Use of Early Warning Indicator and Intervention Systems to Build a Grad Nation

Posted by on November 21, 2011

Zeroing in on drop-out risk

A new report from Civic Enterprises and the Everyone Graduates Center looks at Early Warning Indicator and Intervention Systems (EWS), a collaborative approach by educators, administrators, parents, and communities that uses data to keep students on the path to graduation. The best EWS are characterized by features that enable rapid identification of students who are in trouble; rapid interventions that target students’ immediate and longer-term need for support, redirection, and success; frequent monitoring of interventions; rapid modification of interventions that are not working; and shared learning from outcomes. The report gives an overview of the current research, informed by conversations with teachers on the front lines, district and state officials in the process of building EWS, nonprofits working with school systems to implement EWS, and researchers working to refine and extend early-warning indicators. The report also outlines emerging best practices and policy recommendations, so that advocates can apply the best in data innovation to their work with the hope of accelerating high school graduation rates and improving college and work readiness. The report notes that EWS are rapidly evolving toward even broader usage, with efforts underway to integrate school readiness indicators at the start of student’s schooling, and college and career readiness indicators throughout K-12 schooling.

See the report: Zeroing in on drop-out risk
A new report from Civic Enterprises and the Everyone Graduates Center looks at Early Warning Indicator and Intervention Systems (EWS), a collaborative approach by educators, administrators, parents, and communities that uses data to keep students on the path to graduation. The best EWS are characterized by features that enable rapid identification of students who are in trouble; rapid interventions that target students’ immediate and longer-term need for support, redirection, and success; frequent monitoring of interventions; rapid modification of interventions that are not working; and shared learning from outcomes. The report gives an overview of the current research, informed by conversations with teachers on the front lines, district and state officials in the process of building EWS, nonprofits working with school systems to implement EWS, and researchers working to refine and extend early-warning indicators. The report also outlines emerging best practices and policy recommendations, so that advocates can apply the best in data innovation to their work with the hope of accelerating high school graduation rates and improving college and work readiness. The report notes that EWS are rapidly evolving toward even broader usage, with efforts underway to integrate school readiness indicators at the start of student’s schooling, and college and career readiness indicators throughout K-12 schooling.

See the report: http://www.every1graduates.org/images/pdfs/on_track_for_success.pdf