Report on Educational Excellence in Minnesota and Wisconsin in Alignment with Sustainable Development Goals

Introduction: Assessing Educational Institutions Against the 2030 Agenda

An analysis of the 2025 school rankings, compiled by the organization Niche, provides critical insights into the state of secondary education in Minnesota and Wisconsin. This report evaluates these findings through the framework of the United Nations Sustainable Development Goals (SDGs), with a primary focus on SDG 4: Quality Education. The rankings serve as a benchmark for assessing progress towards inclusive and equitable quality education and promoting lifelong learning opportunities for all. Furthermore, the criteria used in the evaluation reflect commitments to SDG 10: Reduced Inequalities and SDG 16: Peace, Justice, and Strong Institutions.

Evaluation Methodology and SDG Alignment

The ranking methodology employed by Niche assesses institutions on multiple fronts, each aligning with key SDG targets. This multi-faceted approach ensures a holistic view of educational quality beyond academic performance.

• Academic Excellence: Direct measurement of SDG 4, focusing on providing high-quality primary and secondary education that leads to relevant and effective learning outcomes. Strong performance in STEM and arts prepares students for future opportunities, contributing to SDG 8: Decent Work and Economic Growth.
• Diversity: This criterion is a core indicator of progress towards SDG 10, which aims to reduce inequality within and among countries by promoting the social, economic, and political inclusion of all, irrespective of origin or background. It also supports SDG 5: Gender Equality by fostering inclusive environments.
• Student-Teacher Ratio: A low student-teacher ratio facilitates personalized and effective learning, a key component of Target 4.1 within SDG 4.
• Stakeholder Surveys (Student and Parent): Feedback mechanisms from students and parents enhance accountability and responsiveness, contributing to the development of effective, accountable, and transparent institutions as outlined in SDG 16.

Minnesota State Analysis: Progress Towards Quality Education and Inclusivity

Public High Schools: Fostering Accessible Quality Education (SDG 4)

The following public institutions have been recognized for their contribution to providing accessible, high-quality education for their communities.

1. Wayzata High School
2. Eden Prairie High School
3. Minnetonka Senior High School
4. Edina Senior High School
5. Eastview Senior High School
6. Math and Science Academy
7. Nova Classical Academy Upper School
8. Eagan Senior High School
9. Mounds View High School
10. Eagle Ridge Academy

Private High Schools: Models of Specialized and Inclusive Education

Private institutions in Minnesota demonstrate strong performance, particularly in specialized fields and fostering diverse learning communities, thereby advancing multiple SDG targets.

1. The International School of Minnesota
2. Mounds Park Academy
3. St. Paul Academy and Summit School
4. Saint John’s Preparatory School
5. Minnehaha Academy
6. Shattuck-St. Mary’s School
7. Breck School
8. The Blake School
9. Cretin-Derham Hall
10. Saint Thomas Academy

Case Study: The International School of Minnesota

• Overall State Leader: Ranked as the top high school in Minnesota.
• Commitment to SDG 4 (Quality Education): Recognized as the best high school for STEM, equipping students with critical skills for the 21st-century economy.
• Commitment to SDG 10 (Reduced Inequalities): Acknowledged as the most diverse private high school, demonstrating a profound commitment to creating an inclusive educational environment for students from all backgrounds.

Wisconsin State Analysis: Driving Educational Standards and Equity

Public High Schools: Strengthening Community Educational Infrastructure (SDG 16)

Wisconsin’s leading public high schools exemplify the role of strong local institutions in delivering equitable and quality education, forming the bedrock of sustainable communities.

1. Brookfield East High School
2. Brookfield Central High School
3. Whitefish Bay High School
4. Middleton High School
5. Shorewood High School
6. Nicolet Union High School
7. Homestead High School
8. High School of Health Sciences
9. Reagan College Preparatory High School
10. Cedarburg High School

Private High Schools: Cultivating Excellence and Opportunity

The top private schools in Wisconsin showcase how focused educational models can achieve outstanding outcomes in alignment with global development goals.

