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<p>This study explores how kindergarten teachers interpret and respond to the wide range of school readiness skills present in their classrooms. Building on a national survey of 422 kindergarten teachers, we conducted in-depth interviews with 26 teachers across 22 states to understand how they make instructional decisions when faced with heterogeneous skill profiles. Findings reveal that teachers engage in fairness-driven instructional triage, focusing primarily on students with the greatest needs. While preschool experience was seen as beneficial, its perceived impact was conditional on program type and home environment. The study highlights how teachers’ instructional priorities contribute to skill convergence over the kindergarten year and suggests system-level supports are needed to promote growth for all students.</p>

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Teaching Toward Equity: Kindergarten Teachers’ Responses to Readiness Variation and Preschool Skill Gaps

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月15日

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  • Michael Little,
  • Rachel Rowan

摘要

This study explores how kindergarten teachers interpret and respond to the wide range of school readiness skills present in their classrooms. Building on a national survey of 422 kindergarten teachers, we conducted in-depth interviews with 26 teachers across 22 states to understand how they make instructional decisions when faced with heterogeneous skill profiles. Findings reveal that teachers engage in fairness-driven instructional triage, focusing primarily on students with the greatest needs. While preschool experience was seen as beneficial, its perceived impact was conditional on program type and home environment. The study highlights how teachers’ instructional priorities contribute to skill convergence over the kindergarten year and suggests system-level supports are needed to promote growth for all students.