Eighth graders and parents invited to learn about high school options – Dearborn Public Schools

Report on Dearborn Public Schools’ High School Programs and Alignment with Sustainable Development Goals

Introduction: Fostering Quality Education and Economic Growth

Dearborn Public Schools has initiated a series of informational sessions to detail advanced high school program opportunities for eighth-grade students. These initiatives are strategically aligned with several United Nations Sustainable Development Goals (SDGs), primarily focusing on providing inclusive and equitable learning pathways that prepare students for future success.

• SDG 4: Quality Education: The programs offer specialized, high-quality education designed to equip students with the skills necessary for higher education and the modern workforce.
• SDG 8: Decent Work and Economic Growth: By focusing on career-oriented training in high-demand sectors, the district is actively contributing to the development of a skilled labor force, promoting sustained, inclusive, and sustainable economic growth.

Analysis of Specialized High School Programs

Henry Ford Early College (HFEC): A Model for Reducing Inequalities

The Henry Ford Early College (HFEC) program is a five-year initiative enabling students to earn a high school diploma and an associate degree or trade certification concurrently. This program directly supports key SDGs by removing financial barriers to post-secondary education.

• SDG 10: Reduced Inequalities: By offering these advanced degrees and certifications at no cost to families, the district significantly reduces economic and social inequalities, ensuring access to opportunities based on merit rather than financial capacity.
• SDG 4: Quality Education: The program provides a direct pathway to lifelong learning opportunities and tertiary education.

The HFEC initiative is composed of three distinct programs, each contributing to specific global goals:

1. Medical Careers Program: In partnership with Henry Ford Health System, this track prepares students for careers in healthcare. This directly addresses SDG 3: Good Health and Well-being by helping to build a future pipeline of skilled healthcare professionals.
2. Advanced Manufacturing Program: This track focuses on degrees in drafting/CAD, automotive technology, and mechatronics. It aligns with SDG 9: Industry, Innovation, and Infrastructure by training students for roles in modern, technology-driven industries.
3. Pre-Education Program: This track supports students aspiring to careers in education. It reinforces SDG 4: Quality Education by cultivating the next generation of qualified teachers and educational support staff.

Dearborn Center for Math, Science and Technology (DCMST): Driving Innovation

The DCMST is a specialized half-day program for high-achieving students with an interest in Science, Technology, Engineering, and Mathematics (STEM). This program is instrumental in advancing several SDGs.

• SDG 9: Industry, Innovation, and Infrastructure: The program’s rigorous STEM curriculum fosters the innovative and analytical skills required to address complex global challenges and drive technological advancement.
• SDG 4: Quality Education: DCMST provides an enhanced, specialized education in critical fields, ensuring students are well-prepared for scientific and technical careers that support sustainable development.

Stakeholder Engagement and Inclusive Access

Information Dissemination Strategy

The district has planned a comprehensive outreach strategy to ensure all stakeholders are informed, reflecting a commitment to inclusive partnerships.

• In-person presentations will be held at each middle school for students and parents.
• Two virtual Zoom sessions will be offered to accommodate parents unable to attend daytime meetings and to reach families considering transferring into the district.
• This inclusive approach aligns with SDG 17: Partnerships for the Goals, by fostering collaboration between the educational institution, students, and the wider community.

Commitment to Regional Accessibility

The Henry Ford Early College programs extend eligibility to students residing outside the Dearborn Public School district but within Wayne County. This policy broadens access to quality education and directly supports SDG 10: Reduced Inequalities by providing opportunities to a larger regional population.

Conclusion: A Strategic Vision for Sustainable Development

According to Superintendent Glenn Maleyko, the district is committed to offering a variety of programs that enable students to explore their interests and find a path toward post-secondary success. These high school options represent a strategic effort to provide educational pathways that not only empower individual students but also contribute directly to the achievement of global Sustainable Development Goals, fostering a well-educated, healthy, and economically productive community.

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

  This is the most prominent SDG in the article. The entire text focuses on providing information about diverse and advanced educational opportunities for eighth-grade students. It details programs like the Henry Ford Early College (HFEC) and the Dearborn Center for Math, Science and Technology (DCMST), which are designed to provide high-quality, specialized secondary and tertiary education pathways.

• SDG 8: Decent Work and Economic Growth

  The article connects directly to this goal by highlighting educational programs that prepare students for future employment. The HFEC programs in medical careers, advanced manufacturing (including drafting/CAD, automotive technology, and mechatronics), and education are explicitly designed to equip students with relevant skills for specific job markets, thereby promoting productive employment.

• SDG 10: Reduced Inequalities

  This goal is addressed through the emphasis on accessibility. The article states that the Henry Ford Early College program allows students to earn an associate degree or trade certification “at no cost to the family.” This policy ensures that students from various economic backgrounds have an equal opportunity to access advanced education and vocational training, reducing financial barriers that can create inequality.

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

1. 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 directly supports this target by describing the Henry Ford Early College, where students can “earn both a high school diploma and an associate degree or trade certification at no cost to the family.” This program provides access to both vocational and tertiary education that is affordable and integrated with secondary schooling.
2. 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.
   • This target is addressed by the specialized nature of the programs offered. The “HFEC-Advanced Manufacturing” program focuses on skills like “drafting/CAD, automotive technology and mechatronics technology,” while another program focuses on “medical careers.” The DCMST program is for students “interested in STEM topics.” These are all designed to provide students with relevant technical and vocational skills for specific employment sectors.
3. Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.
   • Although the 2020 deadline has passed, the initiative described in the article aligns with the ongoing objective of this target. By creating clear pathways from education to careers through partnerships (e.g., with Henry Ford Health System) and specialized training, the school district is actively working to ensure students transition successfully into further education or employment, reducing the likelihood of them becoming disengaged after high school.

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

• Indicator for Target 4.3 & 4.4: The number of students enrolled in and completing the specialized programs.
  • The article implies this by detailing the recruitment efforts aimed at eighth graders for the HFEC and DCMST programs. Tracking the enrollment numbers in these programs would be a direct measure of how many youths are accessing these technical and vocational opportunities.
• Indicator for Target 4.3 & 10.2: The provision of free educational pathways.
  • The statement that students can earn a degree or certification “at no cost to the family” serves as a key indicator. It measures the district’s commitment to providing affordable and equitable access to tertiary and vocational education, directly addressing the financial barriers that contribute to inequality.
• Indicator for Target 4.4 & 8.6: The number of partnerships between educational institutions and industry.
  • The article mentions a “partnership with Henry Ford Health System” for the medical careers program. The existence and number of such partnerships can be used as an indicator of how well the educational curriculum is aligned with industry needs, which is crucial for equipping students with relevant skills for employment.

4. Summary Table of SDGs, Targets, and Indicators

Source: firstbell.dearbornschools.org