‘Classical curriculum’ comes to South Florida public school – NBC 6 South Florida

Report on Classical Curriculum Implementation and Sustainable Development Goal Implications

1.0 Program Overview

• Village Green Elementary School has become the first public school in South Florida to implement a classical education curriculum.
• Proponents of the curriculum state that its core focus is on enhancing critical thinking, logic, and moral character, aiming for the holistic development of the student.
• Initial anecdotal evidence from teaching staff suggests the “back to basics” approach is improving the rate at which young students grasp new concepts.
• The curriculum was designed by the University of Florida’s Hamilton Center.

2.0 Analysis in Relation to Sustainable Development Goals (SDGs)

2.1 SDG 4: Quality Education

The introduction of the new curriculum has generated significant debate regarding its alignment with the principles of providing equitable and quality education for all.

• Target 4.1 (Quality Primary Education): Supporters argue the curriculum enhances educational quality by focusing on foundational and “tried and true” methods. Conversely, critics suggest it is a repackaging of existing concepts with a specific ideological slant.
• Target 4.7 (Education for Sustainable Development and Global Citizenship): Concerns have been raised that the classical curriculum may “whitewash” history. This approach would be in direct conflict with SDG Target 4.7, which emphasizes the need for learners to acquire knowledge that promotes an appreciation of cultural diversity and a comprehensive understanding of human rights.

2.2 SDG 10: Reduced Inequalities

The funding model for the program’s implementation raises questions about equity and resource allocation within the public school system.

• Target 10.3 (Ensure Equal Opportunity): The school, with an enrollment of 203 students, received a specific allocation of $500,000 to implement the program.
• Critics, such as the United Teachers of Dade, argue this represents a significant funding disparity. They contend that providing one small school with substantial, targeted funding while the broader public education system is described as critically underfunded creates inequality and undermines the goal of ensuring equal opportunities for all students.

2.3 SDG 16: Peace, Justice and Strong Institutions

The debate surrounding the curriculum touches on the principles of accountable, transparent, and inclusive institutions.

• Target 16.6 (Effective, Accountable Institutions): The conflict between proponents, who frame it as an innovative educational choice, and opponents, who see it as the politicization of education by conservative groups, highlights a struggle over the purpose and accountability of public educational institutions.
• Target 16.7 (Inclusive Decision-Making): The differing viewpoints of the Miami-Dade School Board, state legislators, and the teachers’ union illustrate a challenge in achieving consensus and inclusive decision-making on educational policy.

3.0 Conclusion and Future Outlook

1. The classical education program at Village Green Elementary is positioned as a pilot initiative.
2. Its potential expansion to other schools within the Miami-Dade County Public Schools district is contingent upon demonstrated success through student assessments.
3. The long-term viability and acceptance of the program will depend not only on academic results but also on its ability to align with the broader goals of providing an equitable, inclusive, and comprehensive education as envisioned by the Sustainable Development Goals.

Analysis of SDGs, Targets, and Indicators

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

• SDG 4: Quality Education
  
  This is the primary SDG addressed, as the entire article focuses on the implementation of a new “classical education curriculum” at Village Green Elementary School. The debate revolves around the quality, content, and effectiveness of this educational approach compared to the standard public school curriculum. It discusses teaching methods (“back to basics”), learning outcomes (“how quickly the kids are grasping concepts”), and the overall goal of developing the “whole child.”
• SDG 10: Reduced Inequalities
  
  This SDG is relevant due to the concerns raised about the funding and potential cultural bias of the new curriculum. The president of the United Teachers of Dade, Antonio White, highlights a potential inequality by pointing out that one small school with 203 students is receiving $500,000 while the state is “critically underfunding public education in general.” This points to an unequal distribution of resources. Furthermore, his comment that “old classical instruction kind of whitewashes a lot of our history” raises concerns about inequalities in representation within the educational content.
• SDG 16: Peace, Justice and Strong Institutions
  
  The article touches upon the governance and political influences on public institutions, specifically the education system. The curriculum is described as a “favorite of the MAGA movement” and championed by Gov. Ron DeSantis, with funding secured by state legislators. The involvement of political figures and conservative groups like the Heritage Foundation in shaping public school curricula relates to the functioning of public institutions and ensuring they are responsive and inclusive. The debate between the school board and the teachers’ union reflects different views on how these institutions should operate.

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

• Under 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 directly addresses this by discussing a new curriculum at an elementary school aimed at improving learning outcomes. The teacher’s comment about students “grasping concepts” more quickly and the plan to use “assessments” to determine if the curriculum is “working” are directly related to measuring effective learning outcomes.
  • Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development… and appreciation of cultural diversity…” The curriculum’s stated focus on “virtue, logic, critical thinking, and… moral character” aligns with the goal of acquiring new knowledge and skills. However, the criticism that it “whitewashes a lot of our history” directly challenges whether it promotes an “appreciation of cultural diversity,” making this target central to the debate presented in the article.
• Under SDG 10 (Reduced Inequalities):
  • Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory… policies and practices…” The allocation of a large sum of money ($500,000) to a single, small school is presented as a potential inequality in resource distribution. Antonio White’s statement that it is “simply unfair” when public education is underfunded in general points to a concern about ensuring equal opportunity for all students across the district, not just those in the pilot program.

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

• Implied Indicators for SDG 4:
  • Student Assessment Results: The article explicitly mentions that the expansion of the program is contingent on whether “assessments show the classical curriculum… is working.” This is a direct indicator for measuring the effectiveness of the education provided (Target 4.1).
  • Pace of Learning: A teacher’s observation that “kids are grasping concepts” more quickly is an anecdotal indicator of learning outcomes (Target 4.1).
  • Curriculum Content Analysis: The debate over the curriculum’s content implies that an analysis of its materials would be an indicator. Measuring whether the curriculum includes diverse historical perspectives or “whitewashes” history would be a way to assess its contribution to an “appreciation of cultural diversity” (Target 4.7).
• Implied Indicators for SDG 10:
  • Per-Student Public Expenditure: The article provides the necessary data to calculate this indicator for the specific school: “$500,000” for “203 students.” Comparing this figure to the average per-student funding in other Miami-Dade public schools would be a quantitative indicator to measure the equity of financial resource distribution (Target 10.3).

4. Table of SDGs, Targets, and Indicators

Source: nbcmiami.com