| This dissertation examines West Virginia's Universal Access to a Quality Early Education System (Policy 2525) mandate for mandatory universal preschool through a study of the roles of stakeholders in the implementation, understanding, and perspectives about the issues. Thirteen interviews were conducted to gain multiple perspectives of West Virginia educators'. The interviewees included: a state government representative, three early childhood state administrators, three early childhood county administrators, three early childhood local administrators, and three early childhood teachers. The policy provides a framework for the interviews conducted and the language utilized by the interviewees. This discourse and discrepancy analysis unveiled complex perspectives of the participants. Collaboration, ratio, and infrastructure were the key elements that surfaced continually throughout the interviews. These three elements have both positives and negatives associated with them. The policy provides a backdrop for early childhood education to help obtain a common goal in West Virginia. |
