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Mayoral Candidate Zohran Mamdani’s Educational Platform and Alignment with Sustainable Development Goals (SDGs)

Introduction: A Vision for Participatory Governance and Sustainable Development

• Presumptive Democratic mayoral candidate Zohran Mamdani proposes a shift from the current mayoral control model for New York City’s school system, which oversees approximately 911,000 students.
• His vision emphasizes a participatory and co-governance framework. This approach aligns with SDG 16 (Peace, Justice and Strong Institutions) by proposing shared governance through bodies like the Panel for Educational Policy and school leadership teams.
• Mamdani’s platform integrates multiple SDGs, focusing on creating an equitable, inclusive, and sustainable educational environment.

Core Policy Areas and SDG Integration

Addressing Poverty and Inequality (SDG 1, SDG 2, SDG 10)

Mamdani’s campaign prioritizes foundational social issues that directly impact educational outcomes, reflecting a commitment to key SDGs.

1. Combating Child Poverty and Hunger: In line with SDG 1 (No Poverty) and SDG 2 (Zero Hunger), Mamdani highlights the critical issues of child hunger and student homelessness. His platform proposes expanding the “Every Child and Family Is Known” pilot program, which provides dedicated support to children in shelters.
2. Promoting Reduced Inequalities: To advance SDG 10 (Reduced Inequalities), Mamdani advocates for:
   • An independent analysis of the Specialized High School Admissions Test for racial and gender bias, which also supports SDG 5 (Gender Equality).
   • Implementing recommendations from the 2019 school diversity advisory group to address systemic segregation.
   • Protecting immigrant and LGBTQIA+ New Yorkers from potential federal funding cuts that could impact vital services.
3. Early Childhood Development: The platform includes provisions for free child care from birth to age five and raising the salaries of child care workers to be on par with public school teachers, further supporting SDG 1 and SDG 10.

Enhancing Quality Education (SDG 4)

Mamdani’s proposals aim to strengthen the educational infrastructure and ensure inclusive and equitable quality education for all.

• Class Size Reduction: To meet the state mandate, Mamdani supports measures to reduce class sizes. This includes increasing wages for paraprofessionals to address staff shortages and conducting a major audit of the Education Department to reallocate funds toward hiring thousands of new teachers.
• Curriculum and Teacher Support: While viewing the city’s current literacy program as a positive step, he advocates for increased teacher development and support to adapt materials for diverse learners, ensuring the curriculum is culturally responsive.
• Support for Students with Disabilities: The platform emphasizes high-quality tutoring and adequate staffing with paraprofessionals to meet the needs of students with significant disabilities.
• Higher Education Access: Championing a “new deal” for the CUNY system, Mamdani supports making it tuition-free, increasing funding for infrastructure and staff, and providing free public transit access for students, directly contributing to equitable access to tertiary education as outlined in SDG 4.

Promoting Health, Well-being, and Sustainable Communities (SDG 3, SDG 11)

The candidate’s platform extends beyond the classroom to foster healthier and more sustainable urban environments for students.

1. Mental and Physical Health: In alignment with SDG 3 (Good Health and Well-being), Mamdani proposes to:
   • Increase investment in guidance counselors, social workers, and mental health services within schools as an alternative to expanding the school safety force.
   • Implement restorative justice models to allow students to learn from mistakes and develop conflict resolution skills.
   • Expand free after-school and summer programs to ensure safe and supportive environments for students.
2. Sustainable Urban Infrastructure: To advance SDG 11 (Sustainable Cities and Communities), Mamdani advocates for creating universal car-free streets in front of every school. This initiative aims to prevent traffic fatalities, reduce pollution, and create safe spaces for outdoor play.

Analysis of Sustainable Development Goals in the Article

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

1. SDG 1: No Poverty
   • The article directly addresses child poverty by highlighting mayoral candidate Zohran Mamdani’s focus on the 100,000 homeless students in New York City. His proposal to expand the “Every Child and Family Is Known” pilot program, which supports children in shelters, is a direct response to poverty’s impact on education.
2. SDG 2: Zero Hunger
   • The issue of child hunger is explicitly mentioned. The article states that Mamdani, when asked about education, pointed out that “500,000 children go to bed hungry each night,” linking food security directly to students’ ability to learn.
3. SDG 3: Good Health and Well-being
   • This goal is addressed through proposals for mental and physical health. Mamdani advocates for investing in “guidance counselors, social workers, and mental health support” in schools. Additionally, his plan to create “car-free streets in front of every school” aims to prevent traffic deaths, foster outdoor play, and reduce pollution, all of which contribute to well-being.
4. SDG 4: Quality Education
   • This is the central theme of the article. It is addressed through numerous proposals, including: meeting the state mandate to limit class sizes, providing “strong” after-school programs, offering free child care from birth to five, making the CUNY system tuition-free, and improving curriculum delivery with more teacher development and support.
5. SDG 5: Gender Equality
   • The article mentions Mamdani’s support for “an independent analysis of the Specialized High School Admissions Test for gender and racial bias,” which directly addresses potential gender-based barriers in educational opportunities.
6. SDG 8: Decent Work and Economic Growth
   • The goal is connected through proposals to improve wages for education sector workers. Mamdani’s platform includes raising the salary of child care workers to be “on par with public school teachers” and increasing the wages for paraprofessionals.
7. SDG 10: Reduced Inequalities
   • The article highlights several initiatives aimed at reducing inequality. This includes supporting students with significant disabilities, addressing the “highly segregated school system” by implementing recommendations from a diversity advisory group, and studying racial bias in the specialized high school exam. His pledge to protect funding for “diversity, equity, and inclusion efforts” further reinforces this connection.
8. SDG 11: Sustainable Cities and Communities
   • This goal is addressed through plans to improve the urban environment for students. The proposal to make “car-free school streets universal” aims to reduce pollution, improve safety, and create public spaces for play. The call to provide “free OMNY cards for students” promotes the use of sustainable public transit.
9. SDG 16: Peace, Justice and Strong Institutions
   • The article discusses Mamdani’s opposition to the current system of “mayoral control” and his proposal for “a more participatory educational system.” This involves co-governance through bodies like the Panel for Educational Policy and school leadership teams, aiming for more inclusive and accountable decision-making in the education system.

