Report on the Closure of The Academy at Penguin Hall and Its Implications for Sustainable Development Goals

Introduction

The Academy at Penguin Hall, an independent all-girls preparatory high school located in Wenham, announced its immediate closure on June 13 due to declining enrollment and insufficient funding. This report examines the circumstances surrounding the closure, its impact on education, and the broader implications related to the United Nations Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education and SDG 5: Gender Equality.

Background and Closure Details

1. Announcement: The school sent a letter to families on June 13, stating the closure was effective immediately.
2. Reasons for Closure:
   • Declining student enrollment since the peak in the 2020-2021 academic year (150 students).
   • Limited financial resources and donations.
   • Repeated but unsuccessful efforts to secure new donors, increase fundraising, and engage investors.
3. Financial Status: Public IRS filings reveal consistent negative net income since incorporation, with the latest filing showing a deficit exceeding $6.5 million.
4. Leadership Statement: George Balich, chairman of the board of trustees, emphasized the lack of viable financial options to continue operations into the next school year.

Context within the Education Sector

• The Academy at Penguin Hall was founded in 2016 and served as a boarding and day school for girls.
• The school experienced an enrollment increase post-pandemic, with approximately 120 students in 2023.
• Similar closures have occurred in other all-girls schools in Massachusetts, including:
  • Our Lady of Nazareth Academy (Wakefield, 2009)
  • Elizabeth Seton Academy (Dorchester, 2016)
  • Mount Alvernia High School (Newton, 2023)
• Statewide trends indicate a decline in private school enrollment over the last 40 years, with increases in charter and vocational school attendance.
• Currently, Massachusetts has 15 all-girls high schools, many maintaining stable enrollment figures post-pandemic, such as Stoneleigh-Burnham School and Dana Hall School.

Implications for Sustainable Development Goals

The closure of The Academy at Penguin Hall highlights critical challenges and opportunities related to the SDGs:

SDG 4: Quality Education

• Access to Education: The closure reduces educational options for girls in the region, potentially affecting equitable access to quality education.
• Financial Sustainability: The school’s financial difficulties underscore the need for sustainable funding models to support educational institutions.
• Adaptation to Changing Demographics: Enrollment trends suggest a need to adapt educational offerings to evolving community needs.

SDG 5: Gender Equality

• Empowering Girls: All-girls schools play a vital role in empowering young women through focused educational environments.
• Preserving Educational Spaces for Girls: The closure represents a loss of dedicated spaces that promote gender equality in education.

Conclusion

The immediate closure of The Academy at Penguin Hall reflects broader challenges facing private and gender-specific educational institutions in Massachusetts. Addressing these challenges aligns with advancing SDG 4 and SDG 5 by ensuring inclusive, equitable, and quality education for all girls. Strategic efforts to secure sustainable funding, adapt to demographic shifts, and support gender-focused education are essential to uphold these global development goals.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article discusses the closure of an all-girls preparatory high school due to declining enrollment and funding issues, directly relating to access to quality education.
2. SDG 5: Gender Equality – The focus on an all-girls school highlights issues related to gender equality in education.
3. SDG 10: Reduced Inequalities – The closure of private schools and shifts in enrollment patterns may reflect broader inequalities in educational access.

2. Specific Targets Under the Identified SDGs

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for vulnerable populations.
2. SDG 5: Gender Equality
   • Target 5.1: End all forms of discrimination against all women and girls everywhere.
   • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life.
3. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

3. Indicators Mentioned or Implied to Measure Progress

1. Enrollment Numbers – The article mentions declining enrollment figures (from 150 at peak to about 120), which can be used to measure access to education (Indicator 4.1.3: Participation rate in organized learning one year before the official primary entry age).
2. Financial Sustainability – Negative net income and funding shortages imply the need to track financial health and resource allocation in educational institutions (though not a direct SDG indicator, it relates to the sustainability of education services).
3. Gender Parity in Education – The focus on an all-girls school and the impact of its closure relate to measuring gender disparities in education (Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status) for all education indicators).
4. School Closures and Access to Education – The closure of multiple all-girls schools suggests monitoring the number of educational institutions available and their accessibility (related to Indicator 4.a.1: Proportion of schools with access to basic services).

4. Table of SDGs, Targets, and Indicators

Source: boston.com