Supporting Schools before Students Are at Risk: Early Warning Systems for Proactive Prevention. A National Implementation Framework for State Education Agencies
Saved in:
| Title: | Supporting Schools before Students Are at Risk: Early Warning Systems for Proactive Prevention. A National Implementation Framework for State Education Agencies |
|---|---|
| Language: | English |
| Authors: | Aimee Evan, Olivia Szendey, Kelly Wynveen, WestEd |
| Source: | WestEd. 2025. |
| Availability: | WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org |
| Peer Reviewed: | N |
| Page Count: | 48 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education Elementary Education Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Educational Indicators, Educational Quality, Identification, Prevention, Institutional Characteristics, Accountability, Intervention, Elementary Secondary Education, Data Collection, Leadership Effectiveness, Personnel Management, Organizational Culture, Educational Finance, Financial Problems, Instructional Effectiveness, School Effectiveness, Elementary Schools, Middle Schools, Academic Achievement, Attendance Patterns, High Schools, Standardized Tests, Principals, Dropout Rate, English Learners, Models, Predictive Validity, Predictor Variables, Educational Policy |
| Abstract: | This paper reports on a study that adopted a systematic approach to school-level early warning. The study examined areas where research consistently shows schools commonly experience decline: (1) leadership stability; (2) talent management; (3) organizational culture; (4) financial operations; and (5) instructional programming. Rather than relying solely on lagging academic indicators, this study's methodology incorporates leading indicators that signal distress before formal accountability identification occurs. The findings show that school decline follows predictable patterns that can be accurately identified through administrative data routinely collected by state education agencies. Analyzing over 1,500 schools proves that early warning systems are not only technically possible but can also provide the 12- to 18-month lead time needed for effective early intervention. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED677540 |
| Database: | ERIC |
| Abstract: | This paper reports on a study that adopted a systematic approach to school-level early warning. The study examined areas where research consistently shows schools commonly experience decline: (1) leadership stability; (2) talent management; (3) organizational culture; (4) financial operations; and (5) instructional programming. Rather than relying solely on lagging academic indicators, this study's methodology incorporates leading indicators that signal distress before formal accountability identification occurs. The findings show that school decline follows predictable patterns that can be accurately identified through administrative data routinely collected by state education agencies. Analyzing over 1,500 schools proves that early warning systems are not only technically possible but can also provide the 12- to 18-month lead time needed for effective early intervention. |
|---|
