Report on the Des Moines Public Schools’ “Reimagining Education” Bond Proposal and its Alignment with Sustainable Development Goals

1.0 Executive Summary

Des Moines Public Schools (DMPS) is proposing a $265 million bond initiative, titled “Reimagining Education,” to be decided by voters. The plan aims to modernize educational infrastructure and enhance academic programs, directly aligning with several United Nations Sustainable Development Goals (SDGs), most notably SDG 4 (Quality Education). The proposal has generated public discourse, balancing the potential for long-term community benefits against concerns over taxpayer costs and educational performance metrics. This report analyzes the proposal through the lens of the SDGs.

2.0 Proposal Overview and Core Objectives

The “Reimagining Education” plan is a comprehensive initiative seeking to upgrade district facilities and educational offerings. The bond, if approved, would fund improvements across 72 buildings within the district’s 64 schools.

• Primary Goal: To modernize the educational environment to support contemporary teaching methods and learning needs.
• Funding Request: $265 million, reduced from an initial $500 million proposal following public feedback on cost.
• Key Initiatives:
  1. Expansion of preschool programs.
  2. Establishment of specialized signature schools, including STEM and STEAM programs.
  3. System-wide infrastructure and facility upgrades.

3.0 Alignment with SDG 4: Quality Education

The proposal is fundamentally anchored in the principles of SDG 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

3.1 Target 4.a: Build and Upgrade Education Facilities

The core of the bond proposal is the modernization of 72 school buildings. This directly addresses Target 4.a by aiming to create safe, inclusive, and effective learning environments necessary for modern pedagogy.

3.2 Target 4.2: Access to Quality Early Childhood Education

A specific component of the plan is the expansion of preschool programs. This initiative supports Target 4.2, which emphasizes ensuring all children have access to quality early childhood development and pre-primary education to prepare them for primary schooling.

3.3 Target 4.4: Relevant Skills for Employment

The introduction of specialized STEM and STEAM programs is designed to equip students with technical and vocational skills. This aligns with Target 4.4, which aims to increase the number of youth and adults with relevant skills for employment, decent jobs, and entrepreneurship.

3.4 Target 4.1: Equitable and Quality Primary and Secondary Education

A central point of debate revolves around the proposal’s potential to improve outcomes related to Target 4.1.

• Challenges: Critics, such as Sarah Curry of Iowans for Tax Relief, point to performance indicators like a 71% graduation rate and 43% of third graders reading at grade level as evidence that current investments are not yielding sufficient returns.
• District Response: Superintendent Dr. Ian Roberts argues that proficiency scores provide a myopic view. He highlights significant academic growth in state science and English Language Arts assessments and notes the district’s outperformance in serving English language learners, which contributes to the goal of equitable education.

4.0 Broader Implications for Sustainable Development

The initiative extends beyond the classroom, impacting other key SDGs.

4.1 SDG 11: Sustainable Cities and Communities

Proponents argue that investing in strong public schools is essential for community vitality. This aligns with Target 11.3 (enhance inclusive and sustainable urbanization). The anticipated benefits include:

• Strengthening neighborhoods and community cohesion.
• Increasing property values.
• Making Des Moines more competitive with surrounding suburban districts, preventing urban flight.

4.2 SDG 8: Decent Work and Economic Growth

Superintendent Roberts stated the investment would “spur economic growth, and boost our business environment.” By creating a better-educated workforce prepared for modern industries (Target 8.2), the plan aims to contribute to the long-term economic health of the city.

4.3 SDG 10: Reduced Inequalities

The district’s focus on improving outcomes for English language learners demonstrates a commitment to Target 10.2 (promote the social, economic, and political inclusion of all). Ensuring all 64 schools receive facility upgrades aims to provide equitable learning environments across the district, reducing infrastructure-based inequality.

5.0 Challenges and Stakeholder Considerations

The proposal faces scrutiny regarding its financial impact and accountability, highlighting a tension with SDG 1 (No Poverty).

5.1 Financial Burden on Residents

The primary concern is the increased tax burden on property owners.

• Estimated Cost: An additional $94 annually for a $100,000 home and $378 for a $500,000 home.
• Impact: Critics express concern that this increase could strain household budgets, particularly for low-income families, potentially conflicting with poverty reduction goals.