1. Madison Country Day School
2. Brookfield Academy
3. University School of Milwaukee
4. The Prairie School
5. Wayland Academy
6. St. John’s Northwestern Academies
7. University Lake School
8. St. Lawrence Seminary High School
9. Marquette University High School
10. Divine Savior Holy Angels High School

Case Study: Madison Country Day School

• Overall State Leader: Identified as the premier high school in Wisconsin.
• Commitment to SDG 4 (Quality Education): The school’s 6:1 student-teacher ratio exemplifies a commitment to personalized, high-impact instruction. Its top ranking for both STEM and the arts ensures a well-rounded, quality education that fosters creativity and critical thinking.
• Contribution to SDG 8 (Decent Work and Economic Growth): By excelling in both technical (STEM) and creative (arts) fields, the institution prepares students for a diverse and evolving job market, contributing to long-term economic vitality.

SDGs Addressed in the Article

SDG 4: Quality Education

• The entire article is centered on the theme of quality education. It discusses a ranking of the “best high schools” in Minnesota and Wisconsin, which directly evaluates the quality of secondary education provided by various institutions. The criteria used for these rankings, such as academic strength, teacher quality, and student outcomes, are all facets of SDG 4, which aims to “ensure inclusive and equitable quality education.”

Specific SDG Targets Identified

1. 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.

   • The article addresses this target by focusing on the quality of secondary education (high schools). The Niche rankings attempt to measure “effective learning outcomes” through criteria like “strength of academics” for public schools and the “colleges that students attended” for private schools. The lists of “Top 10 public high schools” and “Top 10 private high schools” are a direct attempt to identify institutions providing quality secondary education.

2. Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education… for the vulnerable…

   • This target is connected through the article’s repeated mention of “diversity” as a key ranking criterion for both public and private schools. By including diversity in its evaluation, the ranking system acknowledges the importance of equitable access and an inclusive environment. The article specifically highlights that The International School of Minnesota was ranked the “most diverse private high school in Minnesota,” directly referencing a measure of inclusivity.

3. Target 4.a: Build and upgrade education facilities that are… inclusive and effective learning environments for all.

   • The article explicitly states that public schools were measured by criteria including “facilities.” This directly relates to the goal of building and upgrading educational facilities to ensure they support an effective learning environment.

4. Target 4.c: By 2030, substantially increase the supply of qualified teachers…

   • The supply and quality of teachers are addressed through two criteria mentioned in the article. For public schools, “teachers” are listed as a direct measure of quality. For both private and public schools, the “student-teacher ratio” is a key metric. The article highlights a specific example, noting that the Madison Country Day School “has a 6:1 student-teacher ratio,” which implies a high availability of teachers for students, contributing to a quality educational experience.

Indicators for Measuring Progress

1. School Quality and Academic Performance Rankings

   • The article’s primary subject is the “2025 list of best high schools” from Niche. This ranking itself serves as an indicator. The criteria used, such as “strength of academics” and being the “best high school for STEM,” are implied indicators used to measure educational quality and outcomes.

2. Student-Teacher Ratio

   • This is explicitly mentioned as a measurement for ranking schools. The article provides a concrete example: the “6:1 student-teacher ratio” at Madison Country Day School. This ratio is a direct, quantifiable indicator of educational resources and teacher availability.

3. Diversity and Inclusivity Metrics

   • The article states that “diversity” is a ranking criterion for all schools. It further provides a specific example of this indicator in action by noting The International School of Minnesota was ranked the “most diverse private high school in Minnesota.”

4. Quality of Educational Facilities

   • For public schools, the quality of “facilities” is listed as a measurement criterion. This serves as an indicator for the physical learning environment, which is crucial for quality education.

5. Student and Parent Satisfaction Surveys

   • The article mentions that “student and parent surveys” are used to rank public schools, while “student surveys” are used for private schools. These surveys act as a qualitative indicator of the perceived quality and effectiveness of the educational experience.

Summary Table of SDGs, Targets, and Indicators

Source: cbsnews.com