Education reform on the minds of many across the state; lawmakers begin interim committee meetings Sunday – WV MetroNews

Report on Proposed Educational Reforms in West Virginia and Alignment with Sustainable Development Goals

Introduction: The Imperative for Educational Reform

The state of West Virginia is confronting a critical need to reform its public education system. This necessity is driven by a confluence of demographic and policy shifts that directly impact the state’s ability to meet Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education for all. Key drivers for this reform initiative include declining population figures, ongoing school consolidation, and an expanding landscape of educational choices available to families.

Key Factors Influencing the Educational Landscape

Several interconnected factors are compelling a re-evaluation of the state’s public education framework. These elements challenge the existing structures and funding mechanisms, necessitating a strategic response aligned with long-term sustainability and equity goals.

• Expansion of Educational Alternatives: The growth of programs such as the Hope Scholarship, homeschooling, and public charter schools has diversified the educational environment. While this aligns with aspects of SDG 4 by providing choice, it has also led to a consistent decline in traditional public school enrollment.
• Demographic and Economic Pressures: Population decline and school consolidation create significant operational and financial challenges for school districts, threatening the equitable distribution of resources and access to quality education, a core tenet of SDG 10 (Reduced Inequalities) and SDG 11 (Sustainable Cities and Communities).
• Legislative Response: Lawmakers, including Delegate Joe Statler, Vice-Chair of the House Education Committee, report that providing these educational options is a direct response to public demand. The stated legislative intent is not to dismantle public education but to create a more diverse system of school choice.

Reforming Governance and Funding for SDG 4 Attainment

Stakeholders have identified the state’s legal and financial frameworks as primary targets for reform to build a more resilient and effective education system.

Legislative and Institutional Framework (SDG 16)

There is a consensus among key figures, including State Board of Education President Paul Hardesty and West Virginia Chamber of Commerce President Steve Roberts, that the state’s education code requires modernization.

1. Overdue Code Revision: West Virginia Code Chapters 18 and 18A, which govern public school operations, are considered outdated and have not been comprehensively addressed despite previous attempts by multiple administrations. This legislative inertia hinders the creation of strong and effective institutions as called for in SDG 16 (Peace, Justice and Strong Institutions).
2. Call for Stakeholder Partnership (SDG 17): Legislators have solicited input from the education community, including unions and administrators, to inform the reform process. However, Delegate Statler noted a lack of response, highlighting a critical gap in the multi-stakeholder partnerships required by SDG 17 (Partnerships for the Goals) for effective policy development.

Rethinking the State Funding Formula for Equity (SDG 10)

The current school funding formula is under scrutiny for its potential to exacerbate inequalities in the face of declining enrollment.

• Enrollment-Based Model: The existing formula’s heavy emphasis on student enrollment numbers places districts with declining populations at a financial disadvantage, potentially compromising educational quality and equity.
• Exploration of Alternative Models: To address this, lawmakers are examining funding formulas from other states, such as Alabama, Mississippi, and Tennessee. The goal is to identify a model that better supports student outcomes and ensures equitable resource allocation, directly addressing SDG 4 and SDG 10. The potential for an alternative model to increase the overall education budget is also under consideration.

Conclusion: The Path Forward

The Joint Standing Committee on Education is scheduled to convene, marking a formal step toward addressing these systemic challenges. The central objective of the forthcoming legislative discussions, as articulated by stakeholders, is to determine how to enhance educational outcomes for all students. This reform effort represents a pivotal opportunity for West Virginia to realign its education system with the principles of the Sustainable Development Goals, fostering quality education (SDG 4), reducing inequality (SDG 10), and building a skilled workforce for future economic growth (SDG 8).

Analysis of Sustainable Development Goals in the Article

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

• SDG 4: Quality Education

  The article is fundamentally about the public education system in West Virginia. It discusses challenges such as declining enrollment, school consolidation, and funding pressures. The central theme is the need for reform to ensure the system can continue to provide quality education for students. The stated goal of the reform discussions is to answer the question, “How can we do better for our students?”, which directly aligns with the core mission of SDG 4.

• SDG 16: Peace, Justice and Strong Institutions

  The article details a process of institutional and legislative reform. The discussion revolves around the need to update state laws (“West Virginia Code Chapters 18 and 18A”) and reform the state’s school funding formula. This focus on improving governance, making institutions more effective and responsive, and ensuring a participatory legislative process connects directly to the principles of SDG 16.

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

1. 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 reforming the public school system to better serve students amidst declining enrollment and new educational choices (charter schools, homeschooling) is an effort to maintain and improve the quality and equity of public education. The question posed by Steve Roberts, “How can we do better for our students?” directly reflects the ambition of this target.

2. SDG 16: Peace, Justice and Strong Institutions

   • Target 16.6: Develop effective, accountable and transparent institutions at all levels. The article highlights that the current legal framework for education is outdated and that reform is “long overdue.” The call by the State Board of Education President and the Chamber of Commerce to change the state funding formula and the state code is a direct attempt to make the institutions governing education more effective and accountable to the state’s current needs.
   • Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels. The article mentions that lawmakers are actively “soliciting input from the education community” and are “willing to listen to the unions, administrators and statewide education leaders.” This demonstrates an effort towards a participatory decision-making process, which is a key component of this target, even if the response so far has been limited.

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 (Quality Education)

   • Public school enrollment numbers: This is a primary indicator mentioned throughout the article. The text explicitly states that “declining populations, school consolidation,” and the “growth of the Hope Scholarship, homeschooling and the emergence of the charter system have steadily chipped away at public school enrollment.” These numbers are driving the sense of urgency for reform.
   • Education funding and allocation: The article implies this is a key indicator by focusing heavily on the need to reform the “state funding formula.” It mentions the “financial pressure” on the system and the fact that they are “spending a lot of money.” The review of funding formulas from other states like Tennessee, which “increased the budget for education,” shows that financial metrics are central to measuring the system’s health and the potential impact of reforms.

2. Indicators for SDG 16 (Strong Institutions)

   • Status of legislative reform: The article implies that the successful reform of “West Virginia Code Chapters 18 and 18A” is a key performance indicator for institutional effectiveness. The statement that reform “hasn’t been addressed by the state legislature” and “it’s not getting done” serves as an indicator of past institutional inertia.
   • Level of stakeholder engagement: The article provides a qualitative indicator for participatory decision-making. Del. Joe Statler’s comment that “crickets make more noise at night than what we heard back from the people” when soliciting input directly measures the level of engagement from the education community in the reform process.

4. Summary Table of SDGs, Targets, and Indicators

Source: wvmetronews.com