Oklahoma’s next state superintendent must implement social studies, science reforms – Oklahoma Council of Public Affairs

Report on Oklahoma’s Educational Standards Reform and Alignment with Sustainable Development Goals

Introduction: Advancing SDG 4 Through State-Level Academic Reform

Recent reforms to Oklahoma’s K-12 social studies and science standards represent a significant initiative to advance Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The successful implementation of these new standards is contingent upon a series of administrative actions designed to translate policy into effective classroom instruction, thereby enhancing the quality of public education across the state.

Analysis of New Standards in the Context of Quality Education (SDG 4) and Partnerships (SDG 17)

Enhancing Curriculum to Foster Global Citizenship and Cultural Understanding

The revised academic standards are designed to improve the quality and depth of instruction, directly contributing to SDG Target 4.7, which focuses on ensuring learners acquire the knowledge and skills needed to promote sustainable development. The social studies standards, in particular, have been substantially revised to include:

1. Increased emphasis on detailed content knowledge regarding Western Civilization and American history.
2. Strengthened instruction on the principles and institutions of liberty, civic virtue, and self-government.
3. Comprehensive analysis of historical challenges to these ideals, such as Nazism and Communism, fostering a culture of peace and non-violence.
4. Balanced coverage of the historical influence of diverse value systems, including Judeo-Christian beliefs, on the development of societal institutions.
5. Inclusion of perspectives from indigenous populations, such as the Haudenosaunee (Iroquois) Confederacy’s influence on colonial governance, promoting an appreciation of cultural diversity.

This approach provides a framework for a more robust and inclusive educational experience, preparing students to be informed and engaged citizens.

Collaborative Development Through Strategic Partnerships (SDG 17)

The development of these standards exemplifies SDG 17 (Partnerships for the Goals), showcasing collaboration between state educational bodies and national academic organizations. The Oklahoma State Department of Education (OSDE) informed its reforms by utilizing model standards from several entities:

• Social Studies: The Civics Alliance and the National Association of Scholars provided models including American Birthright and History of Communism.
• Science: Freedom in Education and the National Association of Scholars jointly created The Franklin Standards, which influenced the new science curriculum.

These partnerships were instrumental in strengthening the academic rigor of the new state standards.

Implementation Framework and Institutional Integrity (SDG 16)

Navigating Institutional Processes for Effective Governance

The implementation phase has encountered procedural challenges, highlighting the importance of SDG 16 (Peace, Justice and Strong Institutions). Concerns regarding the revision process and a temporary judicial hold by the Oklahoma Supreme Court underscore the need for transparent, accountable, and inclusive decision-making within public institutions. The state legislature’s ultimate approval of the standards demonstrates the function of institutional checks and balances. The resolution of these procedural matters is critical for maintaining public trust and ensuring the effective governance of the education system.

From Standards to Classroom: A Multi-faceted Implementation Strategy

To fully realize the educational benefits and achieve the objectives of SDG 4, the new standards must be integrated into the entire educational ecosystem. The OSDE faces the critical task of aligning various components with the revised standards. This includes the comprehensive reform of:

• Curriculum frameworks and model lesson plans.
• Selection criteria for instructional materials.
• Professional licensure requirements and development programs for educators.
• State and local assessment methodologies.

Future administrative leadership will be pivotal in executing these reforms, ensuring that the enhanced standards lead to tangible improvements in classroom instruction and student outcomes, thereby contributing to a more equitable and high-quality educational system for all Oklahomans.

Analysis of Sustainable Development Goals in the Article

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

The article primarily addresses issues related to two Sustainable Development Goals (SDGs):

• SDG 4: Quality Education: The entire article is centered on the reform of educational standards in Oklahoma for K-12 public schools. It discusses the adoption of new social studies and science standards with the explicit goal to “have much-improved instruction.” This directly aligns with the core mission of SDG 4, which is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
• SDG 16: Peace, Justice and Strong Institutions: The article discusses the content of the new social studies standards, which focus on strengthening knowledge of “America’s ideals and institutions of liberty, faith, civic virtue, and self-government.” It also delves into the procedural aspects of how these standards were adopted, including legislative oversight and a temporary hold by the Oklahoma Supreme Court. This focus on civic education and the functioning of governmental institutions connects directly to SDG 16’s aim to promote peaceful and inclusive societies and build effective, accountable institutions.

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

Based on the article’s focus, several specific SDG targets can be identified:

1. Target 4.1: 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 main purpose is to discuss the new K-12 standards designed to provide “much-improved instruction.” The reform aims to enhance the quality and relevance of education by increasing “detailed content knowledge” in social studies and science, which is a direct effort to improve learning outcomes in primary and secondary education.
2. Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including… global citizenship and appreciation of cultural diversity.
   • The new social studies standards are described as strengthening “knowledge of Western Civilization and American history” and “coverage of the histories and the nature of America’s ideals and institutions of liberty, faith, civic virtue, and self-government.” This curriculum is designed to equip students with knowledge of civics and history, which is fundamental to creating informed citizens. The inclusion of topics like “20th Century Totalitarianism” and the “influence of the Haudenosaunee (Iroquois) Confederacy” contributes to a broader understanding of different forms of governance and cultural contributions.
3. Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels.
   • The article highlights that the curriculum itself teaches students about the foundations of representative decision-making. For example, it cites a standard for Grade 5: “Analyze the forms of self-government in the colonies,” which includes explaining “how English traditions of limited government… and Judeo-Christian values shaped the colonial experience in self-government” and describing “how representative government was established through various institutions.” Educating students on these principles is a foundational step toward fostering future participation in representative decision-making.
4. Target 4.c: Substantially increase the supply of qualified teachers.
   • The article explicitly states that for the new standards to be effective, reform must be accompanied by changes to “professional licensure and development.” This points to the need for enhancing teacher qualifications and providing ongoing training to ensure educators are equipped to deliver the new, more detailed curriculum effectively.

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

The article does not mention official SDG indicators but implies several ways to measure progress:

• Indicator for Target 4.1 (Quality Education): The primary indicator is the successful implementation of the new academic standards. The article frames the challenge as turning “standards reform into classroom reform.” Progress can be measured by the degree to which curriculum frameworks, model lesson plans, and instructional materials are updated and aligned with the new, more rigorous standards.
• Indicator for Target 4.7 (Knowledge for Global Citizenship): The specific content mandated by the new curriculum serves as a direct indicator. The article details this content, such as the inclusion of dedicated high school electives in “Ancient and Medieval World History” and “History of 20th Century Totalitarianism,” and the requirement for students to “Summarize the causes of and influence of the theological movements of the Reformation.” The presence and depth of this content in the curriculum are measurable indicators of progress toward this target.
• Indicator for Target 4.c (Qualified Teachers): An implied indicator is the development and execution of new professional development programs and revised licensure requirements for teachers. The article notes that the next state superintendent must push through “every administrative reform needed,” which includes professional development. Tracking the creation and teacher participation in these programs would be a key metric.
• Indicator for Target 16.7 (Representative Decision-Making): The article points to the curriculum’s specific learning objectives related to governance as an indicator. For instance, the standard requiring fifth graders to “Analyze the forms of self-government in the colonies” and “Describe how representative government was established” is a direct, measurable component of the educational system aimed at fulfilling this target.

4. Table of SDGs, Targets, and Indicators

Source: ocpathink.org