School Administrators: An Occupational Overview
Fact Sheet 2024
Highlights
School administrators who belong to unions usually have higher salaries and better benefits than those who do not. In 2023, school administrators who were union members made 21 percent more than non-union school administrators.
In 2023, there were approximately 993,000 school administrators working in the United States, a net increase of 23.5 percent from ten years prior.
School administrators have been faced with an increasingly diverse set of challenges, including growing pressure to meet state-mandated assessments, as well as concerns about chronic student absenteeism, student mental health and wellness, and school safety amidst a sharp increase in gun violence.
Introduction
From college deans to high-school principals to private day-care directors, school administrators are tasked with providing essential educational, curricular, and financial leadership, as well as ensuring the smooth day-to-day operations of our nation’s public and private educational institutions. As the professionals tasked with effectively managing thousands of colleges, universities, primary and secondary schools and other educational organizations, school administrators must react quickly to keep up with changing educational standards and expectations.
This fact sheet reviews general workforce information about school administrators, including their educational background, demographic information, trends in wages, union membership and benefits, and the challenges many of them face on the job.
School Administrators and Student Enrollment
In 2023, there were approximately 993,000 school administrators working in the United States, including 512,000 principals and other administrators at elementary and secondary schools, 326,000 administrators at colleges and universities, 97,000 at child and day care providers and 58,000 at trade schools and other educational service providers.[1] This represents a 4 percent increase from the number of school administrators in 2018, and a 23.5 percent increase from 2013.[2]
Elementary and secondary schools
In elementary and secondary schools, the average student-to-administrator ratio for the 2022-2023 school year in the U.S. was 252:1.[3]
Enrollment in elementary and secondary schools in Fall 2023 totaled 54.8 million students, including 49 million public school students and 5.8 million private school students. Enrollment in elementary and secondary schools experienced net decreases of 2.6 percent over the past five years and 1.1 percent over the past decade.[4] Total student enrollment in elementary and secondary schools peaked in Fall 2019, before the COVID-19 pandemic disrupted school systems across the country.
Postsecondary institutions
In 2022, in degree-granting postsecondary institutions, the average ratio of full-time equivalent (FTE) students to FTE non-instructional staff was approximately 8:1. However, the table below reveals that the ratios vary according to the sector of postsecondary institutions. Private nonprofit institutions had the lowest ratio of FTE students to staff, and for-profit institutions had the highest.
|
Number of full-time equivalent students (FTE) per FTE non-instructional staff in postsecondary institutions, Fall 2022 |
|
|
School sector |
Ratio |
|
Public |
8.3 |
|
Private Nonprofit |
5.8 |
|
For-profit |
19.4 |
Spring 2024 enrollment of full- and part-time students at postsecondary institutions totaled 17.8 million, a 2.6 percent increase from the previous year.[6] Enrollment in higher education institutions has generally been declining since 2010, when enrollment peaked at 18.1 million.
Education and Experience of School Administrators
Many K-12 school districts and private schools require principals, assistant principals, and other administrators to have at least a master’s degree in school administration or a related field. The 2020-2021 National Teacher and Principal Survey (NTPS) reported that only 2 percent of public school K-12 principals had a bachelor’s degree or less. There were 62 percent of principals in this category with a master’s degree, and 36 percent had a professional diploma, doctorate, or other professional degree. Significantly higher percentages of principals working in private schools (28 percent) and schools with less than 100 students (6.3 percent) had only a bachelor’s degree.[7]
In higher education, where administrator positions range in responsibility and seniority, bachelor’s degree holders made up 28 percent of the school administrator population in 2023, master’s degree holders made up 44 percent, and doctorate degree holders made up 13 percent.[8] Administration jobs at day care centers and preschools are the least likely to require advanced degrees, and significant numbers of these jobs may not require bachelor’s degrees at all.