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

1. Target 1.2: By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty.
   • The focus on the 100,000 homeless students and the expansion of programs to support children in shelters directly relates to mitigating the effects of poverty on children.
2. Target 2.1: By 2030, end hunger and ensure access by all people… to safe, nutritious and sufficient food.
   • The article’s reference to “500,000 children go to bed hungry each night” identifies a key problem that this target aims to solve.
3. Target 3.4 & 3.6: Promote mental health and well-being & Halve the number of global deaths and injuries from road traffic accidents.
   • The call to invest in mental health support, social workers, and guidance counselors aligns with Target 3.4. The proposal for universal car-free streets at schools to “prevent traffic deaths” directly addresses Target 3.6.
4. Target 4.1, 4.2, 4.5, 4.a, 4.c: Ensure quality primary and secondary education; Access to quality early childhood development; Eliminate gender disparities and ensure equal access for the vulnerable; Build and upgrade safe and inclusive learning environments; Increase the supply of qualified teachers.
   • These targets are addressed by the comprehensive education platform discussed, including free child care (4.2), support for students with disabilities and analysis of gender/racial bias (4.5), reducing class sizes and creating safe, car-free streets (4.a), and increasing wages and hiring for teachers and paraprofessionals (4.c). The overall goal is to improve the quality of education for all (4.1).
5. Target 5.1: End all forms of discrimination against all women and girls everywhere.
   • The proposal to analyze the specialized high school exam for gender bias is a specific action aimed at identifying and eliminating a potential form of discrimination in education.
6. Target 8.5: Achieve full and productive employment and decent work for all… and equal pay for work of equal value.
   • This is reflected in the call to raise the salaries of child care workers and paraprofessionals, advocating for fair compensation and decent work within the education sector.
7. Target 10.2 & 10.3: Empower and promote the social, economic and political inclusion of all; Ensure equal opportunity and reduce inequalities of outcome.
   • These targets are connected to the plans to address school segregation, support students with disabilities, and eliminate discriminatory practices by analyzing the specialized high school admissions test for racial and gender bias.
8. Target 11.2, 11.6, 11.7: Provide access to safe, affordable, accessible and sustainable transport systems; Reduce the adverse per capita environmental impact of cities; Provide universal access to safe, inclusive and accessible, green and public spaces.
   • These are addressed by providing free public transit cards for students (11.2), reducing pollution around schools with car-free streets (11.6), and creating safe spaces for outdoor play through these car-free zones (11.7).
9. Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels.
   • Mamdani’s proposal to move away from mayoral control toward a “more participatory educational system” with co-governance directly aligns with this target of creating more inclusive institutions.

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

1. Proportion of students experiencing homelessness: The article explicitly states there are “100,000 of the city’s students are homeless.” This number serves as a baseline indicator for Target 1.2.
2. Prevalence of food insecurity among children: The statistic that “500,000 children go to bed hungry each night” is a direct indicator related to Target 2.1.
3. Student-to-teacher ratio (Class size): The article repeatedly mentions the “class size mandate” and the need to hire thousands of teachers to meet the targets, implying that class size is a key performance indicator for Target 4.a.
4. Wages of education support staff: The proposal to “increase the wages for paraprofessionals” and raise the salary of child care workers “to be on par with public school teachers” implies that their salary levels are an indicator for Target 8.5.
5. Access to early childhood education: The focus on “free child care from birth to five years old” suggests that the enrollment rate and affordability of early childhood programs would be indicators for Target 4.2.
6. Disparities in specialized school admissions: The call for an “independent analysis of the Specialized High School Admissions Test for gender and racial bias” implies that admission rates broken down by gender and race are key indicators for Targets 4.5, 5.1, and 10.3.
7. Number of safe school zones: The vision to make “car-free school streets universal” implies that the number or percentage of schools with such zones would be a direct indicator of progress toward Targets 3.6 and 11.7.
8. Availability of mental health support: The plan to invest in “guidance counselors, social workers, and mental health support” suggests that the ratio of these professionals to students is an implied indicator for Target 3.4.

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

Source: chalkbeat.org