Report on the Northeast Academy for Aerospace and Advanced Technologies’ Role in a National Educational Initiative

Introduction: Aligning with Sustainable Development Goal 4

The Northeast Academy for Aerospace and Advanced Technologies (NEAAAT), an Elizabeth City charter school, has been selected to participate in the “Future of High School Network,” a national initiative convened by the Carnegie Foundation for the Advancement of Teaching. This selection represents a significant effort to advance Sustainable Development Goal 4 (SDG 4): Quality Education by contributing to the development of a new, more effective architecture for secondary education in the United States.

The “Future of High School Network”: A Partnership for Educational Advancement

The initiative brings together 24 school systems to innovate and implement new educational models. This collaboration exemplifies SDG 17: Partnerships for the Goals, uniting diverse educational stakeholders to achieve a common objective.

Core Objectives and SDG Alignment

The network’s primary goals are directly aligned with key targets of the Sustainable Development Goals:

1. Reforming Educational Metrics: The initiative seeks to move beyond the traditional time-based “Carnegie Unit” of credit. This reform supports SDG 4 by focusing on meaningful, competency-based learning rather than instructional time, ensuring students acquire relevant knowledge and skills.
2. Fostering Innovation: According to Dr. Timothy Knowles, President of the Carnegie Foundation, the network aims to “grow new models for the American high school” that provide “meaningful, rigorous and engaging learning experiences.” This aligns with SDG 9: Industry, Innovation, and Infrastructure by fostering innovation within the education sector itself.
3. Enhancing Student Assessment: A key focus is on developing improved methods for measuring and accelerating student progress, a critical component for ensuring equitable and quality outcomes as outlined in SDG 4.

NEAAAT’s Strategic Contribution to Sustainable Development

NEAAAT’s participation will directly support several SDGs through its established programs and its role in the national network. The school’s mission, as articulated by CEO Dr. Andrew Harris, is “ensuring all students graduate prepared for success in the real world,” a statement that underpins the objectives of both SDG 4 and SDG 8.

Promoting Quality Education and Reducing Inequalities (SDG 4 & SDG 10)

NEAAAT advances educational equity by serving students from grades five through twelve across eight counties in northeast North Carolina, providing access to specialized, high-quality education and contributing to SDG 10: Reduced Inequalities.

• Pasquotank
• Perquimans
• Gates
• Camden
• Chowan
• Hertford
• Tyrrell
• Currituck

Furthermore, by offering dual-enrollment opportunities at Elizabeth City State University and the College of The Albemarle, NEAAAT directly supports SDG Target 4.3, which aims to ensure equal access to quality technical, vocational, and tertiary education.

Developing Relevant Skills for Decent Work and Economic Growth (SDG 4 & SDG 8)

The curriculum at NEAAAT is specifically designed to equip students with skills for modern industries, a direct contribution to SDG 8: Decent Work and Economic Growth.

• Technical and Vocational Skills: Students take specialized courses in aviation science, computer science, and health science, earning certifications that prepare them for employment. This directly addresses SDG Target 4.4, which calls for increasing the number of youth with relevant skills for employment and entrepreneurship.
• Pathway to Employment: By providing clear pathways to higher education and skilled professions, the school actively works to fulfill SDG Target 8.6, which aims to reduce the proportion of youth not in employment, education, or training.

NEAAAT’s involvement in the Carnegie Foundation’s National Research and Development Agenda will help scale these successful models, potentially reshaping high school education nationwide to better align with the global goals for sustainable development.

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

1. SDG 4: Quality Education

   • The article’s central theme is the innovation of high school education. It describes the Northeast Academy for Aerospace and Advanced Technologies (NEAAAT) joining a network to create a “new architecture” for high school. The initiative aims to provide “meaningful, rigorous and engaging learning experiences” and ensure students graduate “prepared for success in the real world,” which directly aligns with the goal of providing quality education.

2. SDG 8: Decent Work and Economic Growth

   • The article mentions that NEAAAT students take specialized courses in aviation science, computer science, and health science to earn certifications. This focus on vocational and technical skills is intended to prepare students for future employment and careers, contributing to economic growth and reducing youth unemployment.

3. SDG 17: Partnerships for the Goals

   • The entire initiative described is a partnership. NEAAAT, a charter school, is collaborating with “24 school systems” in a “national network convened by the Carnegie Foundation for the Advancement of Teaching.” This multi-stakeholder collaboration to achieve educational reform is a clear example of a partnership for the goals.

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

1. Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

   • The article discusses a project to “reinvent high school” and grow “new models for the American high school.” The goal of ensuring “all students graduate prepared for success” and using “improved tools to measure and accelerate student progress” directly relates to improving the quality and learning outcomes of secondary education.

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

   • The article states that at NEAAAT, “Eligible students can take classes at Elizabeth City State University, and 11th graders can apply to be dual-enrolled students at the College of The Albemarle.” This provides a direct pathway and access to tertiary and vocational education while still in high school.

3. 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.

   • NEAAAT’s curriculum is specifically designed to meet this target. The article highlights that students “take courses in aviation science, computer science, or health science to earn certifications.” This focus on competency-based learning and specialized skills is aimed at preparing students for the workforce.

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

   • By providing students with job-relevant certifications and pathways to higher education through dual enrollment, the school’s model aims to ensure that graduates are equipped to transition smoothly into either employment or further education, thereby reducing the likelihood of them becoming part of the NEET population.

5. Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.

   • The article is centered on such a partnership. The “Future of High School Network” is a collaboration involving a private foundation (Carnegie Foundation), a charter school (NEAAAT), and “24 school systems” from across the country, demonstrating a multi-stakeholder partnership aimed at educational innovation.

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

1. Number of students earning technical/vocational certifications.

   • The article explicitly states that students can “earn certifications” in fields like aviation, computer, and health science. Tracking the number of students who successfully obtain these certifications would be a direct indicator of progress towards Target 4.4.

2. Rate of student participation in dual-enrollment programs.

   • The article mentions opportunities for dual enrollment at Elizabeth City State University and the College of The Albemarle. The percentage of eligible students who participate in these programs is a measurable indicator for Target 4.3.

3. Adoption of competency-based learning models.

   • The article highlights the network’s goal to “discover and champion models based on competency-based learning.” The shift away from the time-based “Carnegie Unit” to competency-based assessments is an indicator of progress in reforming educational quality (Target 4.1).

4. Number of institutions participating in the partnership.

   • The article specifies that “24 school systems” are participating in the network. This number serves as a direct indicator for Target 17.17, measuring the scale of the collaborative effort.

5. Post-graduation outcomes (Implied).

   • The stated goal of preparing students “for success in the real world” implies that a key measure of success would be the post-graduation status of students. Tracking the proportion of graduates who are employed, in further education, or in training would be an implied indicator for Target 8.6.

4. Table of SDGs, Targets, and Indicators

Source: ednc.org