Class of 2025: Growing up in Oregon schools – Oregon Public Broadcasting – OPB

Report on Oregon’s “Class of 2025” Initiative and Its Alignment with Sustainable Development Goal 4

A 13-year longitudinal study, known as the “Class of 2025” project, tracked a cohort of 25 students in Oregon from first grade through high school. This report analyzes the project’s findings in the context of the United Nations Sustainable Development Goals (SDGs), with a primary focus on SDG 4: Quality Education, which aims to ensure inclusive and equitable quality education for all.

Initial Objective: Achieving Universal Secondary Education (SDG Target 4.1)

In 2012, the state of Oregon established an ambitious objective: to achieve a 100% high school graduation rate by the year 2025. This goal directly aligns with SDG Target 4.1, which calls for all children to complete free, equitable, and quality primary and secondary education. The “Class of 2025” cohort was identified as the benchmark for this target. However, the institutional framework and state-level reforms designed to support this goal faltered following political changes, leaving the educational system without the necessary support to achieve this objective, highlighting a challenge related to SDG 16 (Peace, Justice and Strong Institutions).

Barriers to Educational Attainment and Equity

The study identified significant barriers that impeded progress toward SDG 4. These challenges were both systemic and individual, and were severely exacerbated by the COVID-19 pandemic.

Socioeconomic and Individual Vulnerabilities (SDG 1, SDG 3, SDG 10)

The student cohort largely originated from low-income families, underscoring the intersection of SDG 1 (No Poverty) and SDG 4. The school provided essential support, including food assistance, to mitigate these socioeconomic barriers. Throughout the project, students faced numerous challenges that threatened their educational continuity, reflecting the need to address SDG Target 4.5 (equal access for the vulnerable):

• Learning Disabilities: Students required individualized education programs, highlighting the need for inclusive systems.
• Health Challenges: Chronic medical issues led to irregular attendance, linking SDG 3 (Good Health and Well-being) directly to educational outcomes.
• Social and Behavioral Factors: Perceptions of student behavior, particularly concerning minority students, created obstacles to academic focus and equitable treatment, a key concern of SDG 10 (Reduced Inequalities).

Impact of the COVID-19 Pandemic

The global pandemic created an unprecedented disruption to the educational journey of the Class of 2025, significantly undermining progress toward SDG 4. The shift to distance learning during middle school resulted in severe consequences:

• Academic Regression: Both reading and math achievement scores declined statewide.
• Decreased Engagement: Chronic absenteeism soared, and overall public school enrollment dropped.
• Social Development Gaps: Educators observed that students exhibited social maturity levels typical of younger grades due to the prolonged absence from in-person schooling.
• Exacerbated Inequalities: The pandemic disproportionately affected vulnerable students, widening existing educational disparities and impacting student well-being (SDG 3).

Project Outcomes and Analysis

The “Class of 2025” project concluded with an 80% on-time graduation rate for the followed cohort (20 out of 25 students), closely mirroring the state’s overall rate of approximately 82% for the preceding class. This outcome falls significantly short of the 100% target aligned with SDG 4.1. The results demonstrate that while the majority of students completed their secondary education, systemic failures and external shocks prevented the universal achievement envisioned by both the state and the SDGs.

Key Findings and Recommendations for Advancing SDG 4

The 13-year study yielded critical insights into improving educational systems to better align with the principles of SDG 4. Three primary recommendations emerged:

1. Strengthen State-Level Systems and Accountability: A lack of sustained, high-level support and accountability hampered progress. Achieving educational goals requires robust and stable institutional frameworks (SDG 16) that connect policy with adequate resources and hold the system accountable for outcomes related to educational attainment and economic mobility.
2. Prioritize Student-Teacher Relationships: The report underscores that strong, supportive relationships between educators and students are a critical factor for success. Fostering these connections is essential for creating an inclusive environment where vulnerable students feel supported, directly contributing to SDG Target 4.5 and SDG 10.
3. Create Engaging and Supportive School Environments: To combat disengagement and absenteeism, schools must be places where students want to be. Promoting involvement in extracurricular activities like sports and arts helps build a connection to the school community, which is crucial for student well-being (SDG 3) and sustained academic participation (SDG 4).

Analysis of Sustainable Development Goals (SDGs) 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 piece revolves around Oregon’s goal to achieve a 100% high school graduation rate, tracking a cohort of students from elementary school to graduation. It discusses the quality of education, learning outcomes, challenges in the school system, and the impact of external factors like the COVID-19 pandemic on student learning and completion of secondary education.

• SDG 10: Reduced Inequalities

  The article highlights inequalities within the education system. It points to disparities in outcomes for students with different needs and backgrounds, such as a student with a learning disability (Osvaldo), a student with medical challenges (Kaylie), and a Black student who was perceived as having “behavior problems” (Josh). The article implicitly addresses the need to ensure equal opportunity for all students to succeed, regardless of their personal circumstances.

• SDG 1: No Poverty

  The article connects socio-economic status to educational challenges. It notes that the students were from “mostly low-income families” and that the elementary school provided “food assistance and other help.” The concluding remarks state that “societal issues that are barriers to adult successes… then translate into removing barriers for kids,” linking family well-being and economic stability directly to children’s educational success.

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

• SDG 4: Quality Education

  • 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 is centered on Oregon’s state-level goal to achieve “100% high school graduation,” which is a direct reflection of this target’s aim for completion of secondary education. The 13-year “Class of 2025” project was designed specifically to track progress toward this outcome.

  • Target 4.5: By 2030, 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.

    The article provides examples of vulnerable students facing barriers. Osvaldo’s struggle with reading and his need for an “individualized education program” for his learning disability, and Josh, a Black student whose behavior was the focus over his potential, both illustrate the challenges in providing equal access and support for all students to succeed.

• SDG 10: Reduced Inequalities

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

    The article discusses the “disconnect” between Oregon’s “middle of the pack” spending per student and its educational “outcomes are near, or at, the bottom.” This points to a systemic issue of unequal outcomes. The story of Josh’s mother feeling he was “seen as a Black boy with behavior problems and not this amazing kid who is sweet” highlights the need to reduce inequalities of outcome that may stem from biased perceptions or practices.

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

• High School Graduation Rate: This is the most explicit indicator used throughout the article. The state’s initial goal was “100% high school graduation.” The article reports the actual outcomes, such as the “Class of 2024 had a nearly 82% graduation rate” and the followed cohort had an 80% graduation rate. This directly measures progress toward Target 4.1.
• Chronic Absenteeism: The article states that “Chronic absenteeism soared” after the pandemic. This is a key indicator of student engagement and a predictor of educational outcomes, relevant to measuring the quality and equity of education (Target 4.1).
• Academic Achievement Scores: It is mentioned that “Reading and math achievement scores declined” post-pandemic. These scores are direct indicators of whether students are achieving “relevant and effective learning outcomes” as stipulated in Target 4.1.
• School Enrollment Rates: The article notes that “Oregon’s public school enrollment dropped by more than 20,000 students” after the pandemic. This indicator reflects student disengagement from the formal education system and is a critical measure of access and participation in education.
• College Enrollment Rates: The fact that “college enrollment rates stagnated” is mentioned as another negative educational indicator, reflecting challenges in the transition from secondary to tertiary education.

SDGs, Targets, and Indicators Table

Source: opb.org