Invest early: identify learning problems and intervene before third or sixth grade rather than waiting for promotional gates¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on evidence that achievement gaps widened most between first and third grade before the policy took effect, the authors recommend that school systems invest in early assessment and intervention. They write that "school systems must invest in developing effective early assessment, instruction, and intervention approaches that identify students who are not moving forward and provide appropriate supports." Waiting until third or sixth grade to intervene does not seem a judicious use of resources.

Design Implications¶

Context¶

Requirements¶

• Requires school systems to develop effective early assessment, instruction, and intervention approaches before the promotional gate grades

Constraints¶

• The authors note this does not mean high-stakes testing should occur in the first grade

Target Learners¶

• Elementary students persistently struggling in reading and mathematics

Target Learning Goals¶

• Raising achievement of low-achieving students and closing achievement gaps

Related Strategies¶

• Build early-warning indicators and leverage online-learning-system process data to support students before gaps widen in Grade 3
• Targeted investments in early literacy and math programs for the youngest students
• Use kindergarten-entry test data for early identification so educators can intervene before third grade
• Use KEAs to strengthen early learning systems: family engagement, p–3 alignment, and aggregated data for equitable investment

Examples¶

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Key Sources¶

• Nagaoka, J., & Roderick, M. (2004). Ending Social Promotion: The Effects of Retention. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/ending-social-promotion-effects-retention