Report on Journalistic Contributions to Sustainable Development Goals

Subject: Cory Turner, NPR Education Correspondent

This report analyzes the work of Cory Turner, a reporter and editor for the NPR Ed team, through the lens of the United Nations Sustainable Development Goals (SDGs). His reporting has made significant contributions, particularly towards SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 16 (Peace, Justice, and Strong Institutions).

Advancement of SDG 4: Quality Education

Mr. Turner’s work has consistently addressed key targets within SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

• Target 4.1 (Free Primary and Secondary Education): The 2015 project, “The Truth About America’s Graduation Rate,” provided critical analysis of educational attainment and completion rates, a core indicator for this target.
• Target 4.2 (Early Childhood Development): The 2019 NPR Life Kit parenting podcast, developed with Sesame Workshop, directly supports quality early childhood development and pre-primary education by providing resources to parents.
• Target 4.5 (Eliminate Disparities in Education): The 2017 series, “Raising Kings: A Year Of Love And Struggle At Ron Brown College Prep,” explored the educational environment for young men of color, highlighting efforts to ensure inclusive and equitable education for vulnerable populations.
• Target 4.c (Increase the Supply of Qualified Teachers): The 2018 investigation, “The Trouble With TEACH Grants,” focused on a federal program designed to support teachers. By exposing systemic flaws, the reporting directly impacted the financial stability and retention of qualified educators.

Addressing SDG 10: Reduced Inequalities

Several of Mr. Turner’s projects have shed light on systemic inequalities within the education system, aligning with the objectives of SDG 10.

1. Investigating Financial Disparities: The 2016 “School Money” series examined inequities in educational funding, a primary driver of inequality in learning outcomes between different communities.
2. Highlighting Vulnerable Groups: The “Raising Kings” project provided a platform to understand the specific challenges and successes related to educating demographic groups that have historically faced systemic barriers.

Promoting SDG 16: Peace, Justice, and Strong Institutions

Mr. Turner’s investigative journalism exemplifies the role of a free press in promoting accountability and strengthening public institutions, a cornerstone of SDG 16.

• Target 16.6 (Accountable and Transparent Institutions): The year-long investigation into the TEACH Grants program held a federal institution, the U.S. Department of Education, accountable for a flawed system.
• Impact and Reform: The reporting directly resulted in the Department of Education changing the program’s rules, providing justice for thousands of teachers who were unfairly penalized and demonstrating how journalism can foster more effective and just governance.

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

• SDG 4: Quality Education – Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Detailed Explanation

The article exclusively focuses on the work of Cory Turner, a reporter for the NPR Ed team. All the reporting projects mentioned are directly related to education. The projects cover various facets of the education system, including graduation rates, school financing, teacher support, and early childhood development, which are central themes of SDG 4.

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

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.
2. Target 4.2: By 2030, 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.
3. Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.
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, indigenous peoples and children in vulnerable situations.

Detailed Explanation

• Target 4.1 is relevant through the mention of the reporting project, “The Truth About America’s Graduation Rate” (2015). This project directly investigates the completion of secondary education.
• Target 4.2 is connected to the “NPR Life Kit parenting podcast with Sesame Workshop” (2019), which focuses on parenting and by extension, early childhood development and education, crucial for school readiness.
• Target 4.c is addressed by the investigation into “The Trouble With TEACH Grants” (2018). This grant program is a mechanism to support and supply teachers, and the report’s focus on its flaws highlights the challenges in retaining a qualified teaching workforce.
• Target 4.5 is connected to projects like “Raising Kings: A Year Of Love And Struggle At Ron Brown College Prep” (2017) and the “School Money” series (2016). These reports explore issues of equity and access for specific student populations and the financial disparities that can create barriers for vulnerable groups.

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

1. Indicator 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education).
2. Indicator 4.c.1: Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country.
3. Implied Indicator related to education financing: The article implies the importance of tracking financial resources. This relates to indicators that measure expenditure on education, such as government spending on education as a percentage of total government expenditure.

Detailed Explanation

• Indicator 4.1.2 is directly mentioned by name in the project title “The Truth About America’s Graduation Rate”. “Graduation rate” is a direct measure of the completion rate for upper secondary education.
• Indicator 4.c.1 is implied by the investigation into the “TEACH Grants”. The purpose of such grants is to ensure that qualified and trained teachers are available, especially in high-need areas. The report’s finding that the program “unfairly hurt thousands of teachers” suggests a failure in the system designed to support and certify a qualified teacher workforce, which this indicator measures.
• An implied indicator on financing is evident from the mention of the “School Money” series (2016). While a specific indicator number isn’t stated, a series on school funding inherently deals with measuring financial inputs into the education system, a key component for achieving quality education.

4. SDGs, Targets and Indicators Table

Source: wskg.org