public and private school principals in the united states: a … · 1997. 6. 17. · public and...

Public and Private School Principals in theUnited States: A Statistical Profile,

1987–88 to 1993–94

April 1997

Public and Private School Principals in theUnited States: A Statistical Profile,

1987–88 to 1993–94

Thomas A. FioreThomas R. Curtin

Research Triangle Institute

Charles H. HammerProject Officer

National Center for Education Statistics

Executive Summary

Principals constitute a primary group in theschool reform process, being both the agentsof change by virtue of their roles as schoolmanagers and instructional leaders, and targetsof change given their increased accountabilityfor school outcomes. Small, descriptive studieshave examined specific aspects of the reformprocess in relation to principals, and largestudies have examined segments of the schooladministrator population in relation to specifictopics. Little broad, policy-relevant research isavailable, however, to assess the impact of thereform movement on the principalship or toinform future policy initiatives.

The National Center for Education Statistics’(NCES) Schools and Staffing Survey (SASS)partially fills this void by providing descriptiveinformation about the changing nature of theindividuals who serve as principals in publicand private schools, including their perceptionsof challenges they face. The integrated struc-ture of SASS enriches the information throughthe linkage between principal responses andcontextual data collected from teachers,schools, and districts.

This report uses data from the 1987-88, 1990-91, and 1993-94 administrations of SASS toexamine the principalship in the reform envi-ronment of the late 1980s and early 1990s. Foreach of those years, approximately 80,000principals served in the nation’s public schoolsand approximately 25,000 served in privateschools. Following are some of the keyfindings:

Demographics

• The majority of public school principalswere men during 1987-88, 1990-91, and1993-94, although the percentage of femaleprincipals in public schools increasedbetween 1987-88 and 1993-94 from 25 to34 percent.

• For private schools, women constituted aclear majority (54 percent) of the principalsfor the first time in 1993-94.

• The percentage of minority principals inpublic schools increased between 1987-88and 1993-94 from 13 to 16 percent, whilethe percentage of minority private schoolprincipals did not change during that timeperiod.

Salary and Benefits

• On average during 1993-94, public schoolprincipals earned a salary of $54,857 andprivate school principals earned $32,075.

• For 1993-94, public principals were morelikely than private school principals toreceive benefits such as medical insurance,dental insurance, life insurance, and retire-ment plans. Only inkind benefits were morefrequently available to private school prin-cipals.

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• For public schools in 1993-94, average sala-ries for male and female principals weresimilar ($54,922 for males, $54,736 forfemales), while average salaries for minor-ity principals ($56,956) were higher thanthose for white principals ($54,466).

Education and Experience

• Most principals hold more than one collegedegree, and many pursue a different field ofstudy for each degree. Educational adminis-tration remained the predominant field ofcollege study for public school principals in1993-94, with over two-thirds of all princi-pals holding a degree in that field. Addi-tionally, more than one-third of principalsheld degrees in elementary education.

• For 1993-94, public and private femaleprincipals had more experience as teachersbefore becoming principals than did males(13 versus 10 years for public school prin-cipals and 11 versus 8 years for privateschool principals).

• Across school years 1987-88, 1990-91, and1993-94, athletic coaching prior to becom-ing a principal remained a common experi-ence for male principals (38 percent, 39percent, and 38 percent) and a relativelyrare experience for women (4 percent, 4percent, and 6 percent).

• Female principals were more likely thanmales to have prior experience as curricu-lum specialists or coordinators in 1993-94(30 percent versus 11 percent), the first yearthat item appeared in SASS.

Perceptions of Serious Problems

• For 1993-94, public and private elementaryschool principals identifiedpoverty (17

percent of public school principals, 3 per-cent of private school principals) andlackof parent involvement(10 percent, 2 per-cent) relatively often as serious problems intheir schools.

• For public secondary principals in 1993-94,lack of parent involvement(selected by 20percent of principals) ranked first on the listof serious problems facing their schools.The list also includedstudent apathy(15percent),poverty(13 percent), andstudentuse of alcohol(13 percent).

• For 1993-94, private secondary principalsfrequently identified three alcohol and drug-related problems as serious problems intheir schools:student use of alcohol(12percent),parent alcohol/drug abuse(9 per-cent), andstudent drug abuse(7 percent).They identified these problems at ratescomparable to their public school counter-parts.

• Although public secondary principals rela-tively infrequently citedstudent possessionof weaponsas a serious problem for schoolyears 1987-88, 1990-91, and 1993-94 (0.4percent, 0.6 percent, and 1 percent), it isnotable that by 1993-94 one of every hun-dred public secondary principals identifiedthis dangerous behavior as a serious prob-lem in their school.

Other Findings

Other findings from the study show principals’goals for their schools; their perceptions oftheir influence in critical areas such as estab-lishing curriculum, hiring new teachers, andsetting discipline policy; and their career con-tinuation plans.

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Acknowledgments

We would like to thank all the persons whoprovided assistance and support during thepreparation of this report. We particularlyappreciate the thoughtful and patient guidanceprovided by Charles Hammer, the NationalCenter for Education Statistics (NCES) ProjectOfficer. Other individuals within NCES re-viewed the report in various stages of itsdevelopment and provided valuable sugges-tions: Robert Burton, Marilyn McMillen,Claire Geddes, Frank Johnson, and DanielKasprzyk. Robert Burton served as the reportadjudicator.

Many useful comments were provided by re-viewers outside NCES. Within the Departmentof Education they were Carol Cichowski,Office of the Undersecretary, Michelle Doyle,Office of Nonpublic Education, Mary JeanLeTendre, Office of Elementary and SecondaryEducation, and Laurence Peters, Office ofEducational Research and Improvement. Out-side the Department, they were RonaldAreglado, National Association of ElementarySchool Principals, and Susan Galletti, NationalAssociation of Secondary School Principals.

Catherine Marshall, with the University ofNorth Carolina at Chapel Hill, served as aconsultant to the project. She provided guid-ance in the preparation of the backgroundmaterials and in the framing of research ques-tions.

This report would not have been possiblewithout the essential contributions of manyindividuals at the Research Triangle Institute.The RTI project team included Sara Wheeless,Jill Kavee, B.J. George, and Karen Blackwellwho provided expert programming, datamanagement, and statistical support. JanShirley efficiently managed the production ofthe report, guiding it through many revisions.Linda Gaydosh provided timely and accurateword processing and Sharon Davis created thegraphics.

