Sen. Gounardes in the Daily News: New York’s Future Depends on its Moms – The New York State Senate (.gov)

New York City’s “College Choice” Program: Advancing Sustainable Development Goals Through Educational Equity

Introduction: A Commitment to Inclusive and Equitable Education (SDG 4)

The City of New York has launched the “College Choice” program, a strategic initiative designed to provide comprehensive support systems for college students in the foster care system. This program directly addresses the United Nations Sustainable Development Goal 4 (Quality Education) by removing significant financial and structural barriers to higher education for a vulnerable youth population. By ensuring access to quality tertiary education, the initiative aims to promote lifelong learning opportunities and foster greater social mobility.

Program Components and Financial Support: Tackling Poverty and Inequality (SDG 1, SDG 10)

The “College Choice” program is structured to reduce inequalities (SDG 10) and combat poverty (SDG 1) by providing robust financial support that allows students to pursue higher education without prohibitive costs. The key financial benefits are outlined below:

• Tuition Assistance: The Administration for Children’s Services (ACS) will cover remaining tuition and mandatory fees up to $15,000 per year after a student’s financial aid package is applied.
• Living Expenses: The program covers the full cost of room and board not included in financial aid.
• Daily Stipend: A stipend of $60 per day is provided to cover essential expenses such as food, transportation, and clothing. This support continues for up to six months post-graduation to facilitate a stable transition into the workforce.

Comprehensive Support Systems: Fostering Decent Work and Lifelong Learning (SDG 4, SDG 8)

Beyond financial aid, the program establishes a framework for academic success and career readiness, aligning with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). This holistic approach ensures students are equipped with the skills and support needed to complete their education and secure meaningful employment.

1. Coaching and Mentorship: Students will continue to receive dedicated coaching through the “Fair Futures” program, which has been expanded to support youth up to age 26.
2. Academic and Career Services: The New York Foundling, a non-profit partner, will provide critical services including tutoring, career counseling, and related support to enhance academic performance and professional development.
3. Housing Stability: A variety of secure housing options are available to students, contributing to a stable environment conducive to learning. Options include:
   • University-sponsored housing at any college or university.
   • Designated residences in New York City, such as The Towers at City College and The Summit at Queens College.
   • Safe and appropriate off-campus housing for students attending institutions outside of New York City.

Eligibility and Program Scope

To qualify for the “College Choice” program, students must meet the following criteria:

• Be a full-time college student in foster care.
• Maintain a minimum 2.0 grade point average (GPA).
• Have applied for all eligible financial aid.
• Participate in available academic support programs.

Benefits are available for a maximum of three years for an associate degree and five years for a bachelor’s degree. The program is projected to benefit approximately 230 students in its first academic year.

A Multi-Stakeholder Partnership for the Goals (SDG 17)

The successful implementation of “College Choice” exemplifies SDG 17 (Partnerships for the Goals). The initiative is a collaborative effort between multiple entities, including:

• The New York City Mayor’s Office
• The NYC Administration for Children’s Services (ACS)
• The City University of New York (CUNY)
• Non-profit organizations such as The New York Foundling

This partnership model demonstrates a city-wide commitment to leveraging public, private, and non-profit sector resources to achieve critical social and economic objectives, creating a sustainable and inclusive urban community in line with SDG 11.

Analysis of SDGs, Targets, and Indicators

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

The article on New York City’s “College Choice” program for youth in foster care addresses several Sustainable Development Goals (SDGs). The primary focus is on providing educational opportunities and financial support to a vulnerable population, which directly connects to goals concerning education, poverty, and inequality.

• SDG 4: Quality Education

  This is the most central SDG addressed. The entire “College Choice” program is designed to ensure inclusive and equitable quality education for youth in foster care by removing financial barriers to tertiary education. The article states the program’s goal is to allow these students to “attend the college of their dreams without having to worry about the hefty price tag” and to “complete their college education successfully.”

• SDG 1: No Poverty

  The program directly tackles poverty by providing comprehensive financial support. It aims to prevent students from experiencing poverty while pursuing their education and to break the cycle of poverty in the long term. The article highlights that a college degree is a “major step toward upward mobility and economic freedom” and that the program provides a “daily stipend for food or clothes,” directly addressing the immediate financial needs that contribute to poverty.

