Lincoln Parish students continue to make gains in early literacy – Lincoln Parish Journal

Report on Early Literacy Progress in Lincoln Parish: A Framework for Achieving Sustainable Development Goal 4

Executive Summary

This report details significant advancements in early literacy among students in Kindergarten through 3rd grade within the Lincoln Parish School District, as evidenced by the 2025 Beginning-of-Year DIBELS assessment. The observed progress is a direct result of strategic initiatives that align closely with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 17 (Partnerships for the Goals). The district’s efforts provide a local model for achieving global targets related to foundational learning and equitable educational outcomes.

Analysis of 2025 DIBELS Assessment Results

The assessment data indicates measurable progress in foundational reading skills, a cornerstone for achieving SDG 4. These improvements demonstrate the effectiveness of the district’s targeted educational strategies.

• Overall K-3 Proficiency: 50.4% of students met the reading proficiency benchmark, representing a five-percentage-point increase from the previous year.
• Grade-Specific Gains: First grade showed the largest improvement with a 12-point increase, followed by a 10-point increase in third grade and a 3-point increase in second grade.
• Upper Primary Growth: Students in grades 1–3 achieved a 60.4% proficiency rate, an improvement from 52% in Fall 2024, indicating sustained growth across the primary band.

Strategic Initiatives Aligned with SDG Framework

The district’s success is underpinned by a multi-faceted strategy outlined in the Lincoln Parish 2025–2030 Strategic Plan. Each component of this strategy contributes directly to specific SDG targets.

1. Curriculum Enhancement for Quality Learning (SDG 4): The districtwide implementation of the University of Florida Literacy Institute (UFLI) curriculum ensures that all students receive explicit, research-based phonics instruction. This commitment to high-quality teaching materials directly supports SDG Target 4.1, which aims for effective and relevant learning outcomes in primary education.
2. Teacher Development and Support (SDG 4.c): Through a strategic partnership with Louisiana Tech University, the district provides teachers with professional learning opportunities. This initiative enhances instructional quality and aligns with SDG Target 4.c, focused on increasing the supply of qualified teachers.
3. Targeted Interventions for Reduced Inequalities (SDG 10): The establishment of high-dosage tutoring and dedicated intervention blocks ensures that students who need additional support receive it. This approach directly addresses SDG 10 by working to reduce educational disparities and ensure equitable opportunities for all learners.
4. Fostering Partnerships for the Goals (SDG 17): The district has cultivated a multi-stakeholder approach, involving collaboration with academic institutions, community partners, and families. As noted by Superintendent Ricky Durrett, this progress reflects “the dedication of our teachers, the engagement of our families, and the strength of our community partnerships,” embodying the spirit of SDG 17.
5. Family and Community Engagement (SDG 4 & SDG 17): Providing parents with tools, workshops, and at-home strategies strengthens the educational ecosystem. This initiative reinforces learning beyond the classroom, fostering a collaborative environment essential for achieving quality education for all.

Conclusion and Future Outlook

The measurable improvements in early literacy in Lincoln Parish are a direct outcome of a coordinated strategy that is fundamentally aligned with the principles of the Sustainable Development Goals. The focus on foundational skills, supported by evidence-based curricula, teacher development, equitable interventions, and strong partnerships, has created a robust framework for success. The district’s commitment to building on this momentum is central to its long-term strategy and its contribution to achieving universal, quality education as outlined in SDG 4.

Analysis of SDGs, Targets, and Indicators

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

The article primarily addresses issues related to quality education and the collaborative efforts required to achieve educational goals. Based on this, the following Sustainable Development Goals (SDGs) are relevant:

• SDG 4: Quality Education – This is the most prominent SDG, as the entire article focuses on improving early literacy skills, measuring educational outcomes, and implementing strategies to enhance the quality of primary education for students in Lincoln Parish.
• SDG 17: Partnerships for the Goals – The article explicitly mentions the importance of collaboration to achieve the reported improvements in literacy. It highlights partnerships between the school district, a university, families, and the broader community, which directly relates to fostering partnerships to achieve sustainable development objectives.

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

Several specific targets under SDG 4 and SDG 17 can be identified from the information provided in the article:

1. 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.
     • Explanation: The article’s focus on improving reading proficiency for kindergarten through 3rd-grade students is a direct effort to ensure quality primary education and achieve effective learning outcomes in foundational skills.
   • Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
     • Explanation: The district’s strategic plan to strengthen “K–2 Foundational Skills” and the use of the DIBELS assessment to measure “essential literacy skills” are foundational steps toward achieving universal literacy. Improving early reading is critical for long-term literacy.
   • Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training…
     • Explanation: The article mentions that the district’s “collaboration with Louisiana Tech University provides teachers with professional learning tied to high-quality early literacy materials and effective instructional practices.” This initiative directly addresses the goal of improving teacher qualifications and skills through training.

2. SDG 17: Partnerships for the Goals

   • Target 17.17: Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.
     • Explanation: The article attributes the success in literacy improvement to “shared effort across the community.” It specifically lists “Community Partnerships” with Louisiana Tech University (public/civil society), “Family Engagement” initiatives (civil society), and the combined efforts of teachers and families as key contributors.

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 mentions and implies several indicators that can be used to measure progress:

1. Indicators for SDG 4 Targets

   • For Target 4.1: The article provides direct data for an indicator related to learning proficiency.
     • Indicator 4.1.1: Proportion of children and young people achieving at least a minimum proficiency level in reading.
     • Evidence from the article: The article explicitly states that “50.4% of K–3 students met the reading proficiency benchmark,” an increase from the previous year. It also notes that “60.4% of students in grades 1–3 reached the proficiency benchmark.” The DIBELS assessment serves as the tool for this measurement.
   • For Target 4.c: The article implies an indicator related to teacher training.
     • Indicator 4.c.1: Proportion of teachers who have received at least the minimum organized teacher training.
     • Evidence from the article: While not providing a specific percentage, the article implies progress by mentioning the district’s initiative to provide teachers with “professional learning” and training on “effective instructional practices” through its partnership with Louisiana Tech University and the rollout of the UFLI curriculum.

2. Indicators for SDG 17 Targets

   • For Target 17.17: The article implies the existence and effectiveness of partnerships.
     • Indicator (Qualitative): Existence and effectiveness of multi-stakeholder partnerships.
     • Evidence from the article: The article describes the successful outcomes resulting from collaborations. Superintendent Ricky Durrett’s statement that the progress “reflects the dedication of our teachers, the engagement of our families, and the strength of our community partnerships” serves as qualitative evidence of effective partnerships. The specific initiatives listed, such as “Community Partnerships” and “Family Engagement,” further support this.

4. Summary Table of SDGs, Targets, and Indicators

Source: lincolnparishjournal.com