Tom FioreT.R. Curtin

Research Triangle Institute

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Contents

Chapter Page

Executive Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iiiAcknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vList of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ixList of Text Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xList of Appendix Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Context for Examining the Principalship. . . . . . . . . . . . . . . . . . . . . . . . . . . . 2The Schools and Staffing Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Overview of the Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

2 Demographics of the Principalship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Demographic Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Race-Ethnicity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

3 Training and Educational Experiences of Principals. . . . . . . . . . . . . . . . . . . . . . 15Formal Education and Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Inservice Training in Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Field of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Prior Experience in Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

4 Principals’ Perceptions of Problems in Their Schools. . . . . . . . . . . . . . . . . . . . . 25Serious Problems Identified. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

5 Principals’ Goals, Influence, and Career Plans. . . . . . . . . . . . . . . . . . . . . . . . . . 29Principals’ Educational Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Principals’ Perception of Their Influence. . . . . . . . . . . . . . . . . . . . . . . . . . . 32Principals’ Career Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

6 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

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Contents (continued)

Appendixes Page

A Tables of Estimates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1Section 1—Public and Private School Tables. . . . . . . . . . . . . . . . . . . . . . . . A-3Section 2—Affiliation/Typology Tables for Private Schools. . . . . . . . . . . . .A-49Section 3—State Tables for Public Schools. . . . . . . . . . . . . . . . . . . . . . . .A-55

B Tables of Standard Errors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1Section 1—Public and Private School Tables. . . . . . . . . . . . . . . . . . . . . . . . B-3Section 2—Affiliation/Typology Tables for Private Schools. . . . . . . . . . . . .B-49Section 3—State Tables for Public Schools. . . . . . . . . . . . . . . . . . . . . . . .B-55

C Technical Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-1

D Schools and Staffing Survey (SASS) Data Products. . . . . . . . . . . . . . . . . . . . . . D-1

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I-1

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List of Figures

Figure Page

1 Percentage of public school principals by sex and sex within schoollevel: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2 Percentage of new public and private school principals by sex: 1987-88,1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3 Percentage of private school principals by sex and sex within schoollevel: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

4 Percentage of public and private school principals by race-ethnicity:1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

5 Percentage of public and private school principals in the oldest andyoungest age groups: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . 14

6 Percentage of public school principals by highest degree earned:1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

7 Percentage of public and private school principals by highest degreeearned by school level: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

8 Percentage of public and private school principals by field of study forbachelor’s and higher degrees: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

9 Percentage of public and private school principals with prior experiencein teaching and other selected education roles: 1987-88, 1990-91, and1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

10 Public and private school principals’ average years of experience asteachers and principals: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

11 Percentage of public and private school principals who rated specificeducational goals as first, second, or third most important: 1993-94. . . . . . . . 31

12 Mean ratings of public and private school principals regarding theirinfluence in specific areas: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

13 Percentage of public and private school principals by plans to remainprincipals: 1990-91 and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

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List of Text Tables

Table Page

1 Number of public and private school principals by region: 1987-88,1990-91, 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2 Overview of characteristics of public and private school principals:1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3 Public and private school principals’ average salary by sex and highestdegree earned: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

4 Public school principals’ average salary by race-ethnicity and highestdegree earned: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

5 Percentage of public and private school principals selecting problems asserious in their schools: 1987-88, 1990-91, 1993-94. . . . . . . . . . . . . . . . . . . 26

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List of Appendix Tables

Table Page

Section 1—Public and Private School Tables. . . . . . . . . . . . . . . . . . . . . . A-3

A1 Number and percentage of public and private school principals by sex,race-ethnicity, and age: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . A-4

A2 Percentage of public and private school principals by geographic region,by sex, race-ethnicity, and age: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . A-6

A3 Percentage of public school principals by district size, by sex, race-ethnicity, and age of principals: 1987-88, 1990-91, and 1993-94. . . . . . . . . . A-8

A4 Percentage of public school principals by community type, by sex, race-ethnicity, and age: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-9

A5 Percentage of public school principals by percentage of free or reduced-price lunch recipients in their schools, by sex, race-ethnicity, and age ofprincipals: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . .A-10

A6 Percentage of public and private school principals by school level, bysex, race-ethnicity, and age: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . A-11

A7 Percentage of public and private school principals with less than threeyears of experience as a principal, by sex, race-ethnicity, and age: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-13

A8 Average salary of public and private school principals by sex and race-ethnicity, by highest degree earned and years of experience as aprincipal: 1993-94 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-14

A9 Average salary of public and private school principals, by school leveland community type: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . .A-16

A10 Percentage of public and private school principals by benefits received,by community type, school level, sex, and race-ethnicity: 1987-88,1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-17

A11 Percentage of public and private school principals by highest degreeearned, by school level, school size, minority enrollment, free-lunchrecipients, district size, and community type: 1987-88, 1990-91, and1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-21

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List of Appendix Tables (continued)

Table Page

A12 Percentage of public and private school principals by highest degreeearned, by race-ethnicity and sex: 1987-88, 1990-91, and 1993-94. . . . . . . . A-24

A13 Percentage of public and private school principals participating intraining or development programs, by region, community type, schoollevel, sex, and race-ethnicity: 1987-88, 1990-91, and 1993-94. . . . . . . . . . .A-26

A14 Percentage of public and private school principals by sex, by field ofstudy for bachelor’s and higher degrees earned: 1987-88, 1990-91, and1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-28

A15 Percentage of public and private school principals by sex, by priorexperience in teaching and other specified education roles: 1987-88,1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-30

A16 Average years of experience in education for public and private schoolprincipals, by selected school and principal characteristics: 1987-88,1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-31

A17 Percentage of public and private school principals who view variousissues as serious problems in their schools, by school level: 1987-88,1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-33

A18 Percentage of public and private elementary school principals who viewcertain issues as serious problems in their schools, by selected schoolcharacteristics: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-35

A19 Percentage of public and private secondary school principals who viewcertain issues as serious problems in their schools, by selected schoolcharacteristics: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-36

A20 Percentage of public and private combined school principals who viewcertain issues as serious problems in their schools, by selected schoolcharacteristics: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-37

A21 Percentage of public elementary school principals who view certainissues as serious problems in their schools, by sex, age, experience, andrace-ethnicity of principals: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-38

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Table Page

A22 Percentage of public secondary school principals who view certainissues as serious problems in their schools, by sex, age, experience, andrace-ethnicity of principals: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-39

A23 Percentage of public combined school principals who view certainissues as serious problems in their schools, by sex, age, experience, andrace-ethnicity of principals: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-40

A24 Percentage of public and private school principals who rated specificeducational goals as first, second, or third most important for students toachieve, by school level, community type, and minority enrollment:1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-41

A25 Mean ratings by public and private school principals regarding theirinfluence in establishing curriculum, hiring new teachers, and settingdiscipline policy, by sex, race-ethnicity, and age: 1987-88, 1990-91, and1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-42

A26 Mean ratings by public and private school principals regarding theirinfluence in establishing curriculum, hiring new teachers, and settingdiscipline policy, by selected school characteristics: 1987-88, 1990-91,and 1993-94 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-44

