School & District Management What the Research Says

Principals Matter for Preschools, But Studies Show They Lack Training

By Sarah D. Sparks — October 07, 2022 3 min read
Illustration of students and a teacher.
  • Save to favorites
  • Print

Nearly 6 in 10 public primary school principals lead at least one prekindergarten grade, but new research suggests training and support for integrating early-childhood and elementary education tends to be thin for administrators.

In forthcoming research, Michael Little, an assistant professor of education and public policy at North Carolina State University, surveyed a representative pool of 520 head and assistant principals in that state who administered at least one age level of pre-kindergarten in their schools. Nearly 80 percent of the principals said they considered it a “very good idea” to house preschool programs in the elementary school, and about 75 percent believed the programs should be integrated academically with other grades in the school.

However, fewer than half of the principals said they were familiar with standards for early learning in the state, and a little more than a third said they regularly included pre-K teachers in professional learning communities in their schools. About 45 percent of the principals said they only visited their schools’ pre-K programs once or twice a week.

Little found that children whose principals had taken early-childhood leadership courses as part of their preservice training had higher kindergarten math and literacy performance levels than those for students of principals who hadn’t had such training. The average student whose principal had actually taught in early-childhood education before becoming administrators had academic performance that was about 17 percentile points higher than the average for a student whose school leader didn’t have early-childhood experience.

However, Little found in prior research that only 5 percent of principal-preparation programs require a course on early-childhood education, and only 20 percent even covered the subject in other courses.

“That’s a big problem,” he said.

“When that [pre-K] program is located in an elementary school building, the principal can shape the conditions, what that program looks like, how it falls on the academic versus developmental debate,” Little said. “They can also set conditions for vertical alignment. And so principals do have a role to play in shaping pre-K effectiveness.”

Principal leadership has become particularly urgent since the pandemic, according to Gracie Branch, the associate executive director for professional learning at the National Association of Elementary School Principals. Pandemic disruptions have led to both lower school readiness for incoming preschool and kindergarten students and slower academic progress for students in older grades, which has put more pressure on principals to increase academic interventions.

“Content is critically important and we know that, but we really want to make sure we incorporate the art and play, because that’s such a big part of early childhood,” Branch said. “When you think of early childhood, you want it to be fun and joyful and uplifting.”

Principals who have had experience as early-childhood educators, Little noted, are more likely to support play-based learning and other developmentally appropriate practices in early grades, as opposed to using worksheets or other didactic teaching approaches.

And more child-friendly practices in early grades can boost academic gains. For example, in a separate forthcoming study previewed at a recent meeting last month of the Society for Research in Education Effectiveness, University of Virginia researchers observed more than 1,500 mostly low-income students across 117 pre-K classrooms and 289 kindergarten classrooms. They found 63 percent of the children experienced significantly more direct instruction in literacy and 76 percent more math instruction in kindergarten compared to pre-K. But 60 percent of students also had significantly fewer individual interactions with their teachers than they did the year before, and the drop in one-on-one teacher-student interactions was associated with lower performance in letter-word identification, applied math problems, and math concept understanding in kindergarten.

Boston public schools, in contrast, developed a vertically aligned curriculum for its elementary schools by starting with skills needed at the preschool grades and building upon that foundation at each of the next highergrades. “They didn’t say, ‘I’m gonna use my math and reading 3rd grade test scores as the base and work my way backwards,’” Little said. “And they’re showing some compelling results. Principals are key in determining whether joining [pre-K to elementary grades] is a positive thing.”

Events

Jobs Virtual Career Fair for Teachers and K-12 Staff
Find teaching jobs and other jobs in K-12 education at the EdWeek Top School Jobs virtual career fair.
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Reading & Literacy Webinar
Science of Reading: Emphasis on Language Comprehension
Dive into language comprehension through a breakdown of the Science of Reading with an interactive demonstration.
Content provided by Be GLAD
English-Language Learners Webinar English Learners and the Science of Reading: What Works in the Classroom
ELs & emergent bilinguals deserve the best reading instruction! The Reading League & NCEL join forces on best practices. Learn more in our webinar with both organizations.

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

School & District Management Opinion 5 Reasons Why Education Leaders Avoid Controversial Topics
Understanding why we shy away from challenging conversations can be a path toward empathy and an opportunity for learning.
4 min read
Let's brainstorm!
Created on Canva
School & District Management Most Superintendents Try to Avoid Politics. This Group Encourages Them to Lean In
Superintendents increasingly face politically tricky situations. A new collaborative hopes to support them.
3 min read
Illustration of person riding a unicycle on a tightrope over shark infested waters.
DigitalVision Vectors/Getty Images
School & District Management Superintendent of the Year Focuses on How to ‘Do More’ in Minnesota
The 2024 winner of the national honor didn't want to spend pandemic relief funds "in the way that we’ve always spent our money."
2 min read
Joe Gothard, superintendent of St. Paul Public Schools stands for a portrait at Como Park High School in St. Paul, Minn., on Aug. 21, 2021, where new federal school funding will help to hire staff, buy books and be used for building renovations.
Joe Gothard, superintendent of St. Paul Public Schools stands for a portrait at Como Park High School in St. Paul, Minn., on Aug. 21, 2021. Gothard was named the 2024 National Superintendent of the Year on Thursday by AASA, The School Superintendents' Association.
Andy Clayton-King/AP
School & District Management The Average U.S. School Building Dates Back to the End of the Vietnam War
New federal data highlight widely varying ages and offerings in school buildings nationwide.
4 min read
School Renovation in Washington Heights, Chicago
E+ / Getty