directly supports SDG 4, which aims to ensure inclusive and equitable quality education for all. Consistent school attendance is a foundational requirement for achieving effective learning outcomes (Target 4.1). Monongalia County Schools has demonstrated a positive trajectory in this area.

Key Performance Indicators

• Overall Attendance Rate (2023): 93.5%
• Overall Attendance Rate (2022): 91%
• Chronic Absenteeism Rate: A steady decline from 17% to 15% over three years.

District Goals and Definitions

1. Primary Goal: Achieve a 95% attendance rate, in line with the district’s “Strive for 95” campaign.
2. Definition of Success (95% Attendance): A student misses no more than nine days in a single school year.
3. Definition of Chronic Absenteeism: A student misses 18 or more school days in a single school year.

Strategic Interventions and Post-Pandemic Recovery

The district has implemented targeted strategies to overcome challenges to educational access, many of which were exacerbated by the COVID-19 pandemic. These efforts align with ensuring student well-being (SDG 3) as a prerequisite for quality education.

Challenges

• Navigating public health uncertainties related to social distancing, masks, and virus transmission.
• Addressing widespread confusion among families due to evolving health policies.

Implemented Strategies

• Deployment of four dedicated staff members to support elementary schools with attendance improvement.
• Implementation of incentive programs tailored to different grade levels.
• Weekly and monthly attendance challenges, including trophies and other forms of recognition.

Leveraging SDG 17: Partnerships for the Goals

Monongalia County Schools exemplifies the principles of SDG 17 by fostering multi-stakeholder partnerships to achieve its educational objectives. Collaboration with local businesses and community members has been instrumental in creating effective incentive programs.

Examples of Community Partnerships

• Zuls Frozen Lemonade: A partnership with owner Rob Zuliani provided a reward for the middle school with the best attendance, a challenge won by South Middle School.
• Local Restaurants: Ongoing partnerships provide gift cards, which are a popular incentive for middle and high school students.
• Student-Suggested Incentives: The district remains open to student feedback, considering suggestions such as a reward trip to Kennywood.

Analysis of Sustainable Development Goals in the Article

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

   • SDG 4: Quality Education

     This is the primary SDG addressed in the article. The entire text focuses on the efforts of Monongalia County Schools to improve student attendance, which is a fundamental prerequisite for achieving quality education. The article discusses strategies, goals (95% attendance), and challenges related to ensuring students are present in school to learn, directly connecting to the core mission of SDG 4.

   • SDG 17: Partnerships for the Goals

     This SDG is relevant due to the specific strategies mentioned for improving attendance. The article explicitly states that the school district has formed partnerships with local businesses to provide incentives. The text mentions, “That was a partnership with Rob Zuliani, we got it up here- South Middle School won that challenge” and “we have a lot partnerships with restaurants in town.” This demonstrates a public-private partnership aimed at achieving an educational goal.

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

   • 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 article’s focus on improving school attendance and reducing chronic absenteeism directly supports this target. Consistent attendance is essential for students to complete their education and achieve effective learning outcomes. The district’s motto, “Strive for 95,” which refers to a 95% attendance rate, is a direct effort to ensure students are engaged in the educational system, a necessary step for completion.

   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.

     This target is identified through the school district’s strategy of collaborating with local businesses. The article provides concrete examples of these partnerships, such as offering “Zuls frozen lemonade” and “gift cards” from “restaurants in town” as rewards for good attendance. This collaboration between a public institution (the school district) and private entities (local businesses) is a clear example of the partnerships this target aims to promote.

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 4.1

     The article provides several explicit quantitative indicators to measure progress towards ensuring students are attending and completing their education:

     1. Overall attendance rate: The article tracks this indicator’s improvement, citing figures such as “91 percent” two years ago, “93.5 percent” last year, and the state’s goal of “95 percent.”
     2. Chronic absenteeism rate: Progress is measured by the decline in this rate, which has “gone from 17, to 16, to 15 percent.”
     3. Definition of chronic absenteeism: The article provides a specific threshold for this indicator, defining it as missing “18 school days” in a school year.
     4. Attendance goal definition: The target of 95% attendance is quantified as a student not missing “more than one day per month” or a total of “nine days in a school year.”

   • Indicators for Target 17.17

     The article implies a qualitative indicator for measuring progress on partnerships:

     1. Existence and nature of public-private partnerships: The indicator is the establishment and activation of partnerships between the school district and local businesses. The article provides specific examples that serve as evidence of this indicator, such as the “partnership with Rob Zuliani” for frozen lemonade and collaborations with “restaurants in town” for gift cards.

4. Table of SDGs, Targets, and Indicators

   SDGs	Targets	Indicators Identified in the Article
   SDG 4: Quality Education	Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.	Overall school attendance rate (e.g., 91%, 93.5%, goal of 95%). Chronic absenteeism rate (e.g., 17%, 16%, 15%). Threshold for chronic absenteeism (18 missed school days). Threshold for 95% attendance (9 missed school days).
   SDG 17: Partnerships for the Goals	Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.	Existence of partnerships between the school district and local businesses (e.g., Zuls frozen lemonade, local restaurants). Use of private sector resources (e.g., gift cards, food items) as incentives for achieving public goals.

Source: wvmetronews.com