A27 Percentage of public and private school principals by plans to remainprincipals, by school level, minority enrollment, school size, andcommunity type: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-46

A28 Percentage of public school principals by plans to remain principals, byage and years of experience as a principal within sex: 1993-94. . . . . . . . . . A-48

Section 2—Affiliation/Typology Tables for Private Schools . . . . . . . . . . .A-49

A29 Percentage of private school principals by private school affiliation, by sex,race-ethnicity, highest degree earned, average age, salary, and years as aprincipal: 1993-94 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-50

A30 Percentage of private school principals by private school type, by sex,race-ethnicity, highest degree earned, average age, salary, and years as aprincipal: 1993-94 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-52

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Table Page

A31 Percentage of private school principals by benefits received, by privateschool type: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-53

Section 3—State Tables for Public Schools. . . . . . . . . . . . . . . . . . . . . . .A-55

A32 Percentage of public school principals by sex and race-ethnicity, bystate: 1993-94 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-56

A33 Percentage of public school principals by highest degree earned andaverage salary, by state: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-58

A34 Percentage of public school principals by employment benefits received,by state: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A-60

Section 1—Public and Private School Tables. . . . . . . . . . . . . . . . . . . . . . B-3

B1 Standard errors for Table A1: Number and percentage of public andprivate school principals by sex, race-ethnicity, and age: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-4

B2 Standard errors for Table A2: Percentage of public and private schoolprincipals by geographic region, by sex, race-ethnicity, and age: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-6

B3 Standard errors for Table A3: Percentage of public school principals bydistrict size, by sex, race-ethnicity, and age of principals: 1987-88,1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-8

B4 Standard errors for Table A4: Percentage of public school principals bycommunity type, by sex, race-ethnicity, and age: 1993-94. . . . . . . . . . . . . . . B-9

B5 Standard errors for Table A5: Percentage of public school principals bypercentage of free or reduced-price lunch recipients in their schools, bysex, race-ethnicity, and age of principals: 1987-88, 1990-91, and1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B-10

B6 Standard errors for Table A6: Percentage of public and private schoolprincipals by school level, by sex, race-ethnicity, and age: 1987-88,1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-11

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Table Page

B7 Standard errors for Table A7: Percentage of public and private schoolprincipals with less than three years of experience as a principal, by sex,race-ethnicity, and age: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . .B-13

B8 Standard errors for Table A8: Average salary of public and privateschool principals by sex and race-ethnicity, by highest degree earnedand years of experience as a principal: 1993-94. . . . . . . . . . . . . . . . . . . . .B-14

B9 Standard errors for Table A9: Average salary of public and privateschool principals, by school level and community type: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B-16

B10 Standard errors for Table A10: Percentage of public and private schoolprincipals by benefits received, by community type, school level, sex,and race-ethnicity: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . .B-17

B11 Standard errors for Table A11: Percentage of public and private schoolprincipals by highest degree earned, by school level, school size,minority enrollment, free-lunch recipients, district size, and communitytype: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . .B-21

B12 Standard errors for Table A12: Percentage of public and private schoolprincipals by highest degree earned, by race-ethnicity and sex: 1987-88,1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B-24

B13 Standard errors for Table A13: Percentage of public and private schoolprincipals participating in training or development programs, by region,community type, school level, sex, and race-ethnicity: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B-26

B14 Standard errors for Table A14: Percentage of public and private schoolprincipals by sex, by field of study for bachelor’s and higher degreesearned: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . .B-28

B15 Standard errors for Table A15: Percentage of public and private schoolprincipals by sex, by prior experience in teaching and other specifiededucation roles: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . .B-30

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Table Page

B16 Standard errors for Table A16: Average years of experience ineducation for public and private school principals, by selected schooland principal characteristics: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . B-31

B17 Standard errors for Table A17: Percentage of public and private schoolprincipals who view various issues as serious problems in their schools,by school level: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . .B-33

B18 Standard errors for Table A18: Percentage of public and privateelementary school principals who view certain issues as seriousproblems in their schools, by selected school characteristics: 1993-94. . . . . . B-35

B19 Standard errors for Table A19: Percentage of public and privatesecondary school principals who view certain issues as serious problemsin their schools, by selected school characteristics: 1993-94. . . . . . . . . . . . .B-36

B20 Standard errors for Table A20: Percentage of public and privatecombined school principals who view certain issues as serious problemsin their schools, by selected school characteristics: 1993-94. . . . . . . . . . . . .B-37

B21 Standard errors for Table A21: Percentage of public elementary schoolprincipals who view certain issues as serious problems in their schools,by sex, age, experience, and race-ethnicity of principals: 1993-94. . . . . . . . B-38

B22 Standard errors for Table A22: Percentage of public secondary schoolprincipals who view certain issues as serious problems in their schools,by sex, age, experience, and race-ethnicity of principals: 1993-94. . . . . . . . B-39

B23 Standard errors for Table A23: Percentage of public combined schoolprincipals who view certain issues as serious problems in their schools,by sex, age, experience, and race-ethnicity of principals: 1993-94. . . . . . . . B-40

B24 Standard errors for Table A24: Percentage of public and private schoolprincipals who rated specific educational goals as first, second, or thirdmost important for students to achieve, by school level, communitytype, and minority enrollment: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . .B-41

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Table Page

B25 Standard errors for Table A25: Mean ratings by public and privateschool principals regarding their influence in establishing curriculum,hiring new teachers, and setting discipline policy, by sex, race-ethnicity,and age: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . .B-42

B26 Standard errors for Table A26: Mean ratings by public and privateschool principals regarding their influence in establishing curriculum,hiring new teachers, and setting discipline policy, by selected schoolcharacteristics: 1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . .B-44

B27 Standard errors for Table A27: Percentage of public and private schoolprincipals by plans to remain principals, by school level, minorityenrollment, school size, and community type: 1993-94. . . . . . . . . . . . . . . .B-46

B28 Standard errors for Table A28: Percentage of public school principalsby plans to remain principals, by age and years of experience as aprincipal within sex: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B-48

Section 2—Affiliation/Typology Tables for Private Schools . . . . . . . . . . . B-49

B29 Standard errors for Table A29: Percentage of private school principalsby private school affiliation, by sex, race-ethnicity, highest degreeearned, average age, salary, and years as a principal: 1993-94. . . . . . . . . . . B-50

B30 Standard errors for Table A30: Percentage of private school principalsby private school type, by sex, race-ethnicity, highest degree earned,average age, salary, and years as a principal: 1993-94. . . . . . . . . . . . . . . . .B-52

B31 Standard errors for Table A31: Percentage of private school principalsby benefits received, by private school type: 1993-94. . . . . . . . . . . . . . . . .B-53

Section 3—State Tables for Public Schools. . . . . . . . . . . . . . . . . . . . . . .B-55

