Report on Educational Attainment and Equity in Ann Arbor Public Schools

Contribution to Sustainable Development Goal 4: Quality Education

Ann Arbor Public Schools (AAPS) demonstrates a consistent record of exceeding state-level averages in student progress metrics, directly supporting the objectives of SDG 4 (Quality Education). An analysis of recent high school graduation data indicates significant progress toward Target 4.5, which aims to ensure equal access to all levels of education for vulnerable populations.

Advancements in Reducing Inequalities (SDG 10)

The latest data from 2023-2024 reveals targeted success in improving educational outcomes for historically marginalized student groups. These achievements are a direct contribution to SDG 10 (Reduced Inequalities) by promoting social and economic inclusion through education.

• The district has shown marked improvement in graduation rates for students with disabilities.
• Parallel gains were observed for students classified as economically disadvantaged.
• These trends indicate a focused effort to reduce inequalities of outcome, in line with Target 10.3.

Analysis of Graduation Rate Improvements for Vulnerable Cohorts

Specific quantitative gains highlight the district’s progress in ensuring no student is left behind. The following improvements were recorded between 2023 and 2024:

1. Students with Disabilities: This cohort experienced an approximate 5% increase in its graduation rate.
2. Economically Disadvantaged Students: This group also achieved a graduation rate increase of approximately 5%.

Broader Implications for Sustainable Development

The improvements within AAPS have wider implications for several interconnected Sustainable Development Goals:

• SDG 1 (No Poverty): By increasing graduation rates for economically disadvantaged students, the district is actively contributing to breaking intergenerational cycles of poverty.
• SDG 8 (Decent Work and Economic Growth): Higher educational attainment prepares students for the workforce, supporting Target 8.6 by reducing the proportion of youth not in employment, education, or training.

Analysis of Sustainable Development Goals (SDGs) in the Article

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

The article addresses issues related to the following Sustainable Development Goals:

• SDG 4: Quality Education: The entire article focuses on education, specifically tracking student progress and high school graduation rates within the Ann Arbor Public Schools system. It directly discusses the outcomes of secondary education.
• SDG 10: Reduced Inequalities: The article explicitly highlights the progress of specific vulnerable student groups. It mentions “big improvements in some student groups, particularly students with disabilities and those who are economically disadvantaged,” which directly relates to reducing inequalities in educational outcomes.

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

Based on the article’s focus, the following specific SDG targets can be identified:

1. Target 4.1: “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.” The article’s central theme of analyzing “Michigan’s latest high school graduation data” is a direct measure of progress toward this target of completing secondary education.
2. 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, indigenous peoples and children in vulnerable situations.” The article’s specific mention of tracking and improving graduation rates for “students with disabilities and those who are economically disadvantaged” aligns perfectly with this target’s goal of ensuring equal access and outcomes for vulnerable groups.
3. 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.” By focusing on and achieving higher graduation rates for economically disadvantaged students and students with disabilities, the school district is actively working to ensure these groups are not left behind, thereby promoting their future social and economic inclusion.

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 and implies several indicators that can be used to measure progress:

• Graduation Rate: The article explicitly refers to “high school graduation data” and “graduation rates.” This serves as a direct indicator for Target 4.1, measuring the completion of secondary education. This corresponds to the official SDG indicator 4.1.2 (Completion rate).
• Disaggregated Graduation Rates: The article’s breakdown of data for “students with disabilities and those who are economically disadvantaged” is a key indicator. This disaggregated data is crucial for monitoring Target 4.5 and Target 10.2, as it measures whether educational outcomes are improving for specific vulnerable populations. This aligns with the principle of SDG indicator 4.5.1 (Parity indices for disability status and economic status).
• Rate of Improvement: The article quantifies the progress by stating that these groups “each saw roughly 5% increases in graduation rates between 2023 and 2024.” This percentage increase is a specific indicator of the rate of progress being made toward closing the educational gap for these students.

4. Summary Table of SDGs, Targets, and Indicators

Source: mlive.com