Report on the LaPrep Summer Enrichment Program and its Contribution to Sustainable Development Goals

Program Overview and Alignment with SDG 4 (Quality Education)

The Louisiana State University Shreveport (LSUS) LaPrep program is a seven-week summer enrichment initiative designed to provide middle school students with advanced education in Science, Technology, Engineering, and Mathematics (STEM). The program directly supports Sustainable Development Goal 4 (Quality Education) by offering inclusive, equitable, and free-of-charge learning opportunities, thereby removing financial barriers to specialized education. The curriculum is structured to foster lifelong learning skills and inspire academic and professional pursuits in critical fields.

Participant Huien Cheng stated the program inspired her to “pursue a mathematical career and to push through when things get hard,” demonstrating the program’s effectiveness in building resilience and ambition. The curriculum includes subjects not typically offered in standard school settings, which are instrumental in achieving quality education targets.

• Engineering
• Logic and Problem Solving
• Python Programming
• Leadership Skills

Fostering Innovation and Economic Growth (SDG 8 & SDG 9)

LaPrep’s focus on STEM directly contributes to SDG 9 (Industry, Innovation, and Infrastructure) by equipping young minds with the foundational skills necessary for technological advancement and innovation. Courses in engineering and Python coding provide practical, hands-on experience that prepares students for future challenges.

This educational foundation is critical for SDG 8 (Decent Work and Economic Growth). The program has a proven track record of creating a pipeline of skilled professionals for the workforce. Statistical outcomes highlight this impact:

1. 99% of LaPrep graduates proceed to graduate from college.
2. 80% of these graduates earn degrees in a STEM field.

Graduate Sophie Abro noted that the program connected her “to the real world with its guest speakers from various industries,” illustrating how LaPrep bridges education with professional application, preparing students for future decent work.

Promoting Equity and Reducing Inequalities (SDG 5 & SDG 10)

The LaPrep program is a key driver for SDG 10 (Reduced Inequalities). By being offered at no cost to students, it ensures that access to high-quality STEM education is not determined by socioeconomic status. LSUS Chancellor Dr. Robert Smith emphasized this transformative power, citing a similar program as the catalyst for his own career in mathematics and university administration. This model promotes social mobility and equal opportunity.

Furthermore, the program implicitly supports SDG 5 (Gender Equality) by encouraging all students, including young women, to excel in STEM. The prominent roles of female students, such as Huien Cheng and Sophie Abro, and keynote speaker Angela White, an alumna from the inaugural 1992 class, provide visible role models and challenge gender stereotypes in traditionally male-dominated fields.

Collaborative Framework for Success (SDG 17: Partnerships for the Goals)

The sustainability and success of the LaPrep program since its inception in 1992 are a testament to the power of strategic partnerships, a core principle of SDG 17 (Partnerships for the Goals). The program operates through a collaborative effort between academic institutions, corporate sponsors, and community foundations. This multi-stakeholder model ensures the program remains free and accessible.

Key partners include:

• Louisiana State University Shreveport (LSUS)
• SWEPCO
• The Community Foundation of North Louisiana
• The Grayson Foundation

This partnership framework demonstrates a successful, localized approach to achieving global development goals through collective action.

Analysis of Sustainable Development Goals in the Article

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

• SDG 4: Quality Education

  This is the most prominent SDG in the article. The entire text focuses on the LaPrep program, a seven-week summer enrichment camp designed to provide quality education in science, technology, engineering, and mathematics (STEM) to middle school students. The article highlights how the program offers “classes not typically offered in a school setting,” such as engineering, logic, and Python coding, directly contributing to quality education.

• SDG 5: Gender Equality

  The article implicitly addresses gender equality by showcasing the achievements and aspirations of female students and professionals. It opens with the story of Huien Cheng, a female middle schooler inspired to pursue a math career. It also quotes another female graduate, Sophie Abro, and features a female keynote speaker, Angela White. This focus on female participation and success in STEM fields, where women are often underrepresented, connects to the goal of ensuring equal opportunities.

• SDG 8: Decent Work and Economic Growth

  The article connects education to future employment and economic opportunities. By preparing students for careers in high-demand STEM fields, the LaPrep program contributes to creating a skilled workforce. Chancellor Dr. Robert Smith’s statement, “we desperately need young people in those fields,” underscores the economic need for such skills. The program aims to reduce the proportion of youth who might later be without education or training by setting them on a clear path to college and careers.

• SDG 9: Industry, Innovation, and Infrastructure

  This goal is linked through the article’s strong emphasis on STEM. Innovation is driven by a skilled workforce in science and technology. The program’s curriculum, which includes “engineering, logic, problem solving, leadership skills and Python coding,” directly fosters the skills necessary for technological advancement and innovation. The stated goal of increasing the number of graduates in STEM fields directly supports the aim of enhancing scientific research and technological capabilities.

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

1. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

   The LaPrep program is described as a preparatory experience for higher education. The article states that the program is “free to students thanks to generous sponsors,” which addresses the “affordable” aspect. Its success in preparing students for university is demonstrated by the statistic that “Ninety-nine percent of the students who have graduated from this program have graduated from college.”

2. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

   The program directly provides students with relevant technical skills. The article specifies that the curriculum includes “Engineering, logic, problem solving, leadership skills and Python coding.” These are skills explicitly designed for future employment in STEM fields, as confirmed by the fact that “80 percent of (graduates) have been in a STEM field.”

3. 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…

   The article provides narrative evidence of equal access for girls. It highlights the stories and achievements of female participants like Huien Cheng and Sophie Abro, and a female keynote speaker, Angela White. This demonstrates that the program is actively engaging and empowering female students in STEM, a field where gender disparities often exist.

4. Target 5.b: Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women.

   The article mentions that “The Python programming course was fascinating and introduced me to the world of coding.” By teaching coding to all participants, including the many female students highlighted, the program uses information and communications technology (ICT) to empower them with valuable skills for the modern economy.

5. Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.

   Although the target date has passed, the principle remains relevant. The LaPrep program is a direct intervention to keep youth engaged in education and on a pathway to employment. By providing skills, inspiration, and a high likelihood of college graduation, it works to prevent students from becoming “not in employment, education or training” (NEET) in the future.

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

• Proportion of program graduates who graduate from college: The article explicitly states, “Ninety-nine percent of the students who have graduated from this program have graduated from college.” This is a direct indicator for measuring success towards Target 4.3 (access to tertiary education).
• Proportion of program graduates who enter STEM fields: The article provides the statistic that “80 percent of those have been in a STEM field.” This indicator measures progress towards Target 4.4 (acquisition of relevant skills for employment) and Target 9.5 (increasing R&D workers).
• Number of students participating in the program: The article mentions “49 students” in the current cohort and “nearing 1,000 graduates since its inception in 1992.” This indicates the scale and reach of the educational intervention.
• Provision of free and equitable access: The article states the program “is free to students thanks to generous sponsors.” This serves as a qualitative indicator for Target 4.3, demonstrating that the education is affordable and accessible.
• Participation of female students in STEM education: The article implies this indicator by prominently featuring female students (Huien Cheng, Sophie Abro) and a female keynote speaker (Angela White) who are excelling in or have a background in STEM. This is an indicator for Target 4.5 and SDG 5.
• Acquisition of specific technical skills: The article mentions that students learn “Python programming,” “engineering,” and “problem solving.” The successful completion of these courses is an implied indicator of skill acquisition relevant to Target 4.4.

Summary Table

4. Create a table with three columns titled ‘SDGs, Targets and Indicators’ to present the findings from analyzing the article.

Source: bossierpress.com