‘Community lasts forever’ | The Buffalo Bills Social Justice Committee puts its heart into every event and every person – Buffalo Bills Home | Buffalo Bills – buffalobills.com

Report on Educational Equity and Vocational Training Initiatives in Buffalo Public Schools

Introduction: Committee Assessment of McKinley High School

• On October 7, a committee visited McKinley High School in Buffalo, NY.
• The objective was to evaluate the trade programs available to students within the public school system.
• The visit underscored the critical role of education in empowering students to pursue diverse career paths, including skilled trades, and achieve their full potential.

Advancing SDG 4: Quality Education through Career and Technical Education (CTE)

1. Accessible Vocational Skills: In alignment with SDG Target 4.4 (Skills for Employment), the Buffalo Public School system provides Career and Technical Education (CTE) opportunities to equip youth with relevant vocational skills.
2. Curriculum Integration: At McKinley High School, CTE programs and electives are prioritized and integrated into the standard curriculum, ensuring students receive comprehensive and practical training.
3. Promoting Lifelong Learning: These programs promote inclusive and equitable quality education by offering alternative pathways to success beyond traditional academic routes, fostering lifelong learning opportunities for all students.

Addressing SDG 10: Reduced Inequalities in Educational Access

• Socio-Economic Barriers: The high cost of private trade schools (up to $10,000 per year) and the absence of public vocational schools in Buffalo create significant barriers for financially disadvantaged families.
• Targeted Support: McKinley High School serves a student population where 91% are financially disadvantaged and 90% are minorities. The provision of in-school CTE programs directly addresses SDG Target 10.2 by promoting social and economic inclusion.
• Ensuring Equal Opportunity: By offering these programs at no cost and providing scholarship assistance for post-secondary education, the school system actively works to reduce inequalities of outcome, ensuring that access to valuable skills training is not determined by economic status.

Fostering SDG 8: Decent Work and Economic Growth

1. Pathway to Employment: CTE programs provide a direct link between education and the workforce, preparing students for decent work and contributing to sustainable economic growth as outlined in SDG 8.
2. Reducing Youth Unemployment: This initiative is a key strategy in support of SDG Target 8.6, which aims to substantially reduce the proportion of youth not in employment, education, or training (NEET).
3. Economic Empowerment: By equipping students with skills for careers in trades, engineering, and other technical fields, the program empowers them to secure productive employment, fostering economic resilience and community development.

Analysis of SDGs in the Article

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

1. SDG 4: Quality Education

   • The article’s primary focus is on providing “Career and Technical Education (CTE) opportunities” and trade programs for students at McKinley High School. This directly relates to ensuring inclusive and equitable quality education.

2. SDG 10: Reduced Inequalities

   • The article specifies that at McKinley High, “minorities make up 90 percent of enrolled students and 91 percent of students are financially disadvantaged.” By providing accessible CTE programs and financial assistance, the school system is working to reduce inequalities in educational and economic opportunities for these specific demographic groups.

3. SDG 1: No Poverty

   • The article highlights that private trade schools are expensive and not readily available for families at a “financial disadvantage.” By offering public CTE programs and assisting students with scholarships for post-graduation training, the school provides a pathway to stable employment, which is a crucial step in breaking the cycle of poverty.

4. SDG 8: Decent Work and Economic Growth

   • The emphasis on “trade programs” and skills for becoming an “engineer or anything” is directly aimed at preparing students for the workforce. Equipping youth with relevant vocational skills contributes to their future ability to secure decent work and promotes overall economic growth.

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

1. Targets for SDG 4 (Quality Education)

   • 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 discusses the Buffalo Public School system’s aim to provide CTE opportunities as an alternative to expensive private trade schools, directly addressing the need for affordable and accessible vocational education.
   • 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 core purpose of the CTE programs mentioned is to provide students with these exact skills for future careers.

2. Target for SDG 10 (Reduced Inequalities)

   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… race, ethnicity… or economic or other status.” The program’s focus on a school where 90% of students are minorities and 91% are financially disadvantaged is a direct effort to promote their economic inclusion through education.

3. Target for SDG 8 (Decent Work and Economic Growth)

   • Target 8.6: “By 2020, substantially reduce the proportion of youth not in employment, education or training.” The initiative to provide students with clear pathways into trade schools, colleges, or specific job programs (firefighter, medical) is a strategy to ensure they are engaged in employment, education, or training after graduation.

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

1. Indicators for SDG 4 Targets

   • Implied Indicator: The number and proportion of students enrolled in Career and Technical Education (CTE) programs and electives within the Buffalo Public School system. This would measure the reach of the programs discussed.
   • Implied Indicator: The number of students who receive financial assistance or scholarships for post-high school education or training, as the article states the school “assist students financially.”

2. Indicators for SDG 10 Target

   • Direct Indicator: The proportion of students from minority groups (stated as 90%) served by the educational programs.
   • Direct Indicator: The proportion of students who are financially disadvantaged (stated as 91%) participating in the CTE programs. These figures serve as a baseline for measuring whether the programs are reaching their intended demographic.

3. Indicators for SDG 8 Target

   • Implied Indicator: The post-graduation status of students from McKinley High’s CTE programs (i.e., the percentage who successfully enroll in a college, trade school, or gain employment). This would directly measure the program’s effectiveness in reducing the number of youth not in employment, education, or training.

4. Summary Table of SDGs, Targets, and Indicators

Source: buffalobills.com