Report on Proposed Mandatory Reading Tests in England and Alignment with Sustainable Development Goals

Introduction: A Policy Initiative for SDG 4 and SDG 10

The government of the United Kingdom has proposed a new policy initiative for state schools in England, introducing a mandatory reading test for pupils in Year 8 (ages 12-13). This proposal is framed as a direct intervention to advance key United Nations Sustainable Development Goals (SDGs), primarily SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). The core objective is to address educational under-achievement among disadvantaged pupils, specifically white working-class children, thereby ensuring more equitable learning outcomes.

Policy Framework and Contribution to Quality Education (SDG 4)

Core Proposal: Enhancing Foundational Literacy Skills

The government’s forthcoming white paper on schools will outline the new reading assessment. The initiative is designed to reinforce the importance of literacy throughout secondary education, which is a cornerstone of achieving SDG Target 4.6 (ensure all youth achieve literacy and numeracy).

• Problem Identified: A perceived lack of focus on foundational reading skills in secondary schools, which hinders pupils who are struggling, particularly those from disadvantaged backgrounds.
• Proposed Solution: A compulsory national reading test in Year 8 to measure and encourage improvement in literacy.
• Intended Outcome: Improved reading proficiency, which is critical for accessing the full curriculum and achieving better GCSE results, aligning with SDG Target 4.1 (ensure all children complete quality secondary education).

Implementation Details

The proposed rollout and structure of the test are as follows:

1. Timeline: The tests are scheduled to begin in the 2028-29 academic year.
2. Data Publication: Results will be published at a national level only, not by individual schools.
3. Accountability: Initially, a school’s performance will not trigger intervention from the Department for Education (DfE) or an early Ofsted inspection.

Addressing Disparities and Promoting Reduced Inequalities (SDG 10)

Targeting Vulnerable Student Populations

A significant driver for this policy is the persistent under-achievement of white British children eligible for free school meals. This focus directly addresses SDG 10 (Reduced Inequalities) by targeting a specific socio-economic group facing educational disadvantages.

• SDG Target 10.2: By aiming to improve educational outcomes for a specific disadvantaged group, the policy seeks to promote their social and economic inclusion.
• SDG Target 4.5: The initiative aligns with the goal of ensuring equal access to all levels of education for vulnerable children.

By improving literacy, the government aims to reduce inequalities of outcome (SDG Target 10.3), providing these students with a better foundation for future success and contributing to long-term goals such as SDG 1 (No Poverty) and SDG 8 (Decent Work and Economic Growth).

Stakeholder Analysis and Potential Challenges

Responses from Education Sector Leaders

The proposal has received a measured and critical response from key education stakeholders, who have raised concerns about its potential impact on the principles of quality education.

• Association of School and College Leaders (ASCL): Expressed caution, noting that schools already assess pupils in this age group. The primary concern is that the test could evolve into another high-stakes accountability measure, regardless of current government assurances.
• National Education Union (NEU): Stated that an additional national test is unnecessary for identifying students who require support. The union fears it will lead to the same negative consequences associated with existing national tests.

Identified Risks to Educational Quality

Concerns raised by stakeholders suggest potential risks that could undermine the policy’s alignment with SDG 4.

1. Curriculum Narrowing: An excessive focus on test preparation could detract from a broad and balanced curriculum.
2. Increased Stress and Workload: The addition of another national test may increase pressure on both students and staff.
3. Future Accountability Pressures: There is a significant risk that future governments could use the test data for punitive school-by-school comparisons, leading to a narrowing of educational focus.

Analysis of Sustainable Development Goals in the Article

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

• SDG 4: Quality Education – The article’s central theme is the introduction of a new reading test in England’s state schools to improve educational standards and learning outcomes, which is the core mission of SDG 4.
• SDG 10: Reduced Inequalities – The policy is specifically designed to “tackle under-achievement by white working-class children” and support pupils “from disadvantaged backgrounds,” directly addressing the goal of reducing inequalities within a country.

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

1. 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. The article discusses the new test as a way to ensure pupils who struggle with reading can “catch up by the time GCSEs are taken,” which directly relates to achieving effective learning outcomes in secondary education.
   • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations. The article’s focus on “white British children eligible for free school meals” and pupils from “disadvantaged backgrounds” highlights an effort to ensure equal access to quality education for vulnerable groups.
   • Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, men and women, achieve literacy and numeracy. The entire proposal is centered on a “new test of reading ability” to improve literacy skills among young people (aged 12 or 13), as the article states, “Reading holds the key to the rest of the curriculum.”

2. SDG 10: Reduced Inequalities

   • Target 10.2: By 2030, 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. By aiming to improve educational outcomes for disadvantaged children, the policy seeks to enhance their future opportunities, thereby promoting their long-term social and economic inclusion.
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard. The proposed reading test is a specific policy action aimed at reducing the inequality of educational outcomes, such as poor GCSE results, which disproportionately affect children from disadvantaged backgrounds.

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

• Results of the new reading test for Year 8 pupils: The article explicitly states that the new tests would start in 2028-29, with “results published at a national level.” This provides a direct, quantifiable indicator to measure the reading proficiency of pupils at a specific age, aligning with the measurement of literacy outcomes (Target 4.6).
• GCSE results: The article mentions that poor reading skills harm students’ “chances of good GCSE results.” Therefore, the pass rates and scores in GCSEs, particularly for the targeted disadvantaged groups, serve as a key long-term indicator of the policy’s effectiveness in improving learning outcomes (Target 4.1).
• Educational achievement gap: The policy’s focus on “white working-class children” and those from “disadvantaged backgrounds” implies that a key indicator of success would be the reduction in the performance gap in reading and GCSE results between these groups and their more advantaged peers. This measures progress towards reducing inequalities of outcome (Target 10.3).

4. SDGs, Targets, and Indicators Table

Source: theguardian.com