Inspiring Opportunity: National Program Spotlights LPSS–AcA Partnership – Lafayette Parish School System

National Recognition for Lafayette Arts Education Partnership and its Contribution to Sustainable Development Goals

Program Overview and Alignment with SDG 4 (Quality Education)

A collaborative initiative between the Lafayette Parish School System (LPSS) and the Acadiana Center for the Arts (AcA) has been selected for a national feature on the educational television series, “Empowered with Meg Ryan.” This partnership is recognized for its innovative approach to integrating arts into education, directly supporting Sustainable Development Goal 4 (Quality Education). The program’s core objective is to provide high-quality, inclusive arts education that enhances student learning and development.

• Enriching student learning through creativity, expression, and hands-on artistic experiences.
• Deepening academic understanding and fostering skills such as confidence and critical thinking.
• Promoting an appreciation for culture’s contribution to sustainable development, in line with SDG Target 4.7.

Fostering Inclusivity and Equity: Addressing SDG 10 (Reduced Inequalities)

The AcA/LPSS Arts in Education program demonstrates a significant impact on Sustainable Development Goal 10 (Reduced Inequalities) by ensuring broad access to cultural and artistic learning. The initiative reaches thousands of students across Lafayette Parish, breaking down barriers to arts education.

• Offering accessible, high-quality arts learning opportunities to a diverse student population.
• Integrating arts into the core curriculum, ensuring all students participate regardless of their background.
• Encouraging all students to see themselves as creators, thereby empowering marginalized voices.

Strengthening Community and Culture: Impact on SDG 11 (Sustainable Cities and Communities)

By strengthening school culture and fostering a “vibrant, connected learning community,” the partnership contributes to the objectives of Sustainable Development Goal 11 (Sustainable Cities and Communities). The program safeguards and promotes local culture through education, which is a vital component of creating sustainable and inclusive communities. Production crews documented activities at both the Acadiana Center for the Arts and Green T. Lindon Elementary, showcasing the program’s community-integrated approach.

A Model for Collaboration: Exemplifying SDG 17 (Partnerships for the Goals)

The success of the AcA/LPSS initiative serves as a powerful example of Sustainable Development Goal 17 (Partnerships for the Goals). This cross-sector collaboration between a public education system and a cultural arts organization highlights the effectiveness of partnerships in achieving development objectives.

1. The partnership’s unique and sustained impact led to its selection for the national television feature.
2. Leadership has affirmed the program’s value, with Superintendent Francis Touchet, Jr. noting the “meaningful, joyful learning” it brings to students.
3. The national feature will disseminate this model, inspiring other communities to form similar partnerships to advance educational and cultural goals.

Analysis of Sustainable Development Goals in the Article

1. Identified Sustainable Development Goals (SDGs)

1. SDG 4: Quality Education
   • The entire article focuses on an educational initiative, the “AcA/LPSS Arts in Education partnership,” which aims to provide “accessible, high-quality arts learning opportunities” for students. The program’s goals are to enrich “student learning through creativity, expression, and hands-on artistic experiences” and to “deepen academic understanding,” which are central to the mission of SDG 4.
2. SDG 17: Partnerships for the Goals
   • The article explicitly highlights the collaboration between the Lafayette Parish School System (LPSS), a public entity, and the Acadiana Center for the Arts (AcA), a civil society organization. This “AcA/LPSS Arts in Education partnership” is presented as the core reason for the program’s “unique and sustained impact.” The national feature on the program, which highlights “organizations and partnerships making a meaningful difference,” directly relates to promoting effective partnerships as a means to achieve sustainable development.

2. Specific SDG Targets

1. Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.
   • The program is implemented in elementary schools, such as “Dr. Raphael Baranco Elementary” and “Green T. Lindon Elementary,” which corresponds to primary education. The focus on “high-quality arts learning opportunities” that “deepen academic understanding” and create “meaningful, joyful learning” directly addresses the “quality” aspect of this target.
2. Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for… appreciation of cultural diversity and of culture’s contribution to sustainable development.
   • The program is centered on arts education, which fosters an “appreciation of cultural diversity and of culture’s contribution.” By engaging students in “music, movement, and creative exploration,” the initiative helps them acquire skills in creativity and expression, encouraging them to “see themselves as creators” and contributing to a “vibrant, connected learning community.”
3. Target 17.17: Encourage and promote effective public, public-private and civil society partnerships.
   • The article’s subject is the partnership between a public school system (LPSS) and a civil society arts organization (AcA). The success of this collaboration, which has led to a “national spotlight,” serves as a model for effective public-civil society partnerships. The television feature aims to “inspire others to take action,” thereby promoting the model.

3. Mentioned or Implied Indicators

1. For Target 4.1:
   • The article implies qualitative indicators of educational quality. The film crew documented “classroom engagement” and students “actively engaging in music, movement, and creative exploration.” This suggests that an indicator for progress is the level of student engagement and active participation in learning activities, which contributes to more effective learning outcomes.
2. For Target 4.7:
   • A quantitative indicator is directly implied when the article states that “thousands of students across Lafayette Parish participate” in the program. Therefore, the number of students participating in accessible, high-quality arts learning opportunities serves as a direct measure of the program’s reach and progress toward this target.
3. For Target 17.17:
   • The article implies an indicator related to the effectiveness and visibility of partnerships. The program was “selected for this national spotlight because of its unique and sustained impact.” This national recognition serves as a qualitative indicator of an effective and replicable public-civil society partnership model for achieving educational goals.

Summary Table of SDGs, Targets, and Indicators

Source: lpssonline.com