Report on the California State University, Long Beach PreK-3 Credentialing Program

Introduction: A Strategic Initiative for Sustainable Development Goal 4

In response to high demand for specialized educators in early childhood education, California State University, Long Beach (CSULB) is launching a new credentialing program. The PreK-3 Early Childhood Education Specialist Instruction Credential program, set to begin in fall 2025, is designed to prepare educators to meet the critical developmental needs of young children. This initiative directly supports the United Nations’ Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, with a specific focus on Target 4.2: ensuring all children have access to quality early childhood development, care, and pre-primary education.

Program Objectives and Alignment with Sustainable Development Goals

Enhancing Quality Education (SDG 4)

The core objective of the program is to improve the quality of early childhood instruction. The coursework is structured to enhance teachers’ capacity to foster foundational social and emotional skills in children, preparing them for long-term academic and personal success. Program Coordinator Ruth Piker stated, “We’re centering children in a way that we’re really thinking about their needs and being able to have a sense of community.” This focus on holistic child development is a cornerstone of achieving SDG 4.

Promoting Decent Work and Economic Growth (SDG 8)

The program’s development was facilitated by an $11 million donation from the Ballmer Group, the largest in the College of Education’s history. This investment underscores the program’s dual role in contributing to SDG 8 (Decent Work and Economic Growth). According to Kim Pattillo Brownson of Ballmer Group, the program is a “standout for creating pathways for economic mobility for young students in the long term, and also providing near-term economic mobility for PK-3 teachers as well.” By creating a skilled workforce for an in-demand field, the program supports full and productive employment.

Reducing Inequalities (SDG 10) and Fostering Inclusion

The program curriculum prepares educators to create inclusive learning environments that address the diverse needs of all children, a key component of SDG 10 (Reduced Inequalities). This includes:

• Training teachers to identify and support children showing early signs of special needs, such as dyslexia or ADHD.
• Encouraging the presence of diverse role models, including male educators, in a field where they are underrepresented.
• Utilizing play-based learning to engage students from various backgrounds and prepare them for future academic stages.

Case Studies: Ballmer Scholars and Practical Application of SDG Principles

Several students, designated as Ballmer Scholars, are already embodying the program’s principles and their connection to the SDGs.

1. Willian Alfaro: A Master of Arts candidate, Alfaro utilizes puppetry to create what he calls a “magical safe space,” directly contributing to the establishment of inclusive and effective learning environments (SDG 4). His goal to serve as a positive male role model and support children with special needs aligns with SDG 10.
2. Fidelia Santos: An instructional assistant enrolled in the master’s program, Santos employs play-based learning to develop crucial social and emotional skills. She notes, “If students are not learning social and emotional learning skills, they’re going to struggle through the later years,” highlighting the program’s focus on foundational quality education (SDG 4).
3. Juan Cabrera Gonzalez: A preschool operator, Cabrera Gonzalez emphasizes supervising children “in all aspects of development, so that they can be whatever they want to be in a healthy environment, where they are seen, where they are appreciated, where they are loved.” This approach fosters peaceful and inclusive societies from an early age, supporting the principles of SDG 16 (Peace, Justice and Strong Institutions).

Responding to State-Level Mandates and Workforce Demands

Fulfilling California’s Universal Transitional Kindergarten Initiative

The program is a timely response to a 2021 state education bill that mandates universal transitional kindergarten by the 2025-26 school year. This state-level policy change is projected to increase enrollment by over 300,000 children.

Addressing the Teacher Shortage in Alignment with SDG 8

A 2022 report from the Learning Policy Institute projects a significant workforce gap to meet the new demand. Key findings indicate:

• California school districts will need to hire between 11,900 and 15,600 new transitional kindergarten teachers.
• The CSULB program is strategically positioned to fill this labor market need.

By preparing a new cohort of highly qualified educators, the CSULB PreK-3 credentialing program serves as a critical mechanism for achieving state educational goals while making a substantial contribution to the global Sustainable Development Goals for education, economic growth, and social equity.

SDGs Addressed in the Article

SDG 4: Quality Education

• The article’s central theme is the creation of a new credentialing program at Cal State Long Beach for PreK-3 teachers. This directly relates to improving the quality of early childhood education, a fundamental aspect of SDG 4.

SDG 8: Decent Work and Economic Growth

• The article mentions that the program provides “near-term economic mobility for PK-3 teachers” and aims to “elevate awareness of early childhood education as an important profession.” This connects to creating better career opportunities and economic stability for educators.

SDG 10: Reduced Inequalities

• The program and its teachers aim to support a “diverse group of students,” including those with special needs like dyslexia or ADHD. By providing foundational social and emotional skills to all children, especially those from varied backgrounds, it works towards reducing inequalities in long-term life outcomes.

Specific Targets Identified

SDG 4: Quality Education

1. Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
   • The article directly supports this target by discussing California’s plan to “implement universal transitional kindergarten as of the 2025-26 school year.” The CSULB program is designed to prepare teachers to provide this “quality early childhood development,” focusing on social and emotional skills to help children “flourish over their lifetimes.”
2. Target 4.c: By 2030, substantially increase the supply of qualified teachers.
   • The article explicitly highlights a significant teacher shortage, stating that California school districts will need to hire “some 11,900 to 15,600 teachers” to meet the demand for transitional kindergarten. The new CSULB credentialing program is a direct response to this need, aiming to “substantially increase the supply of qualified teachers” for early childhood education.

SDG 8: Decent Work and Economic Growth

1. Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men… and equal pay for work of equal value.
   • The article notes that the program provides “near-term economic mobility for PK-3 teachers.” It also mentions the goal to “elevate awareness of early childhood education as an important profession,” which implies improving the value and conditions of this work, contributing to the goal of decent work for these educators.

SDG 10: Reduced Inequalities

1. Target 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.
   • The article describes how teachers like Willian Alfaro want to help families with children “starting to show signs of special needs, such as living with dyslexia or ADHD.” Fidelia Santos works with a “diverse group of students.” The program’s focus on providing all children with foundational skills in a “healthy environment, where they are seen, where they are appreciated, where they are loved” is a direct effort to promote inclusion and reduce future inequalities.

Indicators for Measuring Progress

Indicators for SDG 4

• Indicator for Target 4.2: The article mentions that “more than 300,000 children will then enroll in transitional kindergarten programs.” The number of children enrolled in quality pre-primary education serves as a direct indicator of progress.
• Indicator for Target 4.c: A clear indicator is the projected need for “11,900 to 15,600 teachers.” The number of new, qualified teachers graduating from the CSULB program and similar initiatives can be measured against this required figure to track progress in increasing the supply of qualified educators.

Indicators for SDG 8

• Indicator for Target 8.5: While not providing a specific metric, the article implies an indicator through the statement about providing “near-term economic mobility for PK-3 teachers.” Progress could be measured by tracking the career advancement and salary improvements of the program’s graduates, demonstrating the creation of decent work.

Indicators for SDG 10

• Indicator for Target 10.2: The article implies that progress can be measured by the successful inclusion of diverse learners. An indicator would be the number or proportion of children with special needs (e.g., dyslexia, ADHD) and from diverse backgrounds who are effectively supported in these early childhood programs, ensuring they develop the necessary skills for future success.

SDGs, Targets, and Indicators Analysis

Source: csulb.edu