B32 Standard errors for Table A32: Percentage of public school principalsby sex and race-ethnicity, by state: 1993-94. . . . . . . . . . . . . . . . . . . . . . . .B-56

B33 Standard errors for Table A33: Percentage of public school principalsby highest degree earned and average salary, by state: 1993-94. . . . . . . . . . B-58

B34 Standard errors for Table A34: Percentage of public school principalsby employment benefits received, by state: 1993-94. . . . . . . . . . . . . . . . . .B-60

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Table Page

Appendix C Tables

C1 Weighted and unweighted percent response rates by SASS instrument:1987-88, 1990-91, and 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C-7

C2 Unweighted item-response rates for SASS questionnaires, by year. . . . . . . . . C-8

C3 Decision rules for estimate suppression. . . . . . . . . . . . . . . . . . . . . . . . . . .C-10

xviii

Chapter 1 • Introduction

American school principals have highly com-

1See appendix C for a more extensive description ofSASS.

plex jobs that are variously described asbuilding managers, personnel administrators,agents of change, boundary spanners, disci-plinarians, cheerleaders, and instructionalleaders (Smith & Andrews, 1989). Regardlessof the roles these individuals play, however,few dispute that principals have emerged asprimary players in the improvement of schoolinstructional programs. Remarkably, thisimportant role for administrators in schoolimprovement has not always been apparent toeducational researchers. Early educationalresearch almost ignored the characteristics ofthese leaders or their influence on schools. AsBehling and Champion (1984) noted in theirreview of principals as instructional leaders,

Considerable research over the pastseventy-five years has focused on learn-ers, teachers, and school classrooms, butthe role of the principal has been ad-dressed only indirectly. (p. v)

This omission has changed in recent years,however, as concerns with the nation’s educa-tional system have encouraged increased scru-tiny of schools and school leaders by edu-cation, governmental, business, and communitygroups. Yet, despite the acknowledged primaryrole of principals in the educational processand the many reform initiatives proposed andimplemented in the nation during the lastdecade, few large-scale, national studies haveexamined principals’ characteristics, behaviors,and beliefs, or tracked the changes occurringin light of the new policies, programs, andexpectations.

The 1987-88, 1990-91, and 1993-94 adminis-trations of the Schools and Staffing Survey(SASS) provide the opportunity to use nationaldata to examine policy-relevant issues aboutthe principalship in the reform environment ofthe late 1980s and early 1990s. The NationalCenter for Education Statistics (NCES) of theU.S. Department of Education regularlyconducts this national survey of public andprivate schools, public school districts,principals, and teachers. First conducted duringthe 1987-88 school year, the SASS samplesapproximately 10 percent of the nation’sschools. The school administrators or prin-cipals of these schools are surveyed, alongwith a subsample of each school’s teachers.Additionally, for public schools, the districtsuperintendent for each of the sampled schoolsreceives a questionnaire focused on district-level information. The integrated structure ofSASS allows links between principal responsesand contextual data collected from teachers,schools, and districts.1

Schools and Staffing Survey data cannotdirectly demonstrate the effectiveness ofeducational programs and practices or theirinfluence on the characteristics or performanceof school leaders. The data can, however,provide strong descriptive information aboutthe principalship during this important period,and the data can be linked to important policyissues. The data from the three SASSadministrations can also indicate changes thathave taken place between 1987 and 1994, aperiod when policy makers developed and

1

implemented many reform initiatives. Thus thepurposes of this report are to providedescriptive information about the principalship,place that information in a policy context, andidentify significant trends that may have impli-cations for future policy.

Context for Examining the Principalship

Publication ofA Nation at Riskin 1983 (Na-tional Commission on Excellence in Educa-tion, 1983) catalyzed widespread schoolimprovement initiatives in the 1980s. Stateagencies and local communities answered thecall for reform by enacting policies to tighteneducational standards, strengthen professionalcertification requirements, and increase ac-countability. One report (U.S. Department ofEducation, 1984) estimated that 275 state andlocal task forces were formed to work on edu-cational issues within 12 months of publicationof A Nation at Risk. Notably, these early re-form activities were based predominantly onthe belief that school professionals had be-come “lax” and that increased supervision andregulation would improve the process and out-comes of schooling (Hallinger, Murphy, &Hausman, 1992). For example, Illinois’Educa-tion Reform Act of 1985(1) mandated thatprincipals spend the majority of their time asinstructional leaders, (2) increased require-ments for all types of state certification, and(3) required that local education agenciespublish yearly “report cards” comparing stu-dent outcomes to state and local standards(Illinois State Board of Education, 1985).

While the release ofA Nation at Riskinitiateda wave of reform activities in many states (seee.g., U.S. Department of Education, 1984;Miller, 1987), concern with the effectivenessof American schooling continued, ultimatelyresulting in a second round of reform activitiesprecipitated in 1989 by the Governors Educa-tion Summit in Charlottesville, Virginia. In theaftermath of that meeting, American school re-form was transformed into school restructur-

ing, a process that focused, at least initially,not on repairs to the existing system as target-ed under the earlier reform activities, but rath-er on the “reshaping of the entire educationalenterprise” (Hallinger et al., 1992, p. 330).Principals constitute a primary group in schoolrestructuring, being both the agents of changeby virtue of their roles as school managers andinstructional leaders (see e.g., Bossert, Dwyer,Rowan, & Lee, 1982; Pajak & McAfee, 1992),and targets of change given their increasedaccountability for school outcomes and therestructuring efforts that require principals toshare decision making with teachers (see e.g.,Heck, Larsen, & Marcoulides, 1990).

Small, descriptive studies have examined spe-cific aspects of the reform process including,for example, administrative support for reform(see e.g., Hallinger et al., 1992), the activitiesof principals in this transitional period(Stronge, 1988), and the elements of successfor effective principals (Cooper, 1989; Queen,1989). Other larger studies examined only seg-ments of the school administrator population(e.g., the National Association of ElementarySchool Principals’ decennial survey of elemen-tary principals reported by Doud, 1989) or fo-cused on single topics (e.g., fringe benefits andthe opinions of school personnel reported bythe research arm of the major principal andadministrator professional associations, theEducational Research Service [ERS], 1986,1991). Little broad policy-relevant research,however, is available to assess the impact ofthe two waves of school reform on the princi-palship or to inform future policy initiatives.The Schools and Staffing Survey partially fillsthis void by providing descriptive informationabout the changing nature of the individualswho serve as principals, including their per-ceptions of challenges they face.

The Schools and Staffing Survey

The multiple administrations of SASS (1987-88, 1990-91, and 1993-94) provide a unique

2

opportunity to examine the policies, practices,and perceptions of the nation’s public and pri-vate schools, school districts, principals, andteachers. Schools and Staffing Survey has beendescribed as:

The most thorough and comprehensivesurvey of American education concerningthe school work force and teacher supplyand demand that has ever been con-ducted in this country (Choy et al., 1993,p. iii).

