Principal Mediation of Pre-K to 3 Coherence: Cross-Case Insights from Two Districts

• In Event: Building Capacity and Coherence for Instructional Improvement and Systemwide Reform

Abstract

To bridge divides between preschool and elementary education, some districts pursue Pre-K to 3 instructional coherence initiatives. Drawing on theories of instructional infrastructure and principal mediation, this cross-case study examines how principals enact and mediate such efforts. We analyzed 104 interviews, 41 observations, and 585 artifacts across two districts and four schools. Despite contrasting district approaches, all schools adopted policies and practices to promote Pre-K to 3. In the district with a clearly articulated instructional framework, principals reinforced coherence through additional coaching and monitoring. In the district with conflicting messaging about mathematics, principals demonstrated more selective mediation. Findings suggest vision-driven systems foster deeper principal engagement and more consistent implementation of Pre-K to 3, while fragmented systems enable more discretionary enactment.

Authors

• Melanie Muskin, Northwestern University

• Cynthia E. Coburn, Northwestern University

• Laila Barcenas, Northwestern University

• Nalini Khurana, Northwestern University

• Angel Xiao Bohannon, NORC at the University of Chicago

• Abigail Stein, Carnegie Mellon University

• Emma Rose Relyea, Northwestern University