Lincoln Elementary, a beacon rooted in early literacy – Times Herald Online

Report on Lincoln Elementary School: A Model for Sustainable Development Goals Under Threat

Executive Summary

Lincoln Elementary School, a historically community-oriented institution, has recently transformed into a model for early literacy, directly aligning with several key Sustainable Development Goals (SDGs). Despite its success in providing quality education (SDG 4) and reducing inequalities (SDG 10) for a diverse student body, the school is under consideration for closure by the Vallejo City Unified School District. This report analyzes the school’s achievements through the lens of the SDGs and assesses the potential impact of its closure on the community’s sustainable development.

SDG 4: Quality Education – A Focus on Foundational Literacy

Lincoln Elementary has strategically developed a robust early literacy program, establishing itself as a “literacy academy” and making significant contributions toward SDG 4, which aims to ensure inclusive and equitable quality education. The program’s success is critical, as proficiency in reading by the third grade is a key determinant of future academic success.

• Targeted Intervention: The program is specifically designed for students in transitional kindergarten through third grade (TK-3), focusing on foundational literacy skills to promote lifelong proficiency, in line with SDG Target 4.2 for quality early childhood development.
• Resource Allocation: The school has effectively utilized funding, including the LCR Set Reading grant and equity multiplier funds, to hire specialists and intervention teachers.
• Data-Driven Approach: A hands-on methodology uses core inventory assessments to guide targeted interventions, resulting in elevated academic scores across the board.
• Visionary Leadership: The school’s principal, Sue Kelly, has intentionally cultivated a vibrant academic culture rooted in early literacy, transforming the school’s educational environment.

SDG 10: Reduced Inequalities – Ensuring Equitable Opportunities

The school serves a predominantly Black, Indigenous People of Color (BIPOC) student demographic. By providing high-quality, targeted educational programs, Lincoln Elementary directly addresses SDG 10, which calls for reducing inequality within and among countries.

• Promoting Inclusion: The school’s success offers a vital pathway for students from marginalized communities, ensuring equal opportunity and reducing inequalities of outcome as per SDG Target 10.3.
• Community Asset: The closure of a high-performing school that effectively serves a diverse population would represent a significant setback in providing equitable educational resources and could exacerbate existing inequalities within the district.

SDG 11 & SDG 2: Fostering Sustainable and Resilient Communities

Lincoln Elementary functions as a crucial community hub, contributing to the creation of an inclusive, safe, and resilient environment, which is the core of SDG 11. Through outreach programs, the school also addresses immediate community needs, such as food security (SDG 2).

1. Community Engagement: The school actively fosters community integration through events like “Coffee with the Principal” and “Winter Wonderland,” strengthening social cohesion.
2. Addressing Food Insecurity: The “Foodbank Fridays” initiative provides essential resources for both students and surrounding neighbors, directly contributing to SDG 2 (Zero Hunger).
3. Creating Safe Spaces: The principal notes the school is becoming a “safe school community,” a “bright light” that provides stability and support for families, aligning with SDG Target 11.7 to provide access to safe and inclusive public spaces.

Assessment of Closure Threat in the Context of SDGs

The proposed closure of Lincoln Elementary presents a direct conflict with the principles of sustainable development. While motivated by financial considerations, the decision threatens to dismantle a successful and equitable educational institution.

• Financial Rationale: The school is ranked No. 1 for closure, with officials projecting savings of up to $600,000.
• Community Impact: This financial gain is viewed by the community as disproportionately small compared to the significant loss of a vital educational and community asset that is actively advancing progress on SDGs 4, 10, and 11.
• Conclusion: Despite the uncertainty, the staff and community remain committed to the school’s mission. The potential closure of this “hidden gem” would eliminate a proven model for achieving equitable education and fostering community resilience, undermining local progress toward the Sustainable Development Goals.