Major categories of data collected by SASSinclude school and school administrator char-acteristics, teacher characteristics, programsand policies, teacher supply and demand, andthe opinions and attitudes of teachers andschool administrators regarding policies andworking conditions. The ability to link surveydata for individual principals, schools, teach-ers, and districts enhances the analyticalpotential of the data, as does the use ofcomparable questions in each round of admin-istration.

This report is based mainly on responses tosurvey questions that examined the demo-graphic characteristics, educational back-grounds, training and experiences, and atti-tudes and perceptions of the nation’s publicand private school principals during the 1987-88, 1990-91, and 1993-94 school years. Thesedata were from responses to the followingquestionnaires:

• School Administrator Questionnaire, 1987-1988;

• Public School Administrator Questionnaire,1990-1991;

• Private School Administrator Questionnaire,1990-1991;

• Public School Principal Questionnaire,1993-1994; and

• Private School Principal Questionnaire,1993-1994.

Analyses of school-level administrators couldnot be done, however, without also consideringthe environment in which they operate. Con-sequently, the following additional SASSinstruments were used, where necessary, toobtain descriptive information about theschools in which administrators are locatedand the teachers whom they lead, includingfactors such as student characteristics andschool descriptors:

• Teacher Demand and Shortage Question-naire for Public School Districts, 1987-88,1990-91, and 1993-94;

• Public and Private School Questionnaires,1987-88, 1990-91, and 1993-94; and

• Public and Private School Teacher Ques-tionnaires, 1987-88, 1990-91, and 1993-94.

One of the objectives for this descriptivereport of public and private school principalswas the comparison of findings betweenschool years (i.e., the results of 1987-88 vs.1990-91 vs. 1993-94 findings). While the over-all focus of the School Principal Questionnaireremained essentially unchanged between 1987-88 and 1993-94, the questionnaire was ex-panded each year. Comparisons betweenschool years were complicated slightly bymodifications in sampling design and question-naire and item development between the threeadministrations. Appendix C discusses thosedifferences and their relationship to the meth-odology employed.

This report uses SASS data to provide a com-prehensive portrait of the American public andprivate school principalship during the 1993-94 school year and to assess changes over thesix previous years. To highlight trends, manyof the tables and figures in this report presentresults from each of the three survey years.Other tables and figures present only 1993-94

3

data where current information is more rele-vant or when temporal changes are insignif-icant.

Overview of the Report

Many issues guided the preparation of thisreport. These issues were identified through acareful review of the current literature onschool administration, especially in the contextof school reform; a detailed examination of the1987-88, 1990-91, and 1993-94 SASS instru-ments; and the reports developed from the1987-88 and 1990-91 SASS (Hammer &Gerald, 1990; Hammer & Rohr, 1993; Choy,Henke, Alt, Medrich, & Bobbitt, 1993). Theissues fell under the following four broadtopics, which correspond to the subsequentchapters of this report:

• Demographics of the principalship;

• Training and experience of principals;

• Principals’ perceptions of problems in theirschools; and

• Principals’ goals, influence, and careerplans.

2A description of the statistical procedures is includedin appendix C.

This report presents findings of interest topracticing educators, researchers, and policymakers at the national, state, and local levels.The body of the report is nontechnical anddescriptive in nature, with considerable effortdevoted to the presentation of analytic findingsin ways that facilitate comprehension. Readingthis report does not require any statisticalexpertise. Differences and similarities dis-cussed in the text, however, have been eval-uated for statistical significance using Stu-dent’s t statistic adjusted for multiple com-parisons with the Bonferroni procedure at theα=.05 level.2

This first chapter has provided backgroundinformation that sets the stage for the discus-sions of specific issues that follow. Theremaining chapters of the report are organizedaround the topics listed above. The chaptershighlight and display data of particular intereston issues relevant to each topic.

All numbers appearing in the figures andtables in the following chapters, as well asnumbers cited in the text, also appear in thetables of estimates in appendix A. The figuresand tables in the chapters highlight importantvariables discussed in the text. Where numberscited in the text do not appear in these figuresor tables, a reference for an appendix table isprovided (in parentheses with the prefix A).

Appendix B includes tables of standard errorsfor the estimates presented in appendix A.Appendix C contains technical notes for thereport and includes a discussion of sampling,data collection, and analysis. Appendix Dprovides a list of additional reports and otherpublications on the Schools and StaffingSurvey.

National Center for Education Statistics isinterested in the readers’ reactions to theinformation presented in this report and to thecontent of the surveys used to collect theinformation. Recommendations to improve thesurvey effort are welcomed. If you have sug-gestions or comments, want more informationabout this report, or would like copies of thequestionnaires, please contact:

Education Surveys ProgramSurveys and Cooperative Systems GroupNational Center for Education StatisticsU.S. Department of Education555 New Jersey Avenue, NWWashington, DC 20208-5651

4

Chapter 2 • Demographics of thePrincipalship

The demographic characteristics of principalsmay be especially important because someresearch has suggested that factors such as sexpredict both the types of activities in whichschool administrators engage and their careerpaths and ultimate accomplishments in thefield. For example, Andrews and Basom(1990) noted that female principals spendmore time observing teachers in their class-rooms, are more concerned with studentaccomplishments, and value teacher pro-ductivity more than their male counterparts.Women administrators are more likely to beseen as instructional leaders in their schools(Smith & Andrews, 1989) by virtue of theirgreater years of experience as teachers and thedifferent administrative and supervisorystrategies they bring to the job.

School desegregation contributed to decreasesin the number of African-American principals(Weinberg, 1977), and some researchers (e.g.,Miklos, 1988) contend that subsequent schooland district practices have meant that minorityprincipals are more likely to be placed inschools with high proportions of students ofsimilar ethnic or cultural groups and perhapsto have been appointed through application ofspecial criteria. Both factors may affect oppor-tunities for further advancement. In any case,minority principals may differ from nonminor-ity administrators in important characteristics.These differences may include years of priorclassroom teaching experience, the nature oftheir previous positions in the field, the natureof their current appointment, salaries andbenefits, perceived control over the educationalprocess, and age at hiring (see Miklos, 1988).

Principal age may have important implicationsespecially for career opportunities and accom-plishments for both women and minorities(Miklos, 1988). Administrators assigned earlyin their careers (i.e., in their middle to late30s) may be more likely to later serve inlarger schools (e.g., as high school principals)and to hold district-level positions. Previousstudies have shown, however, that women andminority administrators both teach longer andenter administration later than white males(Andrews & Basom, 1990; Miklos, 1988).These patterns may limit both the length andtype of administrative careers because theyconflict with career norms that favor youthfulcareer entry.

