District and school leaders advise making early childhood a priority and using data to make every decision in school turnaround¶

Strategy · All strategies
Evidence · no claims cited

Description¶

In reflecting on their turnaround experience, Horace Mann's principal and superintendent offered direct advice to other leaders. Conaway advised, "Use data to make every decision!" and to put high-quality teachers with students and make the vision clear. Adams advised superintendents: "Make early childhood a priority... Get young children in the classroom and ensure they have great teachers," noting that by second grade children are on grade level and can be tracked for college and career readiness.

Design Implications¶

Context¶

Requirements¶

• District and school leaders willing to prioritize early years staffing and data use

Constraints¶

• The advice comes from leaders of one school and district in a single turnaround context

Target Learners¶

• Children in pre-kindergarten through early elementary grades in turnaround schools

Target Learning Goals¶

• Building a solid foundation between PK and second grade so children succeed in later tested grades

Claims¶

Related Strategies¶

• Designate a senior district leader to oversee turnaround efforts and advocate urgently for low-performing schools
• Boston Public Schools early learning strategy: uniform curricula, teacher training, coaches and NAEYC accreditation support — another district case in the same report

Examples¶

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Key Sources¶

• Connors-Tadros, L., Dunn, L., Martella, J., & McCauley, C. (2015). Incorporating early learning strategies in the School Improvement Grants (SIG) program: How three schools integrated early childhood strategies into school turnaround efforts to improve instruction for all students. New Brunswick, NJ: National Institute for Early Education Research. https://eric.ed.gov/?id=ED562080