Midtown alumni Mann campaigns for Board of Education, inspires reform – the Southerner Online

Report on the Candidacy of Royce Mann for the Atlanta Board of Education and Alignment with Sustainable Development Goals

Introduction and Candidate Motivation

Royce Mann, an alumnus of Midtown High School and a recent graduate of Emory University, has announced his candidacy for the Atlanta Board of Education At-Large Seat 8. The campaign is framed by a commitment to education reform, drawing inspiration from a family legacy in educational policy and advocacy. Mann’s core motivation is the belief that public education can serve as a primary driver for social and economic equity, a principle that directly aligns with the United Nations Sustainable Development Goals.

• SDG 10: Reduced Inequalities: Mann’s campaign is founded on the principle that public education should be “that great equalizer,” providing economic mobility regardless of background. This vision directly supports the objective of reducing inequality within and among communities.
• SDG 4: Quality Education: The candidate aims to defend and strengthen public education systems, which is fundamental to ensuring inclusive and equitable quality education for all.

Campaign Platform and Contribution to Sustainable Development Goals

The candidate’s platform is structured around several key initiatives designed to modernize and improve Atlanta Public Schools (APS). These goals demonstrate a strong alignment with specific targets within the Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth).

1. Enhance Literacy: This objective directly targets SDG 4.6, which aims to ensure that all youth and a substantial proportion of adults achieve literacy and numeracy.
2. Improve Career Readiness: By focusing on skills for employment, the platform supports SDG 4.4, which seeks to increase the number of youth and adults with relevant vocational skills. This also contributes to SDG 8.6, aiming to reduce the proportion of youth not in employment, education, or training.
3. Expand Fine Arts Programs: This goal contributes to a holistic and culturally enriching educational experience, an integral component of a quality education as envisioned by SDG 4.
4. Promote Supportive Disciplinary Practices: Prioritizing support over suspensions aligns with SDG 4.a, which calls for building and upgrading education facilities to provide safe, non-violent, inclusive, and effective learning environments for all.
5. Increase Classroom Funding: Adequate funding is a foundational requirement for achieving all targets within SDG 4, from providing resources for students with disabilities to ensuring teachers are properly supported.

Endorsements and Support for an Inclusive Agenda

The campaign has garnered support from various community stakeholders, including students and elected officials, who recognize the candidate’s focus on creating a more inclusive and equitable educational system.

• State Representative Bryce Berry: An APS teacher and state legislator, Berry endorsed Mann based on their shared history of advocacy. Their collaborative efforts on issues concerning Diversity, Equity, and Inclusion (DEI) and the protection of LGBTQ+ students directly support SDG 10.2 (promoting the inclusion of all) and contribute to the safe learning environments of SDG 4.a.
• Student Involvement: Supporters like Midtown junior Asher Lieb highlight the candidate’s youth and recent experience as an APS student as key assets. This perspective is seen as vital for making the Board of Education a more responsive and representative institution, aligning with the principles of SDG 16.7 (ensure responsive, inclusive, participatory and representative decision-making).

Candidate Experience and Vision for Institutional Reform

Mann’s direct experience within the APS system informs his objective to improve governance and institutional effectiveness.

• Bridging Institutional Gaps: Having served in student government, on a school governance team, and as an intern for the Board of Education, Mann aims to bridge the “disconnect” between district-level decision-makers and the daily experiences of students. This goal aligns with SDG 16, which focuses on building effective, accountable, and inclusive institutions at all levels.
• Personal Experience as a Catalyst: The candidate cites the critical support of a school counselor following a suspension as a pivotal moment that led to securing a full scholarship to Emory University. This experience underscores the importance of robust student support systems, which are essential for achieving the inclusive and equitable outcomes outlined in SDG 4.

SDGs Addressed

SDG 4: Quality Education

• The entire article revolves around a campaign for the Atlanta Board of Education, with the central theme being the improvement of public education. Royce Mann’s platform is explicitly focused on enhancing the quality of education through initiatives like improving literacy, career readiness, classroom funding, and supporting teachers.
• The article quotes Mann’s belief that “public education can be that great equalizer,” which is the foundational principle of SDG 4.
• Specific issues like “low literacy rates,” “historic underfunding,” and the need for “career readiness” are highlighted, all of which are core components of ensuring quality education.

