Report on Alabama’s Legislative Efforts in Education and Sustainable Development

Introduction

Over the past two decades, Alabama’s forest industry has been a significant contributor to the state’s economy, generating $36 billion in economic activity and providing jobs for over 123,000 workers. This industry depends heavily on sustainable forest management and a skilled workforce, which in turn relies on a strong education system. This report examines the Alabama Legislature’s initiatives aimed at improving education, with a focus on how these efforts align with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth).

Legislative Milestones Supporting Education and Workforce Development

1. Rolling Reserve Act (2011)

   This Act introduced a new approach to education funding by stabilizing appropriations based on actual revenues from the previous five years. Excess funds are allocated to a rainy-day savings account and the Advancement and Technology Fund for school infrastructure. Since its enactment, there has been no midyear proration, ensuring consistent funding for education.

   • Supports SDG 4 by ensuring stable funding for quality education infrastructure.
   • Promotes SDG 9 (Industry, Innovation, and Infrastructure) through investment in school facilities.

2. Alabama Accountability Act (2013)

   This Act created a scholarship program for low-income families with children in failing schools, enabling them to attend private or out-of-district public schools. Scholarships are funded through tax-deductible donations managed by nonprofit organizations.

   • Advances SDG 4 by increasing access to quality education for disadvantaged students.
   • Encourages SDG 10 (Reduced Inequalities) by supporting educational equity.

3. Alabama School Choice and Student Opportunity Act (2015)

   This legislation authorized the establishment of public charter schools to provide high-quality educational options, especially for students in low-performing zones.

   • Enhances SDG 4 by promoting inclusive and equitable quality education.

4. Alabama Literacy Act (2019) and Alabama Numeracy Act (2022)

   These Acts focus on improving reading proficiency for grades K-3 and math instruction for grades K-5, respectively, ensuring foundational skills essential for lifelong learning.

   • Directly supports SDG 4 by improving literacy and numeracy skills.
   • Contributes to SDG 1 (No Poverty) by enhancing educational outcomes linked to economic opportunities.

5. Alabama College and Career Readiness Act (2023)

   This Act requires students to earn college or career readiness indicators to graduate, encouraging engagement with in-demand industries such as forestry. Nearly 9,000 students have been certified through the ForestryWorks “Forest Worker” Curriculum.

   • Supports SDG 4 and SDG 8 by preparing students for quality employment.
   • Strengthens the local workforce aligned with sustainable industry practices.

6. Creating Hope and Opportunity for Our Students’ Education (CHOOSE) Act (2024)

   This Act provides state-funded, refundable income tax credits to support tuition and educational expenses across public, private, and homeschool education, with $180 million allocated for FY26.

   • Promotes SDG 4 by expanding educational access and choice.
   • Encourages inclusive education models supporting diverse learner needs.

7. Renewing Alabama’s Investment in School Excellence (RAISE) Act (2025)

   The RAISE Act introduced a needs-based funding formula for K-12 public schools, allocating additional resources for students in poverty, special education, English language learners, gifted students, and those in public charter schools. It is funded at $130 million for FY26.

   • Advances SDG 4 and SDG 10 by targeting resources to vulnerable student populations.
   • Supports rural education development, contributing to SDG 11 (Sustainable Cities and Communities).

Current State of Education and Shared Responsibility

While Alabama’s education system faces challenges, performance varies significantly at the local level. High-performing schools often exist in rural areas with lower local funding, indicating that factors beyond funding influence outcomes. The responsibility for education success is shared among state and local governments, schools, communities, parents, and industry stakeholders.

• Government: Establishes policies and allocates resources.
• Schools: Utilize resources to educate effectively.
• Communities and Industry: Support schools and hold them accountable.

Call to Action and Conclusion

Alabama’s legislative leaders have demonstrated commitment to improving education and workforce readiness, aligning with SDG 4 and SDG 8. However, continued progress requires collective effort from all stakeholders to support rural schools, enhance teacher resources, and engage students in career pathways.

Alabama offers a favorable environment for living and business, with low costs and abundant natural resources. Sustaining this requires investment in education and workforce development to ensure future generations are prepared to contribute to a sustainable economy.

All citizens are encouraged to actively participate in advancing education and sustainable development goals, recognizing that the success of Alabama’s students and industries depends on shared responsibility and collaboration.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses extensively on education reforms, funding, and improving educational outcomes in Alabama.
2. SDG 8: Decent Work and Economic Growth
   • The forest industry’s economic impact and workforce development are highlighted, linking education to workforce readiness and economic activity.
3. SDG 9: Industry, Innovation, and Infrastructure
   • Investment in school infrastructure and technology funds is mentioned, supporting sustainable infrastructure for education.
4. SDG 10: Reduced Inequalities
   • Programs like scholarships for low-income families and weighted funding for disadvantaged students address educational inequalities.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.
   • Target 4.4: Increase the number of youth and adults with relevant skills for employment, decent jobs, and entrepreneurship.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education for vulnerable populations.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive.
2. SDG 8: Decent Work and Economic Growth
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
   • Target 8.3: Promote development-oriented policies that support productive activities and decent job creation.
3. SDG 9: Industry, Innovation, and Infrastructure
   • Target 9.1: Develop quality, reliable, sustainable and resilient infrastructure, including regional and transborder infrastructure.
4. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Proficiency rates in reading and math for K-3 and K-5 students (Alabama Literacy Act and Numeracy Act).
   • Graduation rates with college or career readiness indicators (Alabama College and Career Readiness Act).
   • Number of students receiving scholarships or attending charter schools (Alabama Accountability Act, School Choice Acts).
   • Funding stability and amounts allocated to education infrastructure and needs-based funding (Rolling Reserve Act, RAISE Act).
2. SDG 8 Indicators
   • Number of students certified in workforce-related curricula (e.g., ForestryWorks “Forest Worker” Curriculum).
   • Employment rates of graduates entering the forestry and related industries.
3. SDG 9 Indicators
   • Investment amounts in school infrastructure and technology funds.
4. SDG 10 Indicators
   • Allocation of weighted funding based on poverty, special education, English language learners, and other disadvantaged groups.
   • Access to scholarships and educational opportunities for low-income families.

4. SDGs, Targets and Indicators Table

Source: alreporter.com