Challenges and Opportunities in Diversifying the Leadership Pipeline: Flow, Leaks and Interventions

ABSTRACT

Current percentages of Black, Indigenous, and People of Color (BIPOC) principals largely mirror those of the teacher workforce. They, however, diverge from student demographics. We provide insight into these racial imbalances by charting principal preparation patterns and demonstrating the typical leadership pipeline in Texas. In doing so, we draw attention to both leaks in the pipeline and potential sites of intervention. We believe BIPOC principals will continue to be underrepresented relative to BIPOC students if we continue current practices with regard to college graduation, entrance into teaching, tapping, preparation, placement, and retention. We conclude with recommendations for preparation and policy.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1. The identification of MEd leadership programs is based on the following IPEDS codes: 13.0401-Educational Leadership and Administration, General; 13.0402-Administration of Special Education; 13.0404-Educational, Instructional, and Curriculum Supervision; 13.0408-Elementary and Middle School Administration/Principalship; 13.0409-Secondary School Administration/Principalship; 13.0410-Urban Education and Leadership; 13.0499-Educational Administration and Supervision, Other

Additional information

Funding

Wallace Foundation