This report presents selected findings from the school principal data files of the 2007-08 Schools and Staffing Survey (SASS). It provides the following descriptive information on school principals by school type, student characteristics, and other relevant categories: number, race/ethnicity, age, gender, college degrees, salary, hours worked, focus of work, years experience, and tenure at current school.
Battle, D. (2009). Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007–08 Schools and Staf ng Survey (NCES 2009-323). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
The Characteristics of Public and Private Elementary School Principals in the United States is a subsection of the NCES 2011-12 Schools and Staffing Survey (SASS). It provides descriptive statistics on K-12 school principals in areas such as: race, gender, education level, salary, experience, and working conditions.
Bitterman, A., Goldring, R., Gray, L., Broughman, S. (2014).Characteristics of Public and Private Elementary and Secondary School Principals in the United States:Results From the 2011-12 Schools and Staffing Summary, First Look. IES, National Center for Education Statistics, U.S. Department of Education
This report provides a first look at students' persistence, retention, and attainment over 6 years, showing the rates at which students had completed postsecondary credentials, the rates at which they had persisted through or left postsecondary education without earning any credential as of spring 2017, and the rates at which they remained in the first institution in which they were enrolled. Postsecondary graduation rates in public institutions have stayed virtually the same for seven years, with 57% of students graduating in 2011 and 59% in 2017. Private non-profit institutions remained at 65-66% graduation for the first six years, increasing by 8 percentage points in 2017. Private for-profit institutions fared the worst, decreasing consistently from 42% in 2011 to 14% in 2017.
Chen, X., Elliott, B.G., Kinney, S.K., Cooney, D., Pretlow, J., Bryan, M., Wu, J., Ramirez, N.A., and Campbell, T. (2019). Persistence, Retention, and Attainment of 2011–12 First-Time Beginning Postsecondary Students as of Spring 2017 (First Look) (NCES 2019-401). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
This book synthesizes and assesses existing research on teacher education, as well as
providing a rigorous and even-handed analysis of the weight of the evidence about the
impact of teacher education and pre-service education.
Cochran-Smith, M. and Zeichner, K. M. (2005). Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Lawrence Erlbaum Associates. Mahwah, NJ 07430
This study examines the influence of administrator credential programs, on-the-job experiences, and the standards in the development of urban public school principals.
Fultz, M. Assessing the Relationship Between Administrator Preparation Programs and Job Performance.
he purpose of this preliminary report is examine the most recent data on the cost of sending students to college in the Unities States. During the 2017–18 academic year, there were 6,642 Title IV institutions of this total, 2,902 were classified as 4-year institutions, 1,932 were 2-year institutions, and the remaining 1,808 were less-than-2-year institutions. Average tuition and required fees for full-time, first-time degree/certificate-seeking undergraduates at 4-year institutions increased across all institutional controls except private for-profit institutions from 2015-16 to 2017–18. Public institutions reported a roughly 2 percent increase for in-state students (to approximately $8,300) and for out-of-state students (to approximately $18,700). Private nonprofit institutions reported an increase of approximately 3 percent (to about $28,000). Private for-profit institutions reported average tuition and required fees of approximately $16,200 for 2017–18. This represents a decrease of over 1 percent when compared with the inflation-adjusted figure from 2015–16. Approximately 3.3 million students received degrees or certificates at 4-year degree-granting institutions with more than 58 percent obtained a bachelor’s degree.
Ginder, S. A., Kelly-Reid, J. E., & Mann, F. B. (2018). Postsecondary Institutions and Cost of Attendance in 2016-17; Degrees and Other Awards Conferred, 2015-16; and 12-Month Enrollment, 2015-16: First Look (Provisional Data). NCES 2017-075rev. National Center for Education Statistics.
This report provides descriptive information on traditional public, charter, and private school principals over the period of 1987-88 through 2011-12. It includes comparative data on number of principals, gender, race/ethnicity, age, advance degrees, principal experience, teaching experience, salaries, hours worked, focus of work, experience and tenure at current schools, etc.
Hill, J., Ottem, R., & DeRoche, J. (2016). Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12. Stats in Brief. NCES 2016-189. National Center for Education Statistics.
The National Teacher and Principal Survey is completed every four years soliciting descriptive information from principals and teachers across the 50 states. One of the follow-up reports tracks information specifically on traditional public and charter school principals across various school and student characteristics (e.g. number of principals, age, advance degrees, salaries, hours worked, focus of work, experience and tenure at current schools, etc.). A few highlights include: Sixty percent of school principals have been at their schools for three years or less. The higher the percent of a school’s students qualifying for free- or reduced-price lunches, the shorter the tenure of the school’s principal. Charter school principals are paid less than those in traditional public school; they have a lower percentage of advanced college degrees; they are younger; and they have more control over standards, curriculum, and professional development.
Taie, S., and Goldring, R. (2017). Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 2015–16 National Teacher and Principal Survey First Look (NCES 2017-070). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017070.
Bloomberg has published an interactive graphic that reveals valuable information on the probability of a particular employment path being impacted by automation. The graphic also provides information on average annual wage, number of people employed in the sector, and academic degree required for the job. This data is especially important as schools consider models for preparing students’ future careers. As schools are increasingly held accountable for career preparation, how can educators use this data to create career pathways that will adequately equip students with the skills and knowledge required for well-paying jobs obtainable when they graduate?
Whitehouse, M., & Rojanasakul, M. (2017). Find out if your job will be automated. Retrieved from bloomberg.com.