Department of Educational Administration


Date of this Version

Fall 11-2012


A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education, Major: Educational Administration, Under the Supervision of Professor Jody Isernhagen. Lincoln, Nebraska: October, 2012

Copyright (c) 2012 Jacqueline M. Florendo


The purpose of this research study was to examine Nebraska public school administrators’ perceptions about Pre-K and its impact on student achievement for at-risk children. The research study provided information on factors that influence school administrators’ decisions to provide Pre-K programs. Demographic data was gathered from each participant so common group data, such as rural and non-rural disaggregated data, could be used to better analyze results and identify restrictions to implementation of Pre-K programs in schools and school districts.

An explanatory, sequential, mixed methods study was conducted during the spring and summer of 2012. The study initially gathered data using an online survey sent to elementary principals and superintendents in all public school districts in Nebraska. Interviews with a selected sample of Nebraska elementary school principals and superintendents were conducted following the survey to expand on the data results gathered from the quantitative study.

Advisor: Jody Isernhagen