School Leadership

Race and the principal pipeline: The prevalence of minority principals in light of a largely white teacher workforce

There are reasons to expect an underrepresentation of racial and ethnic minorities in school leadership positions relative to student populations. Most importantly, underrepresentation of minorities in teaching logically predicts an underrepresentation in school leadership as almost all principals have teaching experience. Data from the National Center for Education Statistics (NCES) reveal a low percentage of minority teachers relative to minority students(Aud et al., 2010).

Examining teacher turnover: The role of school leadership

From a nationwide perspective, the number of teachers leaving schools in the United States – frequently referred to as teacher turnover – is not very large. Between 2003-2004 and 2004-2005, for instance, 83.5% of teachers stayed in the same school, while only 8.1% transferred between schools and 8.4% left teaching (Marvel et al.,2007). However , averages rates hide the fact that some schools lose teachers frequently, particularly schools serving black and low-achieving students (Hanushek et al., 2004; Boyd et al., 2007).

Principal preferences and the uneven distribution of principals across schools

The authors use longitudinal data from one large school district to investigate the distribution of principals across schools. They find that schools serving many low-income, non-White, and low-achieving students have principals who have less experience and less education and who attended less selective colleges. This distribution of principals is partially driven by the initial match of first-time principals to schools, and it is exacerbated by systematic attrition and transfer away from these schools.

Principal’s time use and school effectiveness

School principals have complex jobs. To better understand the work lives of principals, this study uses observational time use data for all high school principals in one district. This article examines the relationship between the time principals spent on different types of activities and school outcomes, including student achievement, teacher and parent assessments of the school, and teacher satisfaction.