Making a Case for Closing the Superintendent Gap: Strong Early Childhood Education Leadership

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Leading the Littlest Learners: Working Toward a Pre-K Inclusive Research Agenda in Educational Administration

Abstract

Purpose
As early childhood education (ECE) programs increasingly integrate into U.S. K-12 public school systems, district leaders play a critical role in aligning ECE initiatives to support student learning. Despite this integration, superintendents' roles in ECE remain underexplored. Given the gendered dynamics of ECE—with ECE teachers being predominantly female while the superintendency remains largely male (Schaeffer, 2024; White, 2023)—examining the intersection of gender and superintendents' ECE prioritization offers important insights for policy and leadership development. This study explores the relationship between superintendent gender and commitment to ECE.

Perspectives
Our conceptual lens acknowledges that gendered socialization and lived experiences may influence leadership priorities. ECE has been historically shaped by gendered norms that influence professional pathways, organizational structures, and resource allocation (McDonald et al., 2024; Sullivan et al., 2020). Moreover, research demonstrates that women superintendents more often express commitment to advocacy and equity compared to male counterparts (Grogan & Shakeshaft, 2011). We investigate whether these gendered experiences translate into differential ECE prioritization, considering ECE experience and professional preparation as potential mediating factors.

Data and Methods
We analyzed data from a national survey of superintendents distributed via the National Longitudinal Superintendent Database from May-August 2024. The survey yielded 404 responses (4% response rate), comparable to other national superintendent studies. Our sample aligned with national superintendent and district demographics, with minor overrepresentation of superintendents in high-poverty districts. We employed OLS regression to examine associations between superintendent gender, ECE experience, and perceptions of Pre-K importance using five survey items rated on 4-point Likert scales. Items assessed whether superintendents viewed Pre-K as critical to district success, hold equal status to other grades, are equally valued by leadership, represent a top district initiative, and are a board priority. We conducted the regressions on both individual items and a composite measure, and our models controlled for district and superintendent characteristics.

Results
Compared to men, women superintendents reported significantly higher rates of early grade teaching experience and ECE training (p<0.01, see Figure 1). Women superintendents had significantly higher perceptions of the importance of Pre-K in their districts compared to men (avg 0.35 s.d. higher). Women were significantly more likely than men to agree that Pre-K is critical to district success, constitutes a top district initiative, and holds equal status to other grades–all items within superintendents' control. Gender was not predictive of responses regarding board priorities or senior leadership team members values–areas less under superintendent control.

As shown in Table 1, among superintendents with ECE teaching experience, women scored 0.59 SD higher than men on our composite score—larger than the 0.33 SD gap among those without such experience. Similarly, among superintendents with high levels of ECE training, women scored 0.36 SD higher than men. We find suggestive evidence that all women superintendents – even those with no ECE training or experience – prioritize ECE more than men, including those with ECE training or experience.

Significance
These findings suggest that supporting women's pathways to the superintendency may strengthen district-level ECE leadership. However, advancing ECE cannot rely solely on women leaders; all superintendents must recognize ECE as foundational to student success. The study highlights needs for leadership preparation programs to better equip aspiring leaders in ECE and for future research on the ways district leaders shape ECE policy and practice.

Authors

• Rachel Sue White, University of Texas at Austin

• Lauren C. McKenzie, University of Texas at Austin

• Michael H. Little, North Carolina State University

• Rachel Rowan, North Carolina State University

• Timothy Drake, North Carolina State University