Report on the Lilly Endowment Grant to Indianapolis Public Schools and its Alignment with Sustainable Development Goals

Introduction: A Strategic Investment in Educational Equity

Indianapolis Public Schools (IPS) has been awarded a $10.5 million grant from the Lilly Endowment to be disbursed over five years. This funding is designated for a comprehensive literacy initiative aimed at enhancing educational outcomes and directly supports the achievement of several United Nations Sustainable Development Goals (SDGs), most notably SDG 4 (Quality Education).

Addressing Educational Disparities in Alignment with SDG 4 (Quality Education)

The initiative is a direct response to critical educational challenges within the district, where only 20.8% of students passed the English language arts portion of the 2023 ILEARN exam. This program seeks to rectify this by ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, a core tenet of SDG 4.

• Target 4.1: By aiming to improve foundational literacy for approximately 18,500 elementary students, the program works towards ensuring all children complete free, equitable, and quality primary education.
• Target 4.6: The focus on evidence-based reading instruction and interventions directly contributes to ensuring all youth achieve literacy and numeracy.
• Target 4.c: The grant allocates resources for professional development and training for teachers, increasing the supply of qualified educators equipped with effective, evidence-based instructional methods.

Program Components and Contribution to Broader SDGs

The grant will fund a multi-faceted strategy that extends beyond the classroom, fostering a holistic educational environment. This approach supports additional SDGs, including SDG 10 (Reduced Inequalities) and SDG 17 (Partnerships for the Goals).

Key Program Elements

1. Targeted Student Intervention: Implementation of virtual tutoring for second- and third-grade students who are struggling with reading proficiency.
2. Support for Diverse Learners: A pilot program designed to support English-learning students and their families, directly addressing SDG 10 by reducing inequalities in educational access and outcomes.
3. Teacher Professional Development: Comprehensive training for educators in scientifically-backed, evidence-based reading instruction to enhance classroom effectiveness.
4. Systemic Support Structure: Building a collaborative system of support that integrates classroom instruction with at-home reinforcement.

Expected Outcomes and Long-Term Impact

The initiative’s success will be measured by specific improvements in educational metrics, which are anticipated to create a long-term positive impact on community well-being, aligning with SDG 1 (No Poverty) and SDG 8 (Decent Work and Economic Growth) by preparing students for future success.

• Improvement in IREAD-3 pass rates.
• A significant boost in early literacy assessment scores.
• Increased promotion rates from third to fourth grade.
• Enhanced long-term prospects for students to succeed in post-secondary education and careers.

This grant, part of the Lilly Endowment’s broader Marion County K-12 Public Schools Initiative, exemplifies a strategic partnership (SDG 17) between philanthropic organizations and public institutions to achieve critical development goals.

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

The article primarily addresses issues related to quality education and reducing inequalities. The grant aims to improve literacy, which is a fundamental aspect of education, and specifically targets struggling students and English-learning families, thereby addressing disparities in educational outcomes.

• SDG 4: Quality Education

  This is the most prominent SDG in the article. The entire initiative, funded by a $10.5 million grant, is focused on expanding literacy efforts, training teachers, and improving reading interventions for approximately 18,500 students in Indianapolis Public Schools (IPS). The goal is to “boost academic achievement and postsecondary success,” which is the core mission of SDG 4.

• SDG 10: Reduced Inequalities

  The article highlights a significant inequality: “Only 20.8% of IPS students passed the English language arts portion of the ILEARN exam this year — the lowest rate among Marion County’s 11 school districts.” The program’s design, which includes “virtual tutoring for struggling second- and third-graders and a pilot program to support English-learning families,” directly aims to reduce these inequalities in educational outcomes by providing targeted support to the most vulnerable student populations.

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

Several specific targets can be identified based on the program’s objectives and intended outcomes described in the article.

SDG 4: Quality Education

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.
   • Explanation: The article’s focus on improving pass rates on the ILEARN and IREAD-3 exams for elementary school students directly relates to achieving “effective learning outcomes” in primary education. The initiative aims to improve foundational literacy for second and third graders.
2. 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.
   • Explanation: The program explicitly targets “struggling second- and third-graders” and “English-learning families,” who can be considered children in vulnerable situations within this educational context. The goal is to provide them with the support needed to achieve equitable outcomes.
3. Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, men and women, achieve literacy and numeracy.
   • Explanation: The grant’s central purpose is to “expand literacy efforts” and “deepen our commitment to foundational literacy.” This directly contributes to the goal of ensuring all youth achieve literacy.
4. Target 4.c: By 2030, substantially increase the supply of qualified teachers…
   • Explanation: A key element of the program is that “Teachers will also receive professional development in evidence-based reading instruction.” This action directly addresses the need to increase the qualifications and skills of teachers to deliver quality education.

SDG 10: Reduced Inequalities

1. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all…
   • Explanation: By providing targeted support to “struggling” students and “English-learning families,” the initiative promotes their educational inclusion, empowering them with the foundational skills needed to thrive and reducing the risk of being left behind.
2. Target 10.3: Ensure equal opportunity and reduce inequalities of outcome…
   • Explanation: The article states that IPS has the “lowest rate [of passing] among Marion County’s 11 school districts.” The entire initiative is a policy action designed to reduce this inequality of outcome by improving literacy scores and promotion rates within the district.

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 explicitly mentions several metrics that will be used to measure the success of the initiative, which serve as direct indicators of progress.

Indicators for SDG 4 Targets

• Pass rate on the English language arts portion of the ILEARN exam: The article establishes a baseline of “20.8% of IPS students passed.” An increase in this percentage would be a primary indicator of progress towards Target 4.1.
• IREAD-3 pass rates: The district’s aim to “improve IREAD-3 pass rates” is a specific, measurable indicator for assessing improvements in early grade literacy (Targets 4.1 and 4.6).
• Early literacy scores: The goal to “boost early literacy scores” is another key performance indicator for foundational learning outcomes (Targets 4.1 and 4.6).
• Third-to-fourth grade promotion rates: The objective to “increase third-to-fourth grade promotion rates” is a direct measure of student progression and success in primary education (Target 4.1).
• Number of teachers trained: An implied indicator for Target 4.c is the number or proportion of teachers who “receive professional development in evidence-based reading instruction.”

Indicators for SDG 10 Targets

• Reduction in the achievement gap: Progress can be measured by comparing the ILEARN pass rate of IPS students to the average of the other Marion County school districts over time. A narrowing of this gap would indicate a reduction in inequality of outcome (Target 10.3).
• Disaggregated performance data: While not explicitly stated, progress for Target 10.2 would be measured by tracking the literacy scores and pass rates specifically for the “struggling second- and third-graders” and “English-learning families” targeted by the program to ensure they are benefiting and their outcomes are improving.

4. Table of SDGs, Targets, and Indicators

Source: wfyi.org