Most public school principals and administrators need at least a few years of experience as teachers before moving into school leadership positions.[9] On average, public school principals have 12 years of teaching experience, and private school principals have 14.[10]
During the 2021-2022 school year, 17 percent of all master’s degrees granted were in education, second only to business degrees. While not all recipients entered administrative positions afterwards, this number is likely influenced by the degree requirements shared by administrators and teachers in many states.[11]
Demographics of School Administrators
In 2023, 15.5 percent of school administrators identified as Black or African American, indicating that this demographic population was slightly overrepresented in this occupation compared to representation in the total U.S. workforce (12.8 percent of the workforce identified as Black or African American). Conversely, only 12 percent of school administrators identified as Hispanic or Latino in 2023, making this group underrepresented in this occupation (18.8 percent of the U.S. workforce identified as Hispanic or Latino). School administrators who identified as Asian American or Pacific Islander were also slightly underrepresented; while they made up 5.7 percent of school administrators, they were 6.9 percent of the total workforce.[12]
In 2023, approximately 69 percent of all school administrators were women, making them overrepresented when compared to the total U.S. workforce, which was 47 percent women. School administrators identifying as women were even more disproportionately represented in day care and preschool establishments, where 98 percent of administrators were women. Women made up 64 percent of elementary and secondary school administrators, 71 percent of college and university administrators, and 60 percent of business, technical and trade school administrators.[13]
During the 2020-2021 school year, women made up 56 percent of public school principals. They were most likely to be in these positions in elementary schools, where they comprised almost 69 percent of principals. That school year, men made up 64.5 percent of high school principals and about 56 percent of middle school principals.[14]
Wages and Benefits of School Administrators
Wages vary by industry for school administrators, with K-12 and higher education administrators making comparable salaries, and administrators of day care centers and preschools making significantly less.
|
Average Yearly Earnings for School Administrators, by detailed industry, sex and union membership, 2023 |
|
|
All School Administrators |
$ 95,990 |
|
Male |
$ 107,706 |
|
Female |
$ 79,985 |
|
Elementary and Secondary Schools |
$ 96,515 |
|
Male |
$ 114,042 |
|
Female |
$ 86,711 |
|
Colleges and Universities |
$ 88,561 |
|
Male |
$ 105,607 |
|
Female |
$ 80,598 |
|
Child Day Care and Preschools |
$ 55,724 |
|
Male |
$ 52,312 |
|
Female |
$ 55,590 |
|
Union Members |
$ 107,163 |
|
Non-Union Members |
$ 84,817 |
U.S. Census Bureau. Current Population Survey Microdata. 2023. Reported weekly pay averages were multiplied by 52 to extrapolate yearly average salaries.
Significant gender pay gaps exist among school administrators. This can be partly explained by the overrepresentation of women in lower-paying sectors like child day care and preschool administration, as well as the underrepresentation of women in higher-paying administrative positions in higher education.[16]
It is also important to note the pay differentials that exist within sectors. For example, during the 2020-2021 school year, high school principals made on average 6.5 percent more than elementary school teachers.[17] And within higher education, the occupational classification of “education administrator” encompasses a wide range of positions, from executive-level provosts, deans and vice-presidents to mid-level managers and administrators in smaller departments, including financial aid, admissions, registrar’s offices and student affairs.[18]
The Union Advantage
In 2023, 15.7 percent of school administrators were union members.[19]
On average, school administrators who belong to unions have higher salaries and better benefits than those who do not. In 2023, school administrators who belonged to unions reported a mean weekly salary of $2,061, while non-union administrators earned $1,631,[20] a 21 percent difference in earnings.
The union wage differential was similar for those working in elementary and secondary schools, where 24 percent of administrators were union members in 2023.[21] Union administrators working in elementary and secondary schools reported average weekly earnings of $2,205 while non-members reported average weekly earnings of $1,741.[22]
The American Federation of School Administrators (AFSA), established in 1976, is the leading union representing public school principals, vice principals, administrators, and supervisors. In addition to offering professional and occupational services, AFSA offers member benefits, insurance, and a scholarship program.[23]
School administrators belonging to unions can increase their skills and efficiency by attending union-sponsored workshops and seminars. For example, Local 1 of AFSA, the Council of School Supervisors & Administrators in New York, offers a variety of professional workshops and seminars aimed at improving educational leadership, from conflict resolution and student achievement strategies to data management strategies.[24]
School administrators joining in union with AFSA
Over the past few years, there has been an upsurge in organizing across the U.S. School administrators have been a part of this trend, especially since the start of the COVID-19 pandemic, when school leaders were faced with severe challenges in their schools and communities. A growing number of school administrators have joined in union with AFSA for better pay, benefits, and working conditions. Below is a select list of school administrators who have recently joined in union with AFSA.