SDG 10: Reduced Inequalities

• The article emphasizes education as a tool for “economic mobility for folks regardless of their background,” directly addressing the goal of reducing inequality.
• Mann’s advocacy for vulnerable student groups is a key point. The text mentions his record of “protecting LGBTQ-plus students” and “ensuring your students with disabilities are taken care of,” which aligns with the goal of promoting social inclusion and ensuring equal opportunities for all.

SDG 16: Peace, Justice and Strong Institutions

• The article touches on the theme of improving governance and making institutions more representative. Mann’s motivation for running is to “bridge that disconnect between those on the board making decisions… and the experiences of those students.”
• His desire to bring a “recent APS student” perspective to the Board of Education is an effort to make the decision-making process more inclusive and responsive to the needs of the community it serves.

SDG 17: Partnerships for the Goals

• The article highlights the importance of collaboration between different levels of government to achieve educational goals. State Representative Bryce Berry’s endorsement is framed as a partnership.
• Berry states, “it is important for us elected officials to have good partners… it’s up to us to come together and work together on these critical issues,” which directly reflects the spirit of building partnerships to achieve sustainable development.

Specific Targets Identified

Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.

• Mann’s campaign for the Atlanta Board of Education is fundamentally about improving the quality and equity of the city’s public school system, which provides primary and secondary education. His focus on “literacy” and “classroom funding” aims to ensure this education leads to effective learning outcomes.

Target 4.4: Substantially increase the number of youth who have relevant skills for employment.

• One of the key pillars of Mann’s platform is “career readiness.” This directly aligns with the target of equipping students with skills that prepare them for the workforce and decent jobs.

Target 4.5: Eliminate disparities in education and ensure equal access for the vulnerable.

• The article explicitly mentions Mann’s track record of “protecting LGBTQ-plus students” and “ensuring your students with disabilities are taken care of.” This demonstrates a clear focus on ensuring equal access and support for vulnerable student populations within the education system.

Target 4.a: Build and upgrade education facilities and provide safe, inclusive and effective learning environments.

• Mann’s objective to “double the number of counselors in schools” is a specific policy aimed at creating a more supportive and effective learning environment. His platform of “supporting over suspensions” also points toward creating a more inclusive and less punitive school climate.

Target 4.c: Substantially increase the supply of qualified teachers.

• The article notes that Mann has a “proven record of fighting for… raising teacher pay.” Increasing teacher compensation is a critical strategy for attracting and retaining qualified educators, which is the core of this target.

Target 10.2: Empower and promote the social, economic and political inclusion of all.

• Mann’s work is framed by the belief that education provides “economic mobility for folks regardless of their background.” His specific advocacy for LGBTQ+ students and students with disabilities is a direct effort to promote their social inclusion within the school system.

Indicators Mentioned or Implied

Literacy Rates

• The article mentions that officials “see the low literacy rates” as a critical issue. Therefore, the literacy rate among students in Atlanta Public Schools would be a direct indicator to measure progress on Mann’s platform goal of improving literacy.

Number of School Counselors

• A specific, measurable goal mentioned in the article is to “double the number of counselors in schools.” The student-to-counselor ratio or the absolute number of counselors would serve as a clear indicator of progress toward this objective.

Level of Classroom Funding

• The article points to “historic underfunding” as a problem and “classroom funding” as part of Mann’s platform. An indicator would be the amount of funding allocated per classroom or per student, which can be tracked to measure improvement.

Teacher Pay and Retention

• Mann’s record of fighting for “raising teacher pay” is highlighted. Therefore, average teacher salaries and teacher retention rates within the district would be key indicators to measure the success of policies aimed at supporting and retaining qualified teachers.

Suspension Rates

• Mann’s platform includes “supporting over suspensions.” This implies a goal of reducing punitive disciplinary actions. The suspension rates, particularly any disparities among different student groups, would be an indicator to measure progress in creating a more supportive school environment.

Summary of Findings

Source: thesoutherneronline.com