Following an overview of the demographics ofthe principalship, the sections below address inturn issues of sex, race-ethnicity, and age.These demographic characteristics affect otherissues as well. Thus, sex, race-ethnicity, andage will be examined further as other topicsare addressed in subsequent chapters of thereport.

Demographic Overview

Table 1 shows the total number of public andprivate school principals by region for the1987-88, 1990-91, and 1993-94 school years.1

1Text tables and figures highlight important variables.All numbers and percentages are drawn from tables ofestimates in appendix A (referenced in the text with theprefix A).

As the table indicates, the total number ofpublic school principals grew between 1987-88

5

and 1993-94 (up 2.2 percent), reflecting a

Table 1.—Number of public and private school principals by region:1987-88, 1990-91, 1993-94

Public Private

Region 1987-88 1990-91 1993-94 1987-88 1990-91 1993-94

TOTAL 77,890 78,890 79,618 25,401 23,881 25,015

Northeast 13,854 13,705 13,469 6,299 5,272 5,966

South 25,890 25,838 26,308 6,995 6,115 6,777

Midwest 22,465 23,124 23,144 7,644 7,462 7,302

West 15,680 16,223 16,698 4,463 5,031 4,971

NOTE: Details may not add up to totals due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and StaffingSurvey: 1987-88 (Administrator Questionnaire), 1990-91 (Administrator Questionnaires), 1993-94(Principal Questionnaires).

change in the number of public schools duringthat period. The growth occurred mainly in thewest (up 6.5 percent). The number of privateschool principals showed no change across thesix-year period.

Table 2 provides an overview of importantcharacteristics of the public and private prin-cipal population for 1993-94. Elementary prin-cipals outnumbered secondary principals by aratio of almost three to one in public schoolsand nearly six to one in private schools. Thirtypercent of private school principals, however,served in schools that combine elementary andsecondary levels, compared to 4 percent ofpublic school principals. In 1993-94, 65 per-cent of public school principals were men,compared to 46 percent of private school prin-cipals. Most public and private principals werewhite non-Hispanic, and they were, on aver-age, in their late 40s.

The sections that follow examine specificdemographic characteristics (sex, race-eth-nicity, and age) of public and private school

principals in relation to a variety of school andcommunity characteristics and in relation tosalaries and benefits. Comparisons among esti-mates from the 1987-88, 1990-91, and 1993-94school years highlight trends.

Sex

As figure 1 illustrates, the majority of publicschool principals during the 1987-88, 1990-91,and 1993-94 school years were men. Duringthe 1993-94 school year, 59 percent in urbanfringe/large town public schools were male,and 75 percent of principals in rural/smalltown public schools were male, although incentral city schools there were no sex differ-ences (table A4). Similarly, for public schoolsin 1993-94, 63 percent of principals in districtswith 5,000 to 9,999 students were male, 74percent in districts with 1,000 to 4,000, and 79percent in districts with less than 1,000 stu-dents (table A3). In public schools where 50percent or more of the students were eligibleto receive free or reduced-price lunch, 60 per-cent of the principals in 1993-94 were male; inschools where 20 to 40 percent were free-

6

lunch eligible, 68 percent of principals were

Table 2.—Overview of characteristics of public and private school principals:1993-94

Principal characteristic Public Private

School levelElementary 71.9% 59.5%

Secondary 24.4% 10.3%

Combined 3.7% 30.2%

SexMale 65.4% 46.4%

Female 34.5% 53.6%

Race-ethnicityAmerican Indian/Alaska Native 0.8% 0.5

Asian/Pacific Islander 0.8% 0.7

Black non-Hispanic 10.1% 4.2%

White non-Hispanic 84.2% 92.5%

Hispanic 4.1% 2.1%

Total minority 15.7% 7.5%

Average age 47.7 47.1

Average salary $54,857 $32,075

NOTE: Details may not add to 100 percent due to rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and StaffingSurvey: 1993-94 (Principal Questionnaires).

male; and in schools where less than 20percent of the students were eligible, 69percent of the principals were male (table A5).Additionally, as figure 1 shows, in 1993-94principals were more likely to be male inpublic secondary schools (86 percent) thanthey were in public elementary schools (59percent).

In contrast to the continuing male majority inthe principalship, the proportion of femaleprincipals in public schools increased betweenthe 1987-88 and 1993-94 school years. Thirty-four percent of principals were women in1993-94, up from 25 percent in 1987-88 (tableA1). The increase is prominent in public

elementary schools, where women occupied 30percent of the principalships in 1987-88 and41 percent in 1993-94 (table A6), but also canbe seen in secondary schools (9 percent in1987-88 to 14 percent in 1993-94). No changeis found in public combined schools. The trendis also strong in larger districts, where theproportion of female principals rose from 22percent in 1987-88 to 37 percent in 1993-94 indistricts with 5,000 to 9,999 students, andfrom 35 percent to 47 percent in districts with10,000 or more students (table A3).

Both attrition and hiring can contribute tochanges in principal demographics. Examiningcharacteristics of principals with less thanthree years of experience highlights hiring

7

patterns. For each of the school years 1987-88,

Figure 1.—Percentage of public school principals by sex and sex within school level: 1987-88, 1990-91, and 1993-94

1993-94

1990-91

1987-88

1993-94

1990-91

1987-88

1993-94

1990-91

1987-88

0 25 50 75 100

Percent

Male Female

Sex

Ove

rall

Sex

With

in

Sch

ool L

evel Ele

men

tary

Sec

onda

ry

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey: 1987-88 (Administrator Questionnaire), 1990-91 (Administrator Questionnaire), 1993-94 (Principal Questionnaire).

75.4 24.6

70.0 30.0

65.4 34.5

69.9 30.1

63.5 36.5

58.9 41.1

90.6 9.4

89.0 11.0

86.2 13.8


1990-91, and 1993-94, the proportion of newpublic school principals who were women wasgreater than the overall proportion of femaleprincipals (table A7). Additionally, as figure 2illustrates, the percentage of new public schoolprincipals who were female rose from 41 per-cent in 1987-88 to 48 percent in 1993-94.These data suggest that changing hiring pat-terns, not simply a higher attrition rate formen, have contributed to the increase in the

proportion of public school principals who arewomen.

