Report on Academic Achievements and Sustainable Development Goal Alignment in Guilford County Schools

Executive Summary

Guilford County Schools (GCS) has demonstrated significant academic progress, aligning with key United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities). The district has achieved notable gains in literacy, mathematics, and graduation rates, with a specific focus on providing equitable opportunities and preparing students for future economic success. For the tenth consecutive year, the district’s graduation rate has surpassed the state average, underscoring a sustained commitment to educational excellence.

Progress Towards SDG 4: Quality Education

GCS’s recent academic results show substantial contributions to achieving inclusive and equitable quality education for all. The district’s performance reflects progress toward several targets within SDG 4.

Target 4.1: Ensuring Completion of Equitable and Quality Primary and Secondary Education

• Graduation Success: The district achieved a 92.1% graduation rate, significantly outpacing the state average of 87.7% and maintaining this trend for a decade.
• Early Literacy: Foundational learning skills, as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), saw double-digit percentage point increases across every student group.
• Widespread Academic Gains: End-of-Grade (EOG) and End-of-Course (EOC) assessments revealed improvements across multiple grade levels, subjects, and student demographics. Progress was noted in 13 out of 18 tested areas, with gains of three to ten points in 4th, 5th, and 7th-grade reading.
• Mathematics Recovery: Student performance in mathematics for grades 3-8 exceeded statewide recovery rates, with Math 3 scores now surpassing pre-pandemic levels.

Target 4.5 & SDG 10: Eliminating Disparities and Ensuring Equal Access

GCS has made measurable strides in reducing educational inequalities, a core component of SDG 4 and SDG 10.

• For the second consecutive year, the district recorded its highest-ever graduation rates for Black students.
• The district also achieved its highest-ever graduation rate for students with disabilities.

Enhancing Skills for Decent Work and Economic Growth (SDG 4.4 & SDG 8)

The district is actively increasing the number of students with relevant technical and vocational skills for employment and decent work, directly addressing SDG Target 4.4 and contributing to SDG 8.

Career and Technical Education (CTE)

1. Program Accessibility: CTE programs are available in every traditional middle and high school.
2. Diverse Pathways: Over 60 distinct pathways are offered, with nearly 24,000 students participating.
3. Industry Credentials: The number of industry-recognized credentials earned by students has increased by over 324% in five years, rising from under 3,000 in 2020-21 to 12,583 in 2024-25. These credentials provide students with tangible, real-world qualifications for the workforce.

Post-Secondary Readiness and Opportunity

• The graduating class of 2025 secured over $233 million in scholarships, the highest amount in district history and a substantial increase from $183 million in 2023. This financial preparation expands access to post-secondary opportunities.

Conclusion

The comprehensive data from Guilford County Schools indicates a strong and successful alignment with the principles of the Sustainable Development Goals. The district’s focus on foundational skills, equitable outcomes for all student groups, and robust career preparation demonstrates a clear commitment to providing quality education (SDG 4), reducing inequalities (SDG 10), and fostering conditions for future decent work and economic growth (SDG 8). The reported 77% of schools meeting or exceeding expected academic growth further solidifies this positive trajectory. As stated by Superintendent Dr. Whitney Oakley, “From early literacy to high school graduation, our students are prepared and achieving at higher levels.”

Analysis of Sustainable Development Goals in the Article

1. Relevant Sustainable Development Goals (SDGs)

• SDG 4: Quality Education

  This is the primary SDG addressed in the article. The text focuses entirely on ensuring inclusive and equitable quality education by highlighting achievements in student literacy, math proficiency, academic growth, and high school graduation rates. It also emphasizes lifelong learning opportunities by preparing students for postsecondary education and careers.

• SDG 8: Decent Work and Economic Growth

  The article connects to this goal by detailing the district’s efforts to equip students with skills for future employment. The focus on Career and Technical Education (CTE) and the significant increase in industry-recognized credentials directly relate to promoting productive employment and decent work for youth.

• SDG 10: Reduced Inequalities

  This goal is addressed through the article’s emphasis on equitable outcomes for all student groups. By specifically mentioning the “highest-ever graduation rates for Black students and students with disabilities,” the district demonstrates a commitment to reducing disparities and ensuring inclusive educational success.

2. Specific SDG Targets

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 directly supports this target by reporting a high graduation rate of 92.1% and noting “strong academic gains across the district,” including improvements in End-of-Grade and End-of-Course results, which are measures of learning outcomes.

2. 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 highlights that the graduating class of 2025 earned over $233 million in scholarships, which directly addresses the affordability and access to tertiary education. The extensive CTE program also ensures access to quality vocational training.

3. 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 clearly addressed by the Career and Technical Education (CTE) program, which serves nearly 24,000 students. The surge in “industry-recognized credentials earned by students” from under 3,000 to 12,583 is a direct measure of the increase in students with relevant vocational skills for the workforce.

4. 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’s statement that the district “reached its highest-ever graduation rates for Black students and students with disabilities” for the second consecutive year shows a clear effort to ensure equal access and outcomes for vulnerable student populations.

5. Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.

   Although the target date has passed, the article’s content aligns with its objective. The focus on CTE, industry credentials, and preparation for “college, career, the military and beyond” is aimed at ensuring students transition successfully into further education or employment, thereby reducing the risk of them becoming disengaged.

6. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… disability, race… or other status.

   The article’s emphasis on achieving record graduation rates for Black students and students with disabilities is a direct reflection of efforts to promote educational inclusion and equitable outcomes, which is a foundational step for broader social and economic inclusion.

3. Indicators for Measuring Progress

• Graduation Rate: The article provides a specific figure of 92.1%, which serves as a direct indicator for the completion of secondary education (Target 4.1). It also disaggregates this data by mentioning record rates for Black students and students with disabilities, which measures progress in reducing inequality (Targets 4.5 and 10.2).
• Proficiency in Literacy and Numeracy: The article implies this indicator by mentioning “double-digit percentage point increases in early literacy skills as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)” and that “Math 3 scores surpassing pre-pandemic levels.” These measure the quality and effectiveness of learning outcomes (Target 4.1).
• Number of Youth with ICT/Vocational Skills: This is directly measured by the “12,583” industry-recognized credentials earned by students in 2024-25. This indicator quantifies the number of students equipped with technical and vocational skills for employment (Target 4.4).
• Financial Support for Tertiary Education: The article states that the graduating class earned “$233 million in scholarships.” This figure serves as an indicator of the financial accessibility of postsecondary education for students (Target 4.3).
• School Academic Growth Rate: The statistic that “77% of schools met or exceeded expected growth” is an indicator of the overall quality and improvement within the education system, reflecting progress towards effective learning outcomes (Target 4.1).

Summary Table

4. SDGs, Targets, and Indicators

Source: yesweekly.com