5.2 Return on Investment and Accountability

Stakeholders question whether the financial investment will translate into improved educational quality, such as better curriculum and teacher development, or result primarily in cosmetic facility upgrades. The debate centers on whether physical infrastructure improvements are a prerequisite for, or a distraction from, addressing core academic performance issues.

6.0 Conclusion

The Des Moines Public Schools’ $265 million bond proposal represents a significant effort to advance SDG 4 (Quality Education) by modernizing learning environments and expanding specialized programs. Proponents link the investment to broader goals of creating a more sustainable and economically vibrant community (SDG 11, SDG 8) and reducing inequality (SDG 10). However, the decision for taxpayers involves balancing these long-term sustainability goals against immediate financial costs (SDG 1) and demands for measurable improvements in educational outcomes. The November ballot will serve as a referendum on the community’s vision for its future development and its investment in the next generation.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

SDG 4: Quality Education

• The entire article revolves around the “Reimagining Education” plan by Des Moines Public Schools. The core purpose of the proposed $265 million bond is to “modernize school facilities and improve academic outcomes,” which is the central theme of SDG 4. The discussion includes improving learning environments, expanding preschool, introducing specialized programs (STEM/STEAM), and boosting student performance metrics like graduation rates and proficiency levels.

SDG 11: Sustainable Cities and Communities

• The article connects the quality of public schools to the overall health and sustainability of the city. Proponents argue that investing in schools is necessary to “keep Des Moines competitive with surrounding districts and prevent families from leaving the city.” The superintendent states the investment will “increase property values, spur economic growth, and boost our business environment,” all of which are key components of creating sustainable and resilient communities.

SDG 8: Decent Work and Economic Growth

• The plan’s focus on creating “specialized STEM and STEAM programs” is explicitly linked to preparing students for future careers (“see, is that something they’re going to want to do long term?”). This aligns with SDG 8’s emphasis on productive employment and economic growth. Furthermore, the argument that the investment will “spur economic growth, and boost our business environment” directly ties the educational initiative to the broader economic health of the community.

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

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.
  • This is addressed through the plan’s goal to “improve academic outcomes” and the debate around current performance data, such as the “graduation rate of 71%” and the fact that “only 43% of third graders are reading at grade level.”
• Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
  • This is directly mentioned through the plan’s inclusion of an “expansion of preschool programs.”
• Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
  • This is reflected in the plan to create “new signature schools, including specialized STEM and STEAM programs” to help students explore long-term career paths and prepare them for post-secondary education like “community college, trade school, or university.”
• Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
  • This is a primary focus of the bond, which aims to “modernize school facilities” and “update our educational environment to meet the needs of modern learning.” The plan would “fund improvements to 72 buildings across the district’s 64 schools.”

SDG 11: Sustainable Cities and Communities

• Target 11.a: Support positive economic, social and environmental links between urban, peri-urban and rural areas by strengthening national and regional development planning.
  • The article highlights the need to keep the city competitive and prevent urban flight (“We’ll lose people to the suburbs”). The plan is presented as a way to strengthen the community by creating “strong neighborhoods… united together behind strong public schools” and boosting the local economy.

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

Indicators for SDG 4 (Quality Education)

• Proficiency and Completion Rates (Target 4.1): The article explicitly mentions several performance indicators that are currently being used to judge the district’s success:
  • Graduation rate (currently 71%).
  • Percentage of third graders reading at grade level (currently 43%).
  • Student proficiency scores in state assessments (mentioned as having increased in science and English Language Arts).
  • Dropout rates (implied in the quote “if the kids are dropping out”).
• Access to Pre-Primary Education (Target 4.2): Progress can be measured by the implementation of the “expansion of preschool programs,” likely tracked by the number of available slots or enrollment figures.
• Upgraded Learning Environments (Target 4.a): The direct indicator of progress is the number of facilities improved, stated as “improvements to 72 buildings across the district’s 64 schools.”
• Skills for Employment (Target 4.4): Progress can be measured by:
  • The establishment of “new signature schools, including specialized STEM and STEAM programs.”
  • The rate at which students go on to “community college, trade school, or university.”

Indicators for SDG 11 (Sustainable Cities and Communities)

• Economic and Social Stability (Target 11.a): The article suggests several indicators that could measure the plan’s success in making the city more sustainable:
  • Changes in property values (“increase property values”).
  • Measures of economic growth (“spur economic growth”).
  • Population retention (preventing families from “leav[ing] the city” for the suburbs).

4. Table of SDGs, Targets, and Indicators

Source: kcci.com