Indiana cannot afford to botch its curriculum reform

Revamping Indiana’s High School Curricula: A Report on the Importance of Sustainable Development Goals

Indiana is currently undergoing a process of revamping its high school curricula. This presents a remarkable opportunity to reconsider the fundamental aspects of schooling, its role in society, and the future needs of the economy. It is also a crucial moment to prioritize the long-term wellbeing of students in these discussions.

The Importance of Sustainable Development Goals (SDGs)

As we embark on this educational reform, it is essential to place significant emphasis on the Sustainable Development Goals (SDGs). The SDGs are a set of global objectives established by the United Nations to address various social, economic, and environmental challenges. By integrating the SDGs into our curricula, we can ensure that our students are equipped with the knowledge and skills necessary to contribute to a sustainable and prosperous future.

The Need for Effective Implementation

However, it is crucial to learn from past mistakes and ensure that the implementation of these reforms is successful. Unfortunately, Indiana’s previous attempt at significant changes to school curriculum was a failure. We cannot afford to repeat those mistakes.

In December 2013, then-Gov. Mike Pence introduced an ambitious plan to provide more career-focused education to high school students who were not planning to attend college. While this was a commendable initiative, its execution was flawed from the beginning.

It is worth examining how a promising idea turned into detrimental public policy and how the accumulated mistakes continue to impact Indiana’s economic performance. By understanding these failures, we can ensure that our current efforts lead to positive outcomes.

The Success of Daniels-era Education Reforms

Before delving into the failures, it is important to acknowledge the success of the Daniels-era education reforms. These reforms resulted in higher standards, improved test scores, increased graduation rates, and enhanced college attendance and success. They also compelled underperforming schools to make necessary changes. However, it is crucial to recognize that not all students aspire to attend college, and for years, programs catering to these students had been neglected.

The Flawed Forecasts and Policy Influence

The problems with Pence’s plan began when the Department of Workforce Development presented an occupational forecast claiming a significant demand for high school-only graduates between 2014 and 2024. This forecast projected a need for 400,000 more high school-only graduates by 2024.

Despite efforts to provide evidence-based analysis highlighting the flaws in this forecast, it was still used to guide labor market and education policies in Indiana. The forecast turned out to be grossly inaccurate, overestimating the demand for high school-only graduates by 190,000 workers in 2014 alone. As of last fall, Indiana had only 20,000 more high school graduates working compared to 2014, making the forecast off by approximately 2,000%.

The Consequences of Poor Human Capital Policy

The repercussions of these flawed forecasts and misguided policies have been detrimental to Indiana’s long-term economic prospects. The state experienced a decline in economic performance during the recovery from the Great Recession, with some of the worst outcomes occurring in the last five years. Despite the potential advantages of Indiana’s manufacturing intensity in the COVID and post-pandemic economy, the state’s growth has lagged behind the national average due to a poorly educated workforce.

Investing in education is crucial for economic growth and competitiveness. However, the false promise of economic growth without adequate investment in education led to a decline in funding for K-12 education on a per-student basis. Pence’s vision shifted towards an anti-college agenda, undermining the benefits of post-secondary education.

Reversing the Decline: Prioritizing Education and College Attendance

To reverse this decline, it is imperative to prioritize education and college attendance. Over the past three decades, more than 100% of new jobs in the United States have gone to individuals who attended college, with 8 out of 10 jobs going to 4-year degree holders. Indiana must align its educational reforms with these realities and equip students with the knowledge and skills necessary for the future workforce.

Indiana’s recent decline in educational attainment calls for urgent action. The reforms we consider must focus on preparing students for the next 50 years of work, rather than catering solely to low-wage employers’ immediate needs. It is essential not to repeat past failures and ensure that our educational system aligns with the Sustainable Development Goals to create a prosperous and sustainable future for Indiana.

Michael J. Hicks, Ph.D., is the director of the Center for Business and Economic Research and the George and Frances Ball distinguished professor of economics in the Miller College of Business at Ball State University.

SDGs, Targets, and Indicators Analysis

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

• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 9: Industry, Innovation, and Infrastructure

The article discusses the need for educational reforms in Indiana’s high school curricula and highlights the impact of these reforms on the state’s economic performance. This connects to SDG 4, which focuses on ensuring inclusive and equitable quality education for all. The article also mentions the importance of workforce development and the demand for high school-only graduates, which relates to SDG 8 and SDG 9, respectively.

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

• SDG 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education.
• SDG 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.
• SDG 8.2: Achieve higher levels of economic productivity through diversification, technological upgrading, and innovation.
• SDG 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries.

The article emphasizes the need for quality education for all students (SDG 4.1) and the importance of equipping youth with relevant skills for employment (SDG 4.4). It also highlights the need for economic productivity through technological upgrading and innovation (SDG 8.2) and the enhancement of technological capabilities in industrial sectors (SDG 9.5).

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

• High school graduation rates
• College attendance rates
• Employment rates of high school-only graduates
• Economic growth and productivity measures

The article mentions test scores, graduation rates, and college attendance as indicators of educational success. It also discusses the demand for high school-only graduates and the impact of workforce development policies on employment. Economic growth and productivity measures can be used to assess progress towards SDG 8 and SDG 9.

Table: SDGs, Targets, and Indicators

Copyright: Dive into this article, curated with care by SDG Investors Inc. Our advanced AI technology searches through vast amounts of data to spotlight how we are all moving forward with the Sustainable Development Goals. While we own the rights to this content, we invite you to share it to help spread knowledge and spark action on the SDGs.

Fuente: thestarpress.com

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