D202 board reviews 2024-25 school year report, concerns over racial disparity in discipline incidents – The Daily Northwestern

District 202 Annual Report Review: Progress and Challenges in Aligning with Sustainable Development Goals

The Evanston Township High School District 202 Board of Education has completed its review of the 2024-25 “Year in Review” report. This analysis assesses student academic performance, well-being, and post-secondary indicators through the lens of the United Nations Sustainable Development Goals (SDGs), particularly focusing on SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions).

Analysis of Disciplinary Actions and SDG 10: Reduced Inequalities

A primary area of concern identified in the report is the significant racial disparity in student discipline incidents, which presents a direct challenge to achieving SDG 10 (Reduced Inequalities). The data indicates a disproportionate application of disciplinary measures affecting students of color.

Key Findings on Disciplinary Disparities

• Of the 779 students with discipline incidents, Black students were significantly overrepresented.
• Black students constitute approximately 24% of the student body, yet they accounted for a much larger percentage of disciplinary cases.
• Male Students: 35% of male students with discipline incidents were identified as Black.
• Female Students: 47% of female students with discipline incidents were identified as Black.

Board President Pat Savage-Williams and Vice President Monique Parsons expressed alarm at these figures, emphasizing the urgent need to address systemic issues and ensure equitable outcomes, in line with SDG 10.3, which aims to reduce inequalities of outcome.

Academic Achievements and Progress Towards SDG 4: Quality Education

The report highlighted several areas of academic success, demonstrating the district’s progress toward providing inclusive and equitable quality education as outlined in SDG 4.

Success in Advanced Course Enrollment

A significant achievement was noted in advanced course participation, which supports the goal of eliminating disparities in academic achievement.

• 99% of the graduated Class of 2025 took at least one advanced course, including AP, Project Lead The Way, dual credit, or honors classes.

This statistic is presented as concrete evidence of progress in decoupling academic achievement from racial predictability, a core tenet of both SDG 4 and SDG 10.

Support for Students with Individualized Education Programs (IEPs)

The district reported substantial improvement in outcomes for students with disabilities, directly addressing SDG 4.5, which calls for equal access to all levels of education for the vulnerable.

• 85% of students with an IEP are on track for a four-year graduation.
• This represents a 14% increase from the 2023-24 school year, attributed to a tiered intervention process and diligent monitoring by the special education administrative team.

Attendance Trends

While overall attendance has trended downward since the 2023-24 school year, ETHS maintains an average attendance rate of 92%, which is comparatively strong against national trends. Consistent attendance remains a critical factor for achieving quality education for all students.

Institutional Strategy and Future Outlook for Sustainable Development

The board outlined several strategic initiatives aimed at strengthening institutional effectiveness and accountability, aligning with SDG 16 (Peace, Justice, and Strong Institutions).

Enhancing Data-Driven Strategies

1. Alignment of Assessment Systems: Evanston/Skokie School District 65 will adopt the Star Assessment for reading and i-Ready for mathematics. This aligns with District 202’s systems, enabling more effective cross-district monitoring of student growth, which is crucial for data-informed policymaking under SDG 4.
2. Progress Monitoring: The Year in Review report will now serve as a foundational document for quarterly progress monitoring, allowing the board to track developments in real-time and enhance institutional accountability.

Commitment to Continuous Improvement

Superintendent Marcus Campbell affirmed that the report’s findings will be used to proactively address long-standing issues and drive measurable improvements in the 2025-26 school year. This commitment to responsive governance and data-driven reform strengthens the district as an effective and inclusive institution, as envisioned in SDG 16.

Analysis of Sustainable Development Goals in the Article

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

The article discusses issues related to education, racial inequality, and student well-being within the Evanston Township High School District 202. Based on this focus, the following Sustainable Development Goals (SDGs) are addressed:

• SDG 4: Quality Education: The entire article is centered on the school district’s “Year in Review report,” which covers student academic performance, attendance, access to advanced courses (AP, honors), and specific outcomes for students with disabilities (IEPs). The goal is to ensure inclusive and equitable quality education for all students.
• SDG 10: Reduced Inequalities: A primary concern raised in the article is the “continued racial disparity in discipline incidents.” The data presented shows that Black and Hispanic students are disciplined at disproportionately higher rates compared to their representation in the student body. The district’s stated goal of “eliminating the predictability of academic achievement based upon race” also directly connects to reducing inequalities.

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

Several specific targets under SDG 4 and SDG 10 are relevant to the content of the article:

1. Under SDG 4 (Quality Education):
   • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education. The article’s focus on the “four-year graduation” rate for students, particularly the 85% rate for students with an Individualized Education Program (IEP), directly relates to this target of completing secondary education.
   • 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… The article highlights efforts to address disparities affecting vulnerable groups. This is shown by the concern over racial groups in discipline and the specific mention of a “14% increase” in on-track graduation for students with IEPs, demonstrating a focus on ensuring access and success for students with disabilities.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all. The discussion around “alarming” rates of discipline incidents, especially those with racial disparities, points to the challenge of maintaining a safe and inclusive learning environment for all students.
2. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity… The school board’s review of racial disparities in discipline is a direct effort to promote the social and educational inclusion of students from all racial backgrounds and to address practices that may be exclusionary.
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome… The article’s central theme of tackling the overrepresentation of Black and Hispanic students in discipline incidents is a clear example of addressing inequalities of outcome. Board President Pat Savage-Williams’ statement that “we have to really continue to consider race” underscores the commitment to ensuring equal opportunity and treatment.

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

Yes, the article mentions several quantitative and qualitative indicators that can be used to measure progress:

• Proportion of students disciplined, by race: This is a direct indicator for SDG 10.3. The article provides specific data: “Of the male students with discipline incidents, 35% were identified as African American or Black,” while Black students make up “nearly 24% of all students.” This disparity serves as a baseline indicator to measure progress in reducing inequality.
• Student attendance rates: The article mentions an “average attendance rate of about 92%.” This is an indicator for SDG 4, as attendance is crucial for educational attainment. The report notes that attendance has been “trending downward,” making it a key metric to monitor.
• Percentage of students enrolled in advanced courses: The statistic that “99% of the graduated Class of 2025 took at least one AP, Project Lead The Way, dual credit or honors course” is used as an indicator for equitable access to quality education (Target 4.5). The district uses this to measure progress toward its goal of “eliminating the predictability of academic achievement based upon race.”
• On-track graduation rate for students with disabilities: The article states that “85% of students with an Individualized Education Program are on track for a four-year graduation.” This is a specific indicator for measuring the successful inclusion and educational completion for a vulnerable group, as outlined in Target 4.5. The “14% increase from the 2023-24 school year” provides a clear measure of progress.

4. Summary Table of SDGs, Targets, and Indicators

Source: dailynorthwestern.com