Degree Date
12-16-2023
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Jana Hennen-Burr
Second Advisor
John Braun
Third Advisor
Deanna Chiodo
Abstract
This qualitative study employed a grounded-theory approach to examine how Minnesota public schools align their pre-K to their K-12 systems. One-time, on-line interviews with eight early education leaders probed their districts’ catalyst for aligning the systems, how they continued the work after it was initiated, what successes and challenges they encountered, and their recommendations for other districts planning to do such alignment. Data were gathered using the built-in video-recording option in Google Meet, which also created closed captions and a printed transcript of the information. The resulting data were then analyzed via ATLAS.ti using eight main categories derived from Kauerz and Coffman’s (2019) Framework for Planning, Implementing, and Evaluating P-3 Approaches. Many themes surfaced from the analysis of the data. The first being that transitioning students and families to kindergarten was an easy and natural place to start for many districts. The importance of funding and the value of state-based initiatives to stimulate district change were also clear, leadership-related themes. District leadership needs to have a vision and commitment to the work, which opens collaboration between departments. Districts experienced the most challenges in the areas of the complex funding streams of early childhood, as well as turnover of learning spaces. The overarching theme that emerged was the critical role of leadership. The results of this study suggest that the superintendent must ensure that early education is held as an integral part of an entire E-12 district.