Principals and assistant principals at the Sweetwater Union High School District in Chula Vista, California (2024)
Principals, assistant principals and school district administrators in Montgomery County, Maryland, formerly part of the Montgomery County Association of Administrators and Principals (2023).
Principals and assistant principals in Chicago’s public schools (2023). This group was able to join in union after the passage of an Illinois state law in early 2023, which granted collective bargaining rights to school administrators in Chicago.
School administrators in Rochester, Minnesota (2022).
School administrators in Meriden and Lebanon, Connecticut (2022).
K-12 Administrators: Changing Roles and Persistent Challenges
Once viewed strictly as disciplinarians and operational managers, the role of K-12 principals and other administrators has changed significantly over the past decades. Driven by federal policies, the rise of high-stakes school testing and a growing emphasis on school performance has brought new attention to the critical role that school administrators play in developing curricula, setting teaching standards, and building an environment conducive to high-quality education.[25] The importance of having prepared, confident, and well-supported administrators cannot be overstated. Especially in lower-performing schools and schools with limited resources, having effective school leadership provides the greatest impact in supporting positive educational environments.[26]
One of the main ways administrators impact student achievement is through shaping the school climate for teachers and students. In 2018, University of Chicago researchers found that by fostering “safe, supportive environments with high, consistent and clear expectations for students,” all teachers and students were able to be much more successful on a collective level than they were individually without schoolwide support systems.[27]
Beginning in early 2020, the COVID-19 pandemic severely disrupted school systems across the country. School administrators needed to navigate the establishment of new health and safety precautions and learning environments, including obtaining and distributing resources for distance learning (if their schools implemented such practices) and overseeing school COVID-19 testing programs. Additionally, some found themselves needing to fill in for teaching and support staff due to staffing shortages.
Prior to the pandemic, school administrators had already been experiencing increasing pressure to meet state-mandated assessments. The pandemic negatively impacted student performance, leading to declining test scores. As of this writing, the lingering effects of the pandemic have continued to negatively impact student performance in both mathematics and English language arts subjects to a greater degree in schools with a majority (76 percent or more) of students of color, in schools located in high-poverty areas, and in schools in the Western region of the U.S.[28]
In 2024, the National Center for Education Statistics’ School Pulse Panel survey revealed that 83 percent of public school leaders indicated that “the COVID-19 pandemic and its lingering effects continue to negatively impact the socioemotional development of students.”[29] AFSA works with its members to foster supportive mental health environments in schools, develop social and emotional learning curricula, and support the mental health and wellness of school administrators.[30]
Closely related to concerns about students meeting academic standards is the growing issue of chronic absenteeism (missing 10% or more of school per year), especially in the wake of the COVID-19 pandemic. Data from the U.S. Department of Education reveals that chronic absenteeism increased to almost 30 percent during the 2021-2022 school year from 16 percent before the pandemic, and 43 percent of schools had extreme levels of chronic absenteeism.[31] The highest rates of chronic absenteeism exist among students in poverty, schools serving greater proportions of non-white students, students with disabilities, and English-language learners.[32]
Issues with school discipline further challenge school administrators. Previous studies have found that almost half of public school administrators believe they spend a disproportionate amount of time managing disciplinary issues.[33] Further analysis found that spending more time on school organization and management (staff and budget management) compared to school administration (including student discipline) is most closely linked to improving test scores and improving school climate ratings from staff and parents.[34]
The safety of students, staff, and school administrators has been a growing concern, as record high instances of school shootings and other violent threats were reported in the U.S. in 2023.[35] AFSA has supported the demands of March for Our Lives, a student-led movement that advocates for gun control legislation and related measures, including universal background checks and increased federal funding for mental health services in schools.[36] School administrators have also experienced a growing number of threats against them, mainly from parents. AFSA also advocates for increased support and prevention against violent threats to school leaders.[37]
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[1] U.S. Census Bureau. Current Population Survey Microdata. 2023. Retrieved from https://data.census.gov/mdat.
