This paper first examines how low-performing schools can greatly benefit from high-quality early learning. It then argues that the next generation of turnaround metrics must include a different mix of short- and long-term metrics that create the right incentives for early learning, including metrics that address performance prior to 3rd grade accountability testing. The paper argues that when the federal government and states fund turnaround efforts, they should ensure that the metrics they use to judge their success do not discourage schools from using early learning as a long-term improvement strategy. (author abstract)