Mexico School District sees continued growth in performance scores – The Mexico Ledger

Mexico School District Annual Performance Report: Progress Towards Sustainable Development Goal 4

Performance Analysis and Alignment with Quality Education (SDG 4)

The Mexico School District’s 2025 Annual Performance Report (APR), released by the Department of Elementary and Secondary Education, indicates continued progress toward providing inclusive and equitable quality education, a core tenet of Sustainable Development Goal 4. The findings highlight both achievements and areas for strategic focus.

• The district’s overall APR score improved for the second consecutive year, rising to 75% in 2025 from 71.2% in 2024. This demonstrates a positive trajectory in achieving effective learning outcomes.
• Notable gains were recorded in academic achievement growth for mathematics and social studies.
• Areas identified for further development to ensure comprehensive quality education include science and elementary-level mathematics.

Enhancing Access to Tertiary Education and Reducing Inequalities (SDG 4.3 & SDG 10)

The district has made significant strides in promoting lifelong learning opportunities, with a particular focus on post-secondary preparation, aligning with SDG Target 4.3 (equal access to tertiary education) and SDG 10 (Reduced Inequalities).

1. The district earned all available points for advanced credit, a direct result of increased student success in dual credit college-level courses.
2. This achievement was facilitated by the Perkins Innovation and Modernization (PIM) grant, which funded dual credit classes for students, thereby removing financial barriers to participation.
3. By providing financial support, the district ensures that opportunities for advanced education are accessible to all students, directly contributing to the reduction of inequalities in educational attainment.

Strategic Initiatives for Continuous Improvement

To sustain momentum and address performance gaps, the district has implemented key strategic initiatives aimed at strengthening its educational framework in line with SDG 4.

• A unified English Language Arts curriculum, implemented two years ago, has standardized teaching methodologies and created a common instructional language across the district.
• A new, unified mathematics curriculum was introduced last year to further enhance instructional consistency and effectiveness.
• Superintendent Troy Lentz highlighted increased collaboration between elementary buildings as a key strategy expected to yield a positive return on investment and improve foundational learning outcomes.

Future Funding Challenges and the Call for Partnerships (SDG 17)

The long-term viability of key programs supporting SDG 4 is contingent on securing sustainable funding, highlighting the importance of SDG 17 (Partnerships for the Goals).

• The federal PIM grant, which has been critical to the success of the dual credit program, is nearing depletion, creating a significant funding gap.
• The district is exploring alternative financial support systems, such as the Bright Futures “Clearing the Path” program, to continue offering these opportunities.
• A call has been issued for community and public-private partnerships to invest in the district’s students and help sustain the programs that prepare them for post-secondary success.

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 – The entire article is centered on this goal. It discusses the Mexico School District’s efforts to improve educational outcomes, ensure access to advanced learning opportunities, and enhance curriculum quality. The focus on the annual performance report, academic achievement in various subjects, and funding for dual credit courses directly aligns with the mission of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

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

   • 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 article’s discussion of the district’s annual performance report, which showed “gains in academic achievement growth in mathematics and social studies” and identified areas for improvement like “science and elementary math,” directly relates to this target of achieving effective learning outcomes. The implementation of a unified “English Language Arts curriculum” and a new “math curriculum” are strategies aimed at improving the quality of education.
   • 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 article’s significant focus on dual credit courses addresses this target. The district’s effort to provide these college-level classes is a direct attempt to increase access to tertiary education. The superintendent’s comment that these courses help students “think differently about what they can do after they leave high school” underscores the goal of preparing students for post-secondary paths.
   • Target 4.b: By 2020, substantially expand globally the number of scholarships available… for enrolment in higher education… While the target’s scope is global, its principle of providing financial assistance to enable access to higher education is highly relevant. The article details how the district used the “Perkins Innovation and Modernization grant” to “pay for dual credit classes” and is seeking other funding sources. This action directly reflects the goal of removing financial barriers to post-secondary education.

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

   • For Target 4.1: The article explicitly provides indicators for measuring learning outcomes. These include the percentage of points earned in the annual performance report (APR), which improved from “71.2% earned in 2024” to “75% of its 2025 APR points.” Another implied indicator is the rate of academic achievement growth in specific subjects, such as mathematics and social studies.
   • For Target 4.3: An indicator for access to and success in tertiary education is implied in the statement, “we had more kids earn A’s and B’s in dual credit.” This points to the number of students participating in and successfully completing dual credit courses as a key metric for measuring progress.
   • For Target 4.b: The article mentions a specific financial figure that serves as an indicator for financial aid. The “$1.3 million from the PIM grant” is a direct measure. Therefore, the amount of financial aid/grant funding secured and disbursed for dual credit courses is a clear indicator of the effort to make these opportunities affordable.

SDGs, Targets, and Indicators Summary

Source: mexicoledger.com