[2] “Table 11. Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity.” (2018 and 2013). Current Population Survey Labor Force Statistics. Retrieved from https://www.bls.gov/cps/cpsaat11.htm.
[3] Elementary / Secondary Information System, 2022-2023. National Center for Education Statistics. Retrieved from https://nces.ed.gov/ccd/elsi/tableGenerator.aspx.
[4] “Table 105.30: Enrollment in elementary, secondary, and degree-granting postsecondary institutions, by level and control of institution: Selected years, 1869-70 through fall 2031.” Digest of Education Statistics. National Center for Education Statistics. Retrieved from https://nces.ed.gov/programs/digest/d22/tables/dt22_105.30.asp.
[5] “Table 314.10. Total and full-time-equivalent (FTE) staff and FTE student/FTE staff ratios in postsecondary institutions participating in Title IV aid programs, by degree-granting status, control of institution, and primary occupation: Fall 1999, fall 2009, and fall 2022.” In Integrated Postsecondary Education Data System. National Center for Education Statistics. Retrieved from https://nces.ed.gov/programs/digest/d23/tables/dt23_314.10.asp. Note that this ratio includes many staff members who could be considered administrators and many who would be classified in other occupations.
[6] Current Term Enrollment Estimates: Spring 2024. National Student Clearinghouse Research Center (May 22, 2024). Retrieved from https://nscresearchcenter.org/current-term-enrollment-estimates/.
[7] “Table A-3. Principals’ highest degree earned: Percentage distribution of K–12 school principals, by highest degree earned, school type, and selected school characteristics: 2020–21.” In Taie, S., and Lewis, L. (2022). Characteristics of 2020–21 Public and Private K–12 School Principals in the United States: Results From the National Teacher and Principal Survey First Look (NCES 2022-112). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022112.
[8] U.S. Census Bureau. Current Population Survey Microdata. 2023.
[9] “How to Become an Elementary, Middle or High School Principal.” Occupational Outlook Handbook. Bureau of Labor Statistics. Retrieved from https://www.bls.gov/ooh/management/elementary-middle-and-high-school-principals.htm#tab-4.
[10] Hill, J., Ottem, R. & DeRoche, J. (2016, April). Trends in public and private school principal demographics and qualifications: 1987-88 to 2011-12. National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2016/2016189.pdf.
[11] Irwin, V., Wang, K., Jung, J., Kessler, E., Tezil, T., Alhassani, S., Filbey, A., Dilig, R., and Bullock Mann, F. (2024). Report on the Condition of Education 2024 (NCES 2024-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2024144.
[12] “Table 11. Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity.” (2023). Current Population Survey Labor Force Statistics.
[13] Ibid.
[14] “Table A-2. Principals’ age and sex: Average and median age of K–12 school principals and percentage distribution of principals, by age category, sex, school type, and selected school characteristics: 2020–21.” In Taie, S., and Lewis, L. (2022). Characteristics of 2020–21 Public and Private K–12 School Principals in the United States. Retrieved from
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022112.
[15] U.S. Census Bureau. Current Population Survey Microdata. 2023. Reported weekly pay averages were multiplied by 52 to extrapolate yearly average salaries.
[16] Bichel, J. & McChesney, J. (2017, February). The gender pay gap and the representation of women in higher education administrative positions: The century so far. College and University Professional Association for Human Resources. Retrieved from https://www.cupahr.org/wp-content/uploads/cupahr_research_brief_1.pdf.
[17] “Table A-4. Principals’ average annual salary: Average annual salary for K–12 school principals, by years of experience as a principal, school type, and selected school characteristics: 2020–21.” In Taie, S., and Lewis, L. (2022). Characteristics of 2020–21 Public and Private K–12 School Principals in the United States. Retrieved from
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022112.