• SDG 10: Reduced Inequalities

  The program specifically targets a marginalized and vulnerable group—youth in foster care—to reduce inequalities in educational and economic outcomes. It aims to ensure that their success does not “depend on factors outside of their control.” By providing tailored support, the initiative seeks to level the playing field, giving these students the same opportunities as their peers.

• SDG 8: Decent Work and Economic Growth

  By facilitating higher education and providing career-oriented support, the program contributes to preparing youth for the workforce. The article mentions that the program helps ensure students “lead healthy, productive, and self-sufficient adult lives.” It also references career counseling and a separate “vocational training and apprenticeship program, VCRED,” which directly link education to future employment and economic self-sufficiency.

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

The article’s details about the “College Choice” program align with several specific SDG targets:

1. Under SDG 4 (Quality Education):

   • Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. The program directly supports this target by providing financial aid (up to $15,000 in tuition, room and board) to make tertiary education affordable and accessible for youth in foster care, a group that faces significant barriers to access.
   • 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. The program supports the attainment of college degrees and provides “tutoring, career counseling, and related support,” which are crucial for developing skills relevant to employment. The mention of the VCRED vocational program further reinforces this connection.

2. Under SDG 1 (No Poverty):

   • Target 1.3: Implement nationally appropriate social protection systems and measures for all, including floors, and by 2030 achieve substantial coverage of the poor and the vulnerable. “College Choice” acts as a localized social protection system for a specific vulnerable group. It provides a comprehensive benefits package, including tuition, housing, and a daily stipend, creating a financial safety net for these students.

3. Under 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. The program is designed to empower and promote the social and economic inclusion of youth whose “other status” is being in foster care. It ensures their background does not hinder their educational and, consequently, economic advancement.
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome… The program is a direct policy action aimed at ensuring equal opportunity in higher education. By covering costs that financial aid does not, it actively works to reduce the inequality of outcome (i.e., lower college completion rates) often seen among youth from the foster care system.

4. Under SDG 8 (Decent Work and Economic Growth):

   • Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training (NEET). The program directly keeps a vulnerable youth population engaged in education, preventing them from falling into the NEET category. The expansion of the “Fair Futures” coaching program to youth ages 21-26 further supports this goal by providing continuous guidance.

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

Yes, the article mentions several explicit and implied indicators that can be used to track the program’s progress and its contribution to the SDG targets.

1. Indicators for SDG 4 (Quality Education):

   • Number of beneficiaries: The article explicitly states, “Approximately 230 young people in New York City foster care will benefit this upcoming school year from College Choice.” This is a direct quantitative indicator of the program’s reach.
   • Financial support provided: The specific amounts mentioned—”up to $15,000 each year” for tuition, coverage for “room and board,” and a “$60 daily stipend”—are measurable indicators of the financial resources being allocated to make education affordable.
   • Academic performance requirement: The stipulation that students must “maintain a 2.0 grade point average” is an indicator used to measure ongoing academic engagement and progress toward completion.

2. Indicators for SDG 1 (No Poverty):

   • Value of social protection benefits: The total monetary value of the tuition support, housing costs, and daily stipends distributed to students serves as an indicator of the financial safety net provided to this vulnerable population.

3. Indicators for SDG 10 (Reduced Inequalities):

   • Enrollment and completion rates of the target group: While not stated as a current statistic, an implied indicator of success would be the tracking and improvement of college enrollment and graduation rates for youth in foster care compared to previous rates or other student populations.
   • Number of participants from a vulnerable group: The figure of “230 young people” serves as an indicator of the program’s direct action to support a specific marginalized group and reduce inequality.

4. Indicators for SDG 8 (Decent Work and Economic Growth):

   • Participation in support services: The number of students utilizing the provided “tutoring, career counseling, and related support” can be tracked as an indicator of skill development for future employment.
   • Reduction in the NEET rate for the target population: An implied indicator would be the percentage of youth transitioning from foster care who are enrolled in education or training (through programs like College Choice or VCRED) versus being unemployed and not in school.

4. Table of SDGs, Targets, and Indicators

Source: nyc.gov