Pennsylvania public school associations react to budget passage | WITF
Pennsylvania school associations react to budget passage WITF
sdgtalks
Passage of State Budget Benefits Public Education Groups
Introduction
With the school year starting later this month, the passage of the state budget comes as a relief for public education groups. The budget bill, which was passed on August 3, includes $567 million for basic education, making it the second-largest budget amount for basic education since 2015.
Positive Response from Public Education Groups
- Andrew Christ, senior director of education policy at the Pennsylvania School Boards Association, expresses gratitude for the increases in funding for public education.
- The Pennsylvania Schools Work campaign celebrates the passing of the budget and the vetoing of the voucher program.
Vetoing the Voucher Program
- Governor Josh Shapiro vetoed the $100 million school voucher program, which was supported by Senate officers but opposed by House Democrats.
- The Pennsylvania School Boards Association supports the veto, citing a Commonwealth Court ruling that the state’s system of funding schools is failing those in poorer districts.
Debate over Voucher Program
- Proponents argue that the voucher program provides students in failing schools with an opportunity to succeed at a different school.
- Opponents believe that public resources should not be directed towards private school vouchers, especially considering the funding challenges faced by public schools.
Additional Legislation Required
Although most of the budget is complete, several important programs, including Levelup, still require additional legislation for the funding to go through.
SDGs, Targets, and Indicators in the Article
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
The article discusses the state budget allocation for basic education, which is directly related to SDG 4, which aims to ensure inclusive and equitable quality education for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
- Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
The article mentions the allocation of $567 million for basic education, which contributes to achieving Target 4.1 by providing funding for quality education. Additionally, the article highlights the importance of equitable access to education, aligning with Target 4.5.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
- Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated.
The article does not explicitly mention specific indicators, but it discusses the importance of funding public education and addressing disparities in the education system. These align with Indicator 4.1.1, which measures the proficiency levels of children and young people in reading and mathematics. Additionally, the article touches on the issue of equity in education, which relates to Indicator 4.5.1, measuring parity indices for various education indicators.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. | Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. |
| SDG 4: Quality Education | Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated. |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: witf.org
Join us, as fellow seekers of change, on a transformative journey at https://sdgtalks.ai/welcome, where you can become a member and actively contribute to shaping a brighter future.
