Report on Proposed Educational Reforms in Michigan

Executive Summary

A new educational reform plan has been proposed, focusing on enhancing foundational learning, accountability, and personalized student support. The plan’s core components demonstrate a strong alignment with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), by aiming to create a more coherent, equitable, and effective educational framework for all students from kindergarten through graduation.

Key Proposed Reforms

The proposal outlines a multi-faceted approach to improve educational outcomes:

1. Mandatory Teacher Training: All K-3 teachers would be required to undergo training in the “science of reading,” a phonics-based program grounded in cognitive science.
2. Standardized High-Quality Curricula: Schools would be mandated to use “high-quality, research-backed core curricula for literacy and math” to ensure consistency and effectiveness.
3. Personalized Education Plans (PEPs): A personalized education plan would be developed for every child starting in kindergarten, a practice currently reserved for students with disabilities.
4. Increased Accountability: The plan calls for greater accountability measures and more rigorous high school graduation requirements.

Alignment with Sustainable Development Goals (SDGs)

The proposed reforms directly address several key targets within the UN’s 2030 Agenda for Sustainable Development.

SDG 4: Quality Education

The plan’s primary focus is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

• Target 4.1 (Universal Primary and Secondary Education): By strengthening curricula and graduation requirements, the proposal aims to ensure all students complete a free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
• Target 4.2 (Quality Early Childhood Development): The emphasis on K-3 teacher training and personalized plans from kindergarten directly supports access to quality early childhood development and pre-primary education.
• Target 4.6 (Universal Youth Literacy and Numeracy): Mandating evidence-based curricula for literacy and math is a direct strategy to ensure that all youth achieve fundamental literacy and numeracy skills.
• Target 4.c (Increase Supply of Qualified Teachers): Requiring specialized training in the science of reading works to substantially increase the supply of qualified teachers by enhancing their pedagogical skills.

SDG 10: Reduced Inequalities

By standardizing quality and providing individualized support, the plan seeks to reduce educational inequalities within and among communities.

• Target 10.2 (Promote Universal Social and Economic Inclusion): Providing a consistent, high-quality educational foundation for every student, regardless of their school district, promotes inclusion and equal opportunity.
• Target 10.3 (Ensure Equal Opportunity and Reduce Inequalities of Outcome): The introduction of personalized education plans for every child is a significant measure designed to ensure equal opportunity and reduce inequalities of outcome by tailoring support to individual student needs.

Implementation Analysis and Challenges

An assessment of the proposal reveals several practical challenges that must be addressed for successful implementation.

• Financial Considerations: The initiatives, especially the creation of universal personalized education plans and the rollout of mandatory, statewide teacher training, will require substantial financial investment.
• Policy and Stakeholder Alignment: The proposal to link funding with accountability measures is politically controversial. Furthermore, while toughening graduation requirements has support from the business sector, it faces opposition from school administrators, indicating a need for broader consensus-building.
• Existing Regulatory Framework: The concern over 400+ different curricula is partially addressed by existing policy, as a state mandate will significantly narrow the list of approved, evidence-based literacy instruction materials by 2027.

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

The primary Sustainable Development Goal (SDG) addressed in the article is SDG 4, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

• SDG 4: Quality Education

  The article directly engages with the core principles of SDG 4 by discussing a comprehensive plan to improve the quality of education in Michigan. The proposals for mandatory teacher training, the use of research-backed curricula for literacy and math, increased accountability, and personalized education plans all aim to enhance the quality and effectiveness of the education system, which is the central objective of this goal.

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

Several targets under SDG 4 are relevant to the proposals discussed in the article.

• 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.

  This target is addressed through the plan to “ensure schools use ‘high-quality, research-backed core curricula for literacy and math.'” The focus on evidence-based teaching methods and the call for “toughened graduation requirements” are direct efforts to improve the quality of education and ensure it leads to effective learning outcomes.

• Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

  The proposal for a “personalized education plan for each child starting with kindergarten” and mandatory training for “all K-3 teachers in the science of reading” directly supports this target. These measures are designed to improve the quality of education from the earliest stages (kindergarten and early primary grades) to build a strong foundation for future learning.

• Target 4.c: Substantially increase the supply of qualified teachers.

  This target is reflected in the proposal for “mandatory training for all K-3 teachers in the science of reading.” This initiative is a clear attempt to improve the qualifications and skills of the existing teacher workforce, ensuring they are equipped with evidence-based methods to teach effectively. The article notes this training is currently “optional,” and the plan aims to make it a standard qualification for these teachers.

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 or implies several indicators that can be used to measure progress.

• Indicator for Target 4.1: Proportion of children and young people achieving at least a minimum proficiency level in (i) reading and (ii) mathematics.

  This is implied by the focus on “high-quality, research-backed core curricula for literacy and math.” The success of these curricula would be measured by student proficiency levels in these subjects. The call for “toughened graduation requirements” also implies a need to measure and improve student learning outcomes.

• Indicator for Target 4.1: Number of curricula in use.

  The article explicitly states, “there are currently more than 400 curricula,” and that this list will “narrow significantly starting in 2027, when districts must use evidence-based literacy instruction.” Therefore, the reduction in the number of curricula and the shift towards evidence-based ones serves as a direct, measurable indicator of progress in standardizing quality education.

• Indicator for Target 4.c: Proportion of teachers with the minimum required qualifications.

  This is directly implied by the proposal for “mandatory training for all K-3 teachers in the science of reading.” The progress towards this goal can be measured by tracking the percentage of K-3 teachers who have completed this mandatory training, thereby meeting the new proposed qualification standard.

4. Table of SDGs, Targets, and Indicators

Source: bridgemi.com