Opinion: Weekend Dialogue – Graduation rates up again, how well prepared are the graduates? – Chattanooga Times Free Press

Analysis of High School Graduation Rates in the Context of Sustainable Development Goal 4

Historical Context and Data Transparency

An examination of educational data from the late 20th century reveals a significant lack of public transparency regarding secondary school completion rates. Prior to the 21st century, graduation statistics for individual high schools and local districts were not systematically collected or made available for public review. This absence of accessible data created a barrier to accountability and hindered the ability to effectively monitor educational attainment, a critical component for achieving global development objectives.

Graduation Rates as a Key Indicator for SDG 4: Quality Education

The public availability and analysis of high school graduation rates are fundamental to monitoring progress towards Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education for all. The correlation is direct and measurable across several key targets:

• Target 4.1: This target calls for the completion of free, equitable, and quality primary and secondary education. Graduation rates serve as the primary metric for assessing the successful completion of secondary education, providing a clear indicator of a nation’s progress.
• Target 4.3: Successful completion of secondary education is a prerequisite for ensuring equal access to affordable technical, vocational, and tertiary education. Therefore, high graduation rates are foundational to achieving this subsequent educational goal.
• Target 4.4: Graduation from secondary school signifies the acquisition of foundational skills necessary for employment, decent jobs, and entrepreneurship. Tracking these rates helps evaluate how well the education system is preparing youth for the workforce.

Broader Implications for the 2030 Agenda for Sustainable Development

Improving high school graduation rates has a cascading effect, contributing to the achievement of numerous other Sustainable Development Goals beyond SDG 4. The interconnectedness of these goals underscores the importance of educational attainment as a catalyst for comprehensive global development.

1. SDG 1 (No Poverty) & SDG 8 (Decent Work and Economic Growth): Education is a primary driver for lifting individuals out of poverty. A high school diploma increases opportunities for stable, decent employment, thereby contributing to sustained economic growth.
2. SDG 5 (Gender Equality) & SDG 10 (Reduced Inequalities): Disaggregating graduation data by gender, socioeconomic status, and geographic location is essential for identifying and addressing systemic inequalities. Ensuring equitable educational completion for all groups, particularly girls and marginalized communities, is a cornerstone of achieving both SDG 5 and SDG 10.
3. SDG 17 (Partnerships for the Goals): The practice of making graduation rates publicly available exemplifies the principles of transparency and accountability central to SDG 17. This data allows for effective partnerships between governments, civil society, and the public to drive educational improvement.

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 article directly addresses the theme of education by focusing on high school graduation rates. This aligns with the core mission of SDG 4, which is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The discussion about tracking and publicizing graduation rates is central to assessing the quality and effectiveness of the education system.

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

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

  The article’s central topic is “graduation rates of students at individual area high schools.” High school education is synonymous with secondary education. Therefore, the discussion is directly related to the goal of ensuring the completion of secondary education, as outlined in Target 4.1.

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

• Indicator 4.1.2: Completion rate (primary education, lower secondary education, upper secondary education).

  The article explicitly mentions “Graduation rates” as the key metric being discussed. This term is a direct proxy for the completion rate of upper secondary education, which is what Indicator 4.1.2 measures. The article highlights that these rates, both at the “state” and “local districts” level, are now more publicly known, implying their use as a performance indicator for the education system.

SDGs, Targets and Indicators Summary

Source: timesfreepress.com