[18] “What postsecondary education administrators do.” Occupational Outlook Handbook. Bureau of Labor Statistics. Retrieved from https://www.bls.gov/ooh/management/postsecondary-education-administrators.htm#tab-2.
[19] U.S. Census Bureau. Current Population Survey Microdata. 2023.
[20] Ibid.
[21] Ibid.
[22] Ibid.
[23] American Federation of School Administrators (AFSA). Retrieved from https://www.theschoolleader.org/.
[24] Executive Leadership Institute, Council of School Supervisors and Administrators, ASFA Local 1. Retrieved from https://elipd.org/.
[25] Kominiak, T. The changing role of the school principal. trustED. K12 Insight. Retrieved from https://www.k12insight.com/trusted/changing-role-school-principal-2/.
[26] Leithwood, K., Louis, K., Anderson, S., & Wahlstrom, K. (September 2004). How leadership influences student learning. Center for Applied Research and Educational Improvement. Retrieved from https://www.wallacefoundation.org/knowledge-center/Documents/How-Leadership-Influences-Student-Learning.pdf
[27] Allensworth, E.M., & Hart, H. (2018). How do principals influence student achievement? Chicago, IL: University of Chicago Consortium on School Research. Retrieved from https://consortium.uchicago.edu/sites/default/files/2018-10/Leadership%20Snapshot-Mar2018-Consortium.pdf.
[28] “Most Schools Report Some Concern About Students Meeting Academic Standards and Issues Related to Staffing Shortages.” (April 16, 2024). National Center for Education Statistics. Retrieved from https://nces.ed.gov/whatsnew/press_releases/4_16_2024.asp.
[29] “About One-Quarter of Public Schools Reported That Lack of Focus or Inattention From Students Had a Severe Negative Impact on Learning in 2023-24.” (July 18, 2024). National Center for Education Statistics. Retrieved from https://nces.ed.gov/whatsnew/press_releases/7_18_2024.asp.
[30] American Federation of School Administrators. (May 30, 2022). Resolution 8 — School Leader Wellness Support. Retrieved from
https://www.theschoolleader.org/our-positions/resolution-8-school-leader-wellness-support.
[31] Chang, Hedy, et al. “Rising Tide of Chronic Absence Challenges Schools.” (October 12, 2023). Attendance Works. Retrieved from https://www.attendanceworks.org/rising-tide-of-chronic-absence-challenges-schools/.
[32] “All Hands on Deck: Today’s Chronic Absenteeism Requires A Comprehensive District Response and Strategy.” (November 17, 2023). Attendance Works. Retrieved from https://www.attendanceworks.org/todays-chronic-absenteeism-requires-a-comprehensive-district-response-and-strategy/. See also “Overcoming Chronic Absenteeism: Solutions for School Leaders.” (February 27, 2024). American Federation of School Administrators. Retrieved from https://www.youtube.com/watch?v=4XXCHF4d268.
[33] U.S. Government Accountability Office. (2001). Student discipline: Individuals with disabilities education act. Retrieved from http://www.gao.gov/new.items/d01210.pdf.
[34] Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal’s Time Use and School Effectiveness. American Journal of Education, 116 (4), 491–523.
[35] Hurst, Kiley. “About 1 in 4 U.S. teachers say their school went into a gun-related lockdown in the last school year.” (April 11, 2024). Pew Research Center. Retrieved from https://www.pewresearch.org/short-reads/2024/04/11/about-1-in-4-us-teachers-say-their-school-went-into-a-gun-related-lockdown-in-the-last-school-year/.
[36] American Federation of School Administrators. (October 17, 2018). March for Our Lives Resolution. Retrieved from https://www.theschoolleader.org/march-our-lives-resolution; and American Federation of School Administrators. (2018, October 17, 2018). Empowering greater school safety. Retrieved from https://www.theschoolleader.org/our-positions/empowering-greater-school-safety.
[37] American Federation of School Administrators. (May 30, 2022). Resolution 1 – Threats and Assaults Against School Supervisors and Administrators. Retrieved from https://www.theschoolleader.org/our-positions/resolution-1-threats-and-assaults-against-school-supervisors-and-administrators.Download the PDF Version