Lawmakers discuss basic education funding in Pennsylvania
Lawmakers discuss basic education funding in Pennsylvania WGAL Susquehanna Valley Pa.
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Lawmakers discuss basic education funding in Pennsylvania
Updated: 6:55 PM EST Nov 16, 2023
Introduction
The Basic Education Funding Commission met for the final time in Harrisburg on Thursday, and the lawmakers who co-chair the commission later answered questions on News 8.
Sustainable Development Goals (SDGs)
- Goal 4: Quality Education
Discussion on School Funding
The Basic Education Funding Commission, established by law, has been reviewing the funding formula for schools in Pennsylvania. The commission has gathered input from various stakeholders across the state, including school districts, charter schools, and educators. The commission is now in the process of crafting a report to be submitted to the Governor and the General Assembly by January 11th.
Strategies for Equitable Education
- Reviewing the funding formula and its criteria
- Addressing the impact of funding on school districts and students
- Considering the needs of students in poverty and specialized education
Expanding School Choice
The Senate has proposed a plan to provide scholarships for students in the lowest-performing schools whose families live below the poverty line. This plan aims to address the needs of disadvantaged students in challenged school districts.
Next Steps for Funding Schools
Aside from reviewing the funding formula, it is important to consider other factors that affect basic education, such as teacher retirement benefits and early childhood education. The goal is to adequately fund schools and ensure equitable access to education for all students. The current funding system needs to be reevaluated and adjusted to meet the needs of students and schools.
Conclusion
The Basic Education Funding Commission is working towards developing a sufficient and constitutional method to fund schools in Pennsylvania. By addressing the funding formula, considering other funding factors, and ensuring equitable access to education, the state aims to provide a fair and quality education for all students.
SDGs, Targets, and Indicators
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 10: Reduced Inequalities
The article discusses the issue of basic education funding in Pennsylvania, which is directly related to SDG 4, which aims to ensure inclusive and equitable quality education for all. The article also mentions the need for fair and equitable education, which is connected to SDG 10, which aims to reduce inequalities within and among countries.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.5: 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.
- Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies, and practices and promoting appropriate legislation, policies, and action in this regard.
The article highlights the need for equal access to education for all students, regardless of their background or abilities. This aligns with Target 4.5 of SDG 4. Additionally, the article discusses the importance of reducing inequalities in education funding and ensuring equal opportunities for all students, which relates to Target 10.3 of SDG 10.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, etc.) for all education indicators on access, participation, and achievement.
- Indicator 10.3.1: Proportion of the population reporting having personally felt discriminated against or harassed in the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law.
The article does not explicitly mention any indicators, but based on the identified targets, the following indicators can be used to measure progress:
– Indicator 4.5.1 can be used to measure gender disparities in education and access to education for vulnerable groups.
– Indicator 10.3.1 can be used to measure the prevalence of discrimination and harassment in education based on prohibited grounds.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.5: 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. | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, etc.) for all education indicators on access, participation, and achievement. |
| SDG 10: Reduced Inequalities | Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies, and practices and promoting appropriate legislation, policies, and action in this regard. | Indicator 10.3.1: Proportion of the population reporting having personally felt discriminated against or harassed in the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law. |
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Source: wgal.com
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