Analysis of the Article in Relation to Sustainable Development Goals

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

1. SDG 4: Quality Education
   • The article’s central theme is the academic improvement at Lincoln Elementary, specifically its development into “a model for children’s early literacy programs.” The principal’s vision was to make the school a “literacy academy,” focusing on improving students’ academic proficiency. The text explicitly states the program aims to “focus on early literacy skills and development” to ensure students are “reading at grade level by third grade.” This directly aligns with the goal of ensuring inclusive and equitable quality education.
2. SDG 10: Reduced Inequalities
   • The article highlights that Lincoln Elementary is a “predominantly Black, Indigenous People of Color school.” By providing targeted academic support and a successful literacy program to this specific demographic, the school is actively working to reduce educational disparities that often affect minority communities. The use of “equity multiplier funds” to hire intervention teachers further underscores the focus on providing equitable opportunities for all students, regardless of their background.
3. SDG 11: Sustainable Cities and Communities
   • The school is described as “community-oriented” and a “hidden gem” within its neighborhood. The article emphasizes the creation of a “strong sense of community” and a “safe school community that everybody hopes for.” Initiatives like “Foodbank Fridays for students and surrounding neighbors,” the “Winter Wonderland event,” and “Coffee with the Principal” are mentioned as efforts aimed at “integrating the school with its community.” The potential closure of the school is seen as a “significant loss” to this community fabric, threatening a vital, inclusive public space.
4. SDG 2: Zero Hunger
   • The article mentions a specific community outreach program, “Foodbank Fridays for students and surrounding neighbors.” This initiative directly addresses food insecurity within the school’s community, aiming to provide access to food for those in need. This connects to the goal of ending hunger and ensuring access to sufficient food.

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

1. Under SDG 4 (Quality Education):
   • 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. The school’s focus on its TK-5 students and ensuring they achieve “academic proficiency” and are “reading at grade level” directly supports this target.
   • Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education. The program is specifically “designed for TK-3rd grade” to “focus on early literacy skills and development,” which is crucial for preparing children for primary education.
   • Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy. The core mission of the school’s program is to build foundational literacy skills to “promote lifelong proficiency.”
2. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… race, ethnicity… or other status. By providing a high-quality, targeted literacy program to a “predominantly Black, Indigenous People of Color school,” the initiative works to empower a historically marginalized group through education, thereby promoting social and future economic inclusion.
3. Under SDG 11 (Sustainable Cities and Communities):
   • Target 11.7: By 2030, provide universal access to safe, inclusive and accessible, green and public spaces. The article portrays the school as more than just an educational institution; it is a “safe school community” and a central hub for community life through events like Foodbank Fridays and Winter Wonderland, making it an inclusive public space for families and neighbors.
4. Under SDG 2 (Zero Hunger):
   • Target 2.1: By 2030, end hunger and ensure access by all people… to safe, nutritious and sufficient food all year round. The “Foodbank Fridays for students and surrounding neighbors” program is a direct action to provide food access to vulnerable members of the community.

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

1. For SDG 4 (Quality Education):
   • The article explicitly mentions the use of “core inventory assessments” to guide interventions. The principal states, “we’re seeing those scores across the board elevate and rise,” which serves as a direct indicator of improved learning outcomes (related to Indicator 4.1.1).
   • A key performance metric mentioned is the goal for students to be “reading at grade level by third grade.” The proportion of students meeting this benchmark is a clear indicator of the program’s success.
2. For SDG 10 (Reduced Inequalities):
   • While not providing numbers, the article implies an indicator: the academic proficiency and literacy rates of its “predominantly Black, Indigenous People of Color” student population. An increase in these rates would indicate a reduction in the educational equity gap.
3. For SDG 11 (Sustainable Cities and Communities):
   • The article implies indicators through its description of community outreach. Progress could be measured by the number of community events held (e.g., “Foodbank Fridays,” “Winter Wonderland”) and the level of participation from “students and surrounding neighbors.”
4. For SDG 2 (Zero Hunger):
   • An implied indicator for the “Foodbank Fridays” program would be the number of students and community members served, or the amount of food distributed. This would directly measure the program’s impact on local food access.

4. Table of SDGs, Targets, and Indicators

Source: timesheraldonline.com