Breaking down barriers: Unleashing the potential of public school choice
Breaking down barriers: Unleashing the potential of public school choice OCRegister
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Public School Choice: A Path Towards Equal Opportunity
Contrary to popular belief, America’s traditional public school system has a shameful secret: Public schools are not truly public, and they have never been.
Nearly 70 years have passed since the Brown V. Board decision declared “separate but equal” has no place in American public education. Unfortunately, various forms of segregation and inequality in public schools persist and have worsened in recent decades. From 1991-2020 there has been a staggering 35 percent increase in segregation between white and black students in large school districts. Segregation between students from low-income and non-low-income families has been even worse, increasing by 47 percent during the same period. One reason for this continuous segregation is the persisting practice of residential assignment in the American education system.
Sustainable Development Goals (SDGs)
- SDG 4: Quality Education
- SDG 10: Reduced Inequalities
The Rise of Public School Choice
Residential assignment upholds the discriminatory geographic segregation from redlining by using nearly identical maps to sort students into schools based on their home addresses. This practice, known as educational redlining, disproportionately affects the opportunities available for students from lower-income neighborhoods to attend high-quality schools. However, a quiet revolution is brewing in the form of public school choice usurping the lingering inequities and structural barriers within the American K-12 education system, offering students the chance to unleash their full potential.
Expanding Public School Choice
In a significant stride forward this year, five states have improved their public school choice open enrollment policies requiring all school districts to accept students looking to transfer into their school if they have available seats. As a result,
SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 10: Reduced Inequalities
- SDG 11: Sustainable Cities and Communities
The article discusses the issues of segregation, inequality, and limited access to quality education in the American public school system. These issues are directly connected to SDG 4, which aims to ensure inclusive and equitable quality education for all. Additionally, the article highlights the disparities between low-income and non-low-income families, which relates to SDG 10, which focuses on reducing inequalities. The practice of residential assignment and its impact on geographic segregation also connects to SDG 11, which aims to create sustainable cities and communities.
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
- SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
- SDG 11.1: By 2030, ensure access for all to adequate, safe, and affordable housing and basic services and upgrade slums.
The article highlights the disparities in access to quality education based on factors such as income and residential assignment, which aligns with SDG 4.5. The article also emphasizes the need to address inequalities and ensure equal access to education, which relates to SDG 10.2. Furthermore, the mention of residential assignment and its impact on segregation connects to SDG 11.1, which focuses on ensuring access to adequate housing and upgrading slums.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator for SDG 4.5: Proportion of students from vulnerable groups (e.g., low-income families, persons with disabilities, indigenous peoples) enrolled in quality education programs.
- Indicator for SDG 10.2: Proportion of students from different socio-economic backgrounds enrolled in high-quality schools.
- Indicator for SDG 11.1: Proportion of students living in slums or inadequate housing conditions attending schools with adequate facilities.
The article implies the need to measure the proportion of students from vulnerable groups, such as low-income families, enrolled in quality education programs to track progress towards SDG 4.5. It also suggests measuring the proportion of students from different socio-economic backgrounds enrolled in high-quality schools to assess progress towards SDG 10.2. Additionally, the article indirectly points towards the need to measure the proportion of students living in slums or inadequate housing conditions attending schools with adequate facilities to monitor progress towards SDG 11.1.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. | Proportion of students from vulnerable groups (e.g., low-income families, persons with disabilities, indigenous peoples) enrolled in quality education programs. |
| SDG 10: Reduced Inequalities | 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status. | Proportion of students from different socio-economic backgrounds enrolled in high-quality schools. |
| SDG 11: Sustainable Cities and Communities | 11.1: By 2030, ensure access for all to adequate, safe, and affordable housing and basic services and upgrade slums. | Proportion of students living in slums or inadequate housing conditions attending schools with adequate facilities. |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: ocregister.com
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