The picture is different for private schools. Asfigure 3 shows, for the 1993-94 school year,women constituted a majority of private schoolprincipals. Comparable percentages of femaleprincipals existed in both 1987-88 and 1990-91. Nearly two-thirds of elementary principalswere women in each year, while, as withpublic schools, a greater percentage of private

8

secondary principals were men. In contrast to

0 25 50 75 100

Percent

Priv

ate

Pub

lic58.8 41.2

54.6 45.4

51.9 48.1

48.2 51.8

49.8 50.2

42.7 57.3

Figure 2.—Percentage of new public and private school principals by sex: 1987-88, 1990-91, and 1993-94

1993-94

1990-91

1987-88

1993-94

1990-91

1987-88

Male Female

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey: 1987-88 (Administrator Questionnaire), 1990-91 (Administrator Questionnaires), 1993-94 (Principal Questionnaires).

public schools, the proportion of men towomen principals in private schools remainedrelatively constant in elementary and secon-dary schools for the three school years. Addi-tionally, as figure 2 illustrates, the proportionof new private school principals who werefemale (52 percent for 1987-88, 50 percent for1990-91, and 57 percent for 1993-94) wascomparable for each of the years to the overallpercentages of private school principals whowere female. The data suggest little change inhiring patterns among private schools.

The increasing ratio of female to male prin-cipals in public schools is one indication of

greater equity in school leadership. Anotherindication is the comparability of the salariesand benefits these principals received. For the1993-94 school year, average salaries for maleand female principals in public schools werequite similar ($54,922 for males, $54,736 forfemales). Moreover, salaries for male andfemale principals were comparable at all edu-cation levels (table 3). For public schoolsduring the 1993-94 school year, there was alsolittle difference between men and women prin-cipals with regard to the employment benefitsthey received, including medical and life insur-ance and retirement plans (table A10).

9

For private schools, differences between male

47.8

48.7

34.9

34.3

32.3

67.5

71.1

66.0

46.4

Figure 3.—Percentage of private school principals by sex and sex within school level: 1987-88, 1990-91, and 1993-94

1993-94

1990-91

1987-88

1993-94

1990-91

1987-88

1993-94

1990-91

1987-88

0 25 50 75 100

Percent

Male Female

Sex

Ove

rall

Sex

With

in

Sch

ool L

evel Ele

men

tary

Sec

onda

ry52.2

51.2

53.6

65.1

65.7

67.7

32.5

28.9

34.0



and female principals in salaries and benefitswere apparent. For example, as table 3 shows,in 1993-94 private male principals earned anaverage of $35,597 while female principalsearned an average of $29,185. For 1993-94,private principals overall were less likely toreceive benefits than were public school prin-cipals, with the exception of inkind benefits,which were more frequently available to pri-vate school principals (table A10). As with

public schools, however, no sex-related dif-ferences were found in regard to benefits in1993-94.

Race-Ethnicity

Figure 4 illustrates that, in 1993-94, the greatmajority of public and private school princi-pals were white non-Hispanic (84 percent forpublic schools, 92 percent for private schools).The white majority was found in all regions of

10

the country (table A2). The percentage of

Table 3.—Public and private school principals’ average salary by sex andhighest degree earned: 1993-94

Sex

Highest degree Male Female

Public

All degrees $54,922 $54,736

Bachelor's 44,907 38,112

Master's 53,820 54,241

Ed. specialist/prof. diploma 55,424 55,313

Doctorate 62,694 59,535

Private

All degrees 35,597 29,185

Less than bachelor's 14,428 23,197

Bachelor's 26,180 22,982

Master's 39,029 31,432

Ed. specialist/prof. diploma 40,947 31,449

Doctorate 52,729 47,239

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and StaffingSurvey: 1993-94 (Principal Questionnaires).

minority principals in public schools didincrease, however, between 1987-88 and 1993-94 from 13 to 16 percent (table A1).

For public schools, the proportion of minorityprincipals was low in all types of communi-ties, although the proportion varied consider-ably among the community types. Specifically,for 1993-94, 35 percent of principals in centralcity schools were minorities, 15 percent inurban fringe/large town schools were minori-ties, and in rural/small town schools 7 percentwere minorities (table A4). For that same year,the percentage of minority public principalswas low for elementary (17 percent) andsecondary schools (12 percent) (table A6).

Relatively few minority principals served inpublic schools in districts with less than 1,000

students (4 percent in 1993-94) (table A3).The percentage of minority principals in-creased, however, as district size increased;and in districts with 10,000 or more students,29 percent of principals were minorities. Addi-tionally, for 1993-94, in public schools withless than 20 percent of students eligible toreceive free or reduced-price lunch, 7 percentof the principals were minorities; and inschools where 50 percent or more studentswere eligible, 32 percent of principals wereminorities (table A5).

Overall, private schools employed a smallerproportion of minority principals than didpublic schools, as figure 4 illustrates. For1993-94, approximately 8 percent of privateschool principals were minorities. This per-centage changed little between the 1987-88and 1993-94 school years (table A1). Eight

11

percent of new private school principals (those

Figure 4.—Percentage of public and private school principals by race-ethnicity: 1993-94

Public Private

White non-Hispanic Black non-Hispanic

Hispanic Other

84.2%

10.1%

4.1%

1.6%

92.5% 4.2%

2.1%1.2%

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey: 1993-94 (Principal Questionnaires).

with less than three years as principals) wereminorities in 1993-94, which does not signalany meaningful change (table A7).

As is the case with sex, comparing salariesand benefits of principals by race-ethnicityprovides an indication of the extent to whichequity exists. Table 4 shows that, for publicschools in 1993-94, average salaries for minor-ity principals ($56,956) were higher than thosefor white principals ($54,466).2 For private

2Higher average salaries for minority principals inpublic schools are likely to be associated with highersalaries in central city schools (table A9), where therelative proportion of minority principals is highest(table A4).

schools, salary differences between white andminority principals were not significant (tableA8). In 1993-94, for both public and private

schools, white and minority principals did notdiffer in regard to receiving medical insurance,dental insurance, life insurance, or retirementplans (table A10). This finding regarding bene-fits changed for public schools since 1987-88,when white principals were more likely thanminority principals to receive medicalinsurance, life insurance, and retirement plans.

Age

The average age of public school principalsrose slightly from school years 1987-88 (46.8years) to 1993-94 (47.7 years), as did the aver-age age of private school principals (45.4years to 47.1 years) (table A1). For 1993-94,the average age of private school principalsdid not differ from public principals. Figure 5highlights the age distribution by showing theproportion of oldest and youngest public andprivate principals for each school year. Inpublic schools, the percentage of principals in

12

the 55-and-over group changed little between

Table 4.—Public school principals’ average salary by race-ethnicity and highestdegree earned: 1993-94

Race-Ethnicity

Highest degreeAm. Ind./AK Nat.

Asian/Pac. Isl.

Blacknon-

Hispanic

Whitenon-

Hispanic HispanicTotal

minority

All degrees $51,117 $59,446 $57,699 $54,466 $55,862 $56,956

Master's 49,035 60,041 56,870 53,488 55,990 56,342

Ed. specialist/prof. diploma

57,390 55,952 56,765 55,242 54,458 56,284

Doctorate — — 63,725 61,270 61,413 62,854

— Too few cases for a reliable estimate.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and StaffingSurvey: 1993-94 (Principal Questionnaire).

1987-88 (18 percent) and 1993-94 (15 per-cent). Across those years, however, the per-centage of principals in the under-40 groupdropped from 19 percent to 10 percent. Inprivate schools between 1987-88 and 1993-94,the under-40 group also decreased from 30percent to 22 percent, while the 55-and-overgroup showed no significant change.

An examination of public school principals’average age in 1993-94 in relation to schooland community variables finds few noteworthydifferences. The average age of principals,however, did increase as district size in-creased. Thus for 1993-94, principals’ averageage was 46.3 years in districts of less than1,000 students and 48.8 years in districts of10,000 or more (table A3).

Not surprising, new public and private schoolprincipals (those with fewer than three yearsas principals) were younger than the averageprincipal (table A7). For 1993-94, new publicprincipals’ average age was 44.1 years, com-pared to 47.6 years for all public principals.The average age for new public principals,however, rose across the six-year period, from41.6 years in 1987-88 to 44.1 years in 1993-94. Looking at new public school principalsacross age groups shows that the percentage ofnew principals under age 35 dropped signifi-cantly between 1987-88 (13 percent) and1993-94 (7 percent), as did the percentage inthe 35-39 group (from 27 percent to 15 per-cent). On the other hand, an increase occurredin the 45-49 age group, which rose from 18percent to 32 percent.

13

Figure 5.—Percentage of public and private school principals in the oldest and youngest age groups: 1987-88, 1990-91, and 1993-94

1987-88 1990-91 1993-94

< 40

55

< 40

55

Age

Gro

upA

ge G

roup

0 10 20 30 40 50

0 10 20 30 40 50

Percent

Percent

18.6

13.6

9.5

17.9

17.8

15.4

30.2

25.3

22.0

18.9

21.0

23.7

Public

Private

>

>


14

Chapter 3 • Training and EducationalExperiences of Principals

Most states require public school principals(and, in some states, private school principals)to have training in educational administrationfrom state-approved programs, which oftenleads to a master’s or other advanced degreein educational administration. The approvedprograms, however, have been criticized inrecent years (e.g., Hodgkinson, 1992;Marshall, Rogers, & Steele, 1993; Smith &Greene, 1990). Principals have been among theharshest critics. For example, as Miller (1987)has reported, principals have argued that theirspecified academic preparation was inadequateand unrelated to the realities of their jobs. Infact, the most important element of trainingidentified by these individuals was unrelated tothe formal curriculum at all. As these currentprincipals pointed out, their teaching experi-ence and their on-the-job experience as princi-pals provided the best training (Miller, 1987).The assistant principalship often serves as thetraining and orientation for prospective prin-cipals. Unfortunately, this position usuallypulls administrators away from an orientationto instruction and attunes them to political,bureaucratic, and managerial functions(Marshall, 1989, 1992; Greenfield, 1985;Greenfield, Marshall, & Reed, 1986).

Proposed revisions to administrator preparationprograms have been frequent. Some research-ers suggest that advanced degrees in curricu-lum and instruction (Smith & Greene, 1990) orin a substantive area besides education be pre-requisites for training in educational admin-istration. The National Association of Ele-mentary School Principals’ report,Principalsfor the 21st Century, identified several build-ing blocks for administrator training programs.

The group’s suggestions included less genericpreparation for administrators in favor of otherapproaches that address the specific challengesof principals in particular schools, replacementof the existing principal internship with experi-ences that provide more practical job-relatedactivities, and additional training in effectiveinstructional and school practices (e.g., vision,communication strategies, evaluation, andinstructional development).

This chapter examines the preparation of prin-cipals. Schools and Staffing Survey questionsrelated to this issue focus mainly on formaleducation but also include items on intern-ships, inservice training, and prior educationalexperiences, which researchers have high-lighted as important preparatory factors foradministrators. The data available throughSASS also allow examination of principals’education levels, professional experiences,academic disciplines, and training in relationto various community, school, and demo-graphic characteristics. Looking at changesacross the three survey years provides someindication of the impact of reform initiativesdirected toward preparing principals as instruc-tional experts and leaders. The chapter isorganized under three areas: education andtraining, field of study for degree programs,and prior experience in education.

Formal Education and Training

In 1993-94, almost two-thirds of public schoolprincipals held master’s degrees as their high-est degree and slightly over one-third were ed-ucated at a post-master’s level (i.e., educationspecialist/professional diploma or doctorate).

15

Figure 6 displays the percentage of principals

Figure 6.—Percentage of public school principals by highest degree earned: 1987-88, 1990-91, and 1993-94

1987-88 1990-91 1993-940

25

50

75

100

2.4

53.4

35.1

8.9

1.8

60.5

28.2

9.4

1.4

63.4

25.8

9.3

Bachelor's Master's Ed. specialist/prof. diploma Doctorate


NOTE: Details may not add to 100 percent due to rounding and because the figure does not include principals with less than a bachelor's degree (<1 percent).

at each education level for the three surveyyears. As the graphic shows, the percentage ofprincipals in public schools with the master’sas their highest degree increased from 53percent in 1987-88 to 63 percent in 1993-94,while the percentage of principals with doctor-ates remained essentially unchanged for thosetwo years. The increase in the percentage ofpublic school principals with master’s degreesappears to be related to a decline in educationspecialist degrees and professional diplomas.The percentage of principals with those de-

grees, which require at least one year of train-ing beyond the master’s degree, decreasedfrom 35 in 1987-88 to 26 in 1993-94.

One factor contributing to this change may bethe lack of financial rewards for post-master’straining below the doctorate level. In 1993-94,public school principals with education spe-cialist degrees and professional diplomasearned an average of $55,383 annually, whichwas only slightly more than those withmaster’s degrees, who averaged $53,959 (tableA8). The financial incentives associated with

16

earning a doctorate were higher, however, asprincipals with doctorates earned an average of$61,545.

The education levels of public school prin-cipals were similar for different communityand school types (table A11). Also, as shownin figure 7, for 1993-94, public secondary andelementary principals were nearly equallylikely to hold master’s degrees (63 percentversus 64 percent) and doctorates (10 percentversus 9 percent).

Differences are apparent between the educationlevel of public and private school principals in1993-94, as figure 7 illustrates. At the ele-mentary school principals held a bachelor’s astheir highest degree; 26 percent of privateelementary principals held a bachelor’s as theirhighest degree. Additionally, approximatelyone in three public elementary principals andone in eight private elementary principalscompleted education above the master’s level.At the secondary level, the percentages ofpublic and private principals holding master’sdegrees and doctorates were comparable. Forexample, in 1993-94, 63 percent of publicsecondary principals and 67 percent of privatesecondary principals held a master