Three mechanisms through which early warning indicators drive improvements in student performance¶

Theory · All theories
Evidence · no claims cited

Description¶

The article organizes the use of ninth-grade early warning indicators around three mechanisms: focusing conversations and efforts on actionable problems, identifying students for intervention, and using indicator patterns to address low performance strategically. It states these are "three ways in which early warning indicators are useful for improving student achievement" and illustrates each with examples from Chicago high schools using data tools.

Design Implications¶

Context¶

Requirements¶

• Practitioners need data tools that make it easy to act on information about on-track rates for the mechanisms to change practice.

Constraints¶

• The article reports that indicator knowledge and district accountability alone were not enough to change practice.

Target Learners¶

• Ninth-grade high school students in Chicago

Target Learning Objectives¶

• Improving course performance and on-track status in ninth grade

Claims¶

Related Theories¶

Examples¶

• Use indicator patterns to address low performance in a strategic way
• Focus school improvement efforts on the ninth-grade transition using real-time data to monitor and support at-risk freshmen
• Monitor freshman-year grades and intervene early, treating D students as needing attention comparable to F students
• Use school-level data systems to identify which students need which types of support for dropout prevention
• Provide schools real-time early warning data reports and credit recovery reports to monitor student performance and support on-track progress
• Integrate attendance and GPA on-track indicators with qualitative data into elementary systems of student support

Key Sources¶

• Using Early Warning Indicators to Improve Student Performance in Chicago High Schools. (2013). Journal of Education for Students Placed at Risk (JESPAR). https://www.tandfonline.com/journals/jespar