Report on the Establishment and Impact of a Microschool Advancing Sustainable Development Goals

Introduction

Entering its fifth year, a microschool founded in South Atlanta serves approximately 20 students, primarily Black children, offering a personalized and culturally relevant learning environment. This initiative aligns with several Sustainable Development Goals (SDGs), notably SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 8 (Decent Work and Economic Growth).

Background and Motivation

The founder’s journey began as an educator in various Southeastern U.S. states, witnessing systemic educational inequities affecting Black students. Challenges included low literacy levels, lack of intervention, and cultural irrelevance in curricula, which hindered student success and well-being.

• SDG 4: Addressing disparities in education quality and access.
• SDG 10: Combating social and educational inequalities.

Challenges in Traditional Education Systems

The founder experienced resistance when employing creative and culturally relevant teaching methods, which were often perceived as defiance rather than innovation. Efforts to include African American literature were initially rejected, highlighting systemic barriers to inclusive education.

Establishment of the Microschool: PASS Network

In 2021, the PASS Network microschool was launched to provide an alternative learning environment where:

1. Test scores do not define student worth.
2. Learning is personalized and culturally affirming.
3. Black history and culture are central to the curriculum.
4. Students learn through joy rather than trauma.

This initiative supports SDG 4 by promoting inclusive and equitable quality education and lifelong learning opportunities.

Vision and Evolution

Initially conceived as a support network to help families navigate public education, the pandemic catalyzed a shift towards creating a fully independent educational alternative. The founder embraced the role of edupreneur, combining educational expertise with entrepreneurial leadership to build a sustainable institution.

• SDG 8: Promoting sustained, inclusive economic growth and entrepreneurship.
• SDG 5: Empowering women in leadership roles.

Transition from Educator to Business Owner

The founder recognized the necessity of adopting a business mindset to ensure the microschool’s sustainability. Key operational challenges included:

• Managing finances and cash flow.
• Balancing administrative responsibilities.
• Establishing policies and maintaining boundaries to prevent burnout.

This professionalization is critical to sustaining quality education and aligns with SDG 8 by fostering decent work and economic growth within the education sector.

Building Sustainable Systems

The founder emphasizes the importance of strategic planning alongside passion to build resilient educational institutions. Key recommendations for future edupreneurs include:

• Developing comprehensive business plans covering finances, marketing, and operations.
• Balancing visionary leadership with practical management skills.
• Prioritizing self-care to sustain leadership capacity.

These strategies contribute to SDG 4 by ensuring the longevity and effectiveness of quality education initiatives.

Conclusion

The microschool stands as a testament to resilience and innovation in education, providing a model that addresses systemic inequities and fosters inclusive, joyful learning experiences for Black students. The founder’s journey from teacher to edupreneur exemplifies leadership that advances multiple Sustainable Development Goals, particularly in quality education, reduced inequalities, and economic empowerment.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on creating a personalized, culturally relevant learning environment for Black children, addressing inequities in education.
   • It highlights issues such as low literacy levels, lack of intervention, and systemic neglect in traditional schools.
2. SDG 10: Reduced Inequalities
   • The article discusses systemic barriers and inequalities faced by Black students in public education systems.
   • It emphasizes the need for inclusive education that recognizes and values African American culture and identity.
3. SDG 8: Decent Work and Economic Growth
   • The transition from teacher to edupreneur involves entrepreneurship, business management, and sustainable economic practices.
   • The article addresses challenges related to undervaluation and sustainability of educators’ work.

2. Specific Targets Under Those 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 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for the vulnerable, including marginalized groups.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including cultural awareness and appreciation.
2. 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. SDG 8: Decent Work and Economic Growth
   • Target 8.3: Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation.

3. Indicators Mentioned or Implied to Measure Progress

1. For SDG 4 (Quality Education):
   • Literacy levels of students (e.g., ninth graders reading at a third-grade level) imply the use of literacy proficiency rates as an indicator.
   • Access to culturally relevant curriculum and materials, such as African American literature inclusion, can be measured through curriculum audits or student engagement metrics.
   • Student growth and engagement levels, possibly measured through assessments, attendance, and qualitative feedback.
2. For SDG 10 (Reduced Inequalities):
   • Representation and inclusion of marginalized groups in education settings, measured by enrollment and retention rates of Black students in quality learning environments.
   • Parental and community engagement in advocacy and education decision-making processes.
3. For SDG 8 (Decent Work and Economic Growth):
   • Sustainability and financial viability of edupreneurship ventures, measured by business survival rates, cash flow stability, and growth metrics.
   • Employment conditions of educators, including contract stability and fair compensation.

4. Table of SDGs, Targets, and Indicators

Source: edsurge.com