Why are ‘Leading Indicator’ Data so Important?

Leading indicator data have the most measurable impact on a child’s learning outcomes. Collecting child development data before, or on entry, to kindergarten impacts educators in different ways.



Understand their child’s progress through simple reporting from the beginning and at the end of the year.

Teachers are able to:

Organize their instruction entirely around their incoming class and plan for tiered instruction;
Monitor each child’s progress based on an original benchmark; and
Put interventions in place at the beginning of the school year to prevent further decline in learning.

Principals are able to:

Inform school development planning; and
Engage and inform multiple education stakeholders.

Superintendents can:

Allocate resources effectively thereby reducing unnecessary costs;
Put additional support in place for those children who need it;
Identify trends over time; and
Map the percentage of vulnerable children and relate it to the socio-economic status for the region.

Inefficiencies of Trailing Indicator Data

Data from provincial and state monitoring systems often provide ‘trailing indicators’, data recorded from previous years, to:

  • Show the distribution of educational outcomes across schools;
  • Examine long-term trends in child outcomes; and Assess the extent of inequalities in educational outcomes among ethnic and social class groups and between the sexes.

Trailing indicator data act as a useful measurement tool for situational analysis, but has limited impact on the learning outcomes of children who require immediate intervention.