Educational Attainment and Quality in the Shreveport-Bossier City Area

The Shreveport-Bossier City (SBC) area exhibits one of the lowest rates of educational attainment among U.S. regions of comparable size. Despite this, studies indicate that the area maintains high-quality schools. This report explores the paradox between the quality of education and the low levels of higher education attainment, emphasizing the implications for Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth).

Quality of Schools in Shreveport-Bossier City

A WalletHub study evaluating 150 similarly sized cities and metropolitan areas across the United States ranked SBC in the middle range regarding school quality. The assessment considered multiple factors beyond teacher quality and school facilities, including the proportion of students originating from the local area.

• Ranking reflects a realistic position among cities with quality educational institutions.
• Local schools demonstrate strong infrastructure and teaching standards.

Low Educational Attainment Despite Strong Schools

Despite the presence of quality schools, SBC ranks 125th out of 150 cities for the percentage of residents holding any form of higher education degree, including high school diplomas, Associate’s, Bachelor’s, and Graduate degrees. This discrepancy raises concerns related to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

The Brain Drain Phenomenon

A significant factor contributing to low educational attainment is the “brain drain” effect, where graduates leave the area after completing their education. Louisiana, including the SBC region, has historically struggled to retain its college graduates. In 2023, approximately 62% of graduates departed the state, undermining local human capital development and economic growth.

1. Brain drain reduces the local skilled workforce, impacting SDG 8 (Decent Work and Economic Growth).
2. Loss of graduates limits community development and innovation potential.
3. Retention strategies are essential to align with SDG 11 (Sustainable Cities and Communities) by fostering inclusive and sustainable urban environments.

Conclusion and Recommendations

To address the educational attainment gap in the Shreveport-Bossier City area and support the achievement of multiple SDGs, the following actions are recommended:

• Implement policies to retain graduates and attract skilled professionals.
• Enhance community engagement to encourage local educational advancement.
• Invest in economic opportunities that align with the skills of graduates to reduce outmigration.
• Promote lifelong learning and vocational training to diversify educational pathways.

For further details, the full WalletHub study can be accessed here.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article discusses educational attainment, quality of schools, and higher education degrees in the Shreveport-Bossier City area.
2. SDG 8: Decent Work and Economic Growth – The “brain drain” effect, where graduates leave the area, relates to employment opportunities and economic retention.
3. SDG 11: Sustainable Cities and Communities – The article focuses on a metropolitan area’s educational and social challenges, impacting community sustainability.

2. Specific Targets Under Those SDGs

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment.
2. SDG 8: Decent Work and Economic Growth
   • Target 8.5: Achieve full and productive employment and decent work for all women and men, including young people and persons with disabilities.
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
3. SDG 11: Sustainable Cities and Communities
   • Target 11.3: Enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management.

3. Indicators Mentioned or Implied to Measure Progress

1. Educational Attainment Rates – The article mentions rankings of educational attainment (high school diplomas, Associate’s, Bachelor’s, Graduate degrees) among similarly sized cities, which corresponds to indicators such as:
   • Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months.
   • Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills.
2. Brain Drain / Graduate Retention – The statistic that 62% of graduates left Louisiana in 2023 implies measurement of:
   • Indicator 8.5.2: Unemployment rate, by sex, age and persons with disabilities.
   • Indicator related to migration or retention rates of graduates, which although not a formal SDG indicator, is relevant to assessing economic and educational outcomes.
3. School Quality Rankings – The WalletHub study ranking school quality includes factors such as teacher quality and student residency, which relate to:
   • Indicator 4.a.1: Proportion of schools with access to basic services.
   • Indicator 4.c.1: Proportion of teachers qualified according to national standards.

4. Table of SDGs, Targets and Indicators

Source: k945.com