County’s high schools recognized for college access efforts – Morgan Messenger

Report on Educational Advancement Initiatives in Morgan County and Alignment with Sustainable Development Goals

Executive Summary

Two high schools in Morgan County, West Virginia—Paw Paw High School and Berkeley Springs High School—have been formally recognized as a “Champion of College Access and Success.” This award, presented by the West Virginia Higher Education Policy Commission, highlights the schools’ significant contributions to achieving key United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities). The recognition acknowledges a comprehensive strategy to build a culture of college and career readiness, thereby ensuring students are equipped for future success.

Alignment with SDG 4: Quality Education

The initiatives directly support SDG Target 4.3, which aims to ensure equal access for all to affordable and quality technical, vocational, and tertiary education. By actively preparing students for higher education, the schools are making a tangible impact on educational outcomes.

• Award Recognition: Both Paw Paw High School and Berkeley Springs High School were honored for their exceptional work. For Paw Paw High School, this is a consistent achievement, while it marks the first such honor for Berkeley Springs High School.
• Key Personnel: The efforts were led by dedicated guidance counselors, including Candice Pennington of Berkeley Springs and Dr. Tina Stickley of Paw Paw, who were formally recognized for their leadership.

Supporting SDG 8 (Decent Work) and SDG 10 (Reduced Inequalities)

The program’s focus on both college and trade schools addresses SDG Target 8.6 by reducing the proportion of youth not in employment, education, or training. Furthermore, by providing targeted support for financial aid applications, the schools work to dismantle economic barriers to education, a core principle of SDG 10.

1. Reducing Financial Barriers: A primary focus is on assisting students and families with the Free Application for Federal Student Aid (FAFSA), which is identified as a significant challenge. This support is crucial for ensuring students from all socioeconomic backgrounds can access higher education, thereby reducing inequalities.
2. Promoting Equal Opportunity: By organizing events where students can apply for college with direct assistance and receive application fee waivers, the schools ensure a more equitable application process for all.

Key Strategic Initiatives Implemented

A series of structured events and support systems have been implemented to foster a college-going culture and provide practical assistance to students.

• College Application and Exploratory Week: An event dedicated to helping students discover various colleges and vocational schools.
• FAFSA Support Sessions: Workshops and informational events designed to help students and families navigate the federal student aid application process.
• College Decision Day: An event that formally recognizes and celebrates students who have committed to pursuing higher education.
• Direct Application Support: In-school workshops where staff provide hands-on assistance with college applications, including the use of the Common App to streamline the process for multiple institutions.
• Recruiter and Community Engagement: Facilitating visits from college recruiters and holding career fairs where community members discuss educational pathways for various professions.

Challenges and Future Directions

While successful, the program has identified areas for future development and challenges to overcome in its mission to align with the SDGs.

• Early Engagement: There is a recognized need to expand college and career readiness programs to middle school grades. However, a key challenge is that higher education institutions are often not prepared to engage with this younger demographic.
• FAFSA Complexity: FAFSA completion remains the most significant hurdle, requiring continuous and intensive support from school counselors.
• Program Expansion: Future plans include formally extending the College Access award criteria to include schools with lower grades, encouraging an earlier start to career and college planning.

Analysis of SDGs, Targets, and Indicators

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

• SDG 4: Quality Education

  This is the primary goal addressed in the article. The entire text focuses on the efforts of two high schools to “expose students to college opportunities, prepare for higher education and empower students and families to succeed at applying for college and trade schools.” This directly relates to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities.

• SDG 8: Decent Work and Economic Growth

  The article connects educational efforts to future employment by mentioning the goal of building “a culture of college and career readiness.” By preparing students for both college and trade schools, and holding “career fairs,” the schools are actively working to equip youth with the necessary skills for future employment, which contributes to economic growth.

• SDG 10: Reduced Inequalities

  The initiatives described in the article implicitly address the reduction of inequalities. Programs like FAFSA (federal student aid application) workshops are crucial for students from lower-income backgrounds who may lack the resources or guidance to navigate the financial aid process. The article notes that “FAFSA completion is the toughest part,” and by providing direct assistance, the schools help ensure that financial barriers do not prevent capable students from pursuing higher education, thus promoting equal opportunity.

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

• Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

  The article directly supports this target. The schools are recognized as “Champion of College Access and Success” for their work in helping students apply to “college and trade schools.” Events like the “college application and exploratory week” and workshops where “students can apply to higher education right there” are concrete actions aimed at ensuring equal access to tertiary education.

• Target 4.4: Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

  This target is addressed through the schools’ focus on “career readiness” and holding “career fairs and events where community members tell students about various careers and what kind of schooling is required.” This prepares students with relevant knowledge for employment and helps them understand the pathways to decent jobs.

• Target 8.6: Substantially reduce the proportion of youth not in employment, education or training (NEET).

  The core mission of the programs described is to ensure students transition from high school into a positive next step. By organizing a “College Decision Day, which recognizes students who have pursued higher education and committed to a school,” the schools are actively working to guide students toward further education or training, thereby reducing the likelihood of them becoming part of the NEET population after graduation.

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

• FAFSA Completion Rate

  The article explicitly identifies FAFSA completion as a key challenge and a focus of the schools’ efforts. Guidance Counselor Candice Pennington states, “FAFSA completion is the toughest part for us,” and mentions holding sessions to “help navigate the FAFSA.” Therefore, the percentage of students who successfully complete the FAFSA is a clear, implied indicator of progress towards ensuring access to affordable education (Target 4.3).

• College Application and Acceptance Rate

  The article describes “college application and exploratory week” and workshops where staff help students with the application process. The celebration of a “College Decision Day” recognizes students who have “committed to a school.” This implies that the number or percentage of students applying to and being accepted into higher education institutions (colleges, universities, or trade schools) is a key metric of success.

• Number of College and Career Readiness Events

  The recognition of the schools was a result of their “concerted effort to hold and promote several key events throughout the school year.” The article lists college application weeks, FAFSA sessions, College Decision Day, and career fairs. The number and variety of these events serve as a qualitative and quantitative indicator of the schools’ commitment to building a “culture of college and career readiness” (Targets 4.3 and 4.4).

4. Summary Table of SDGs, Targets, and Indicators

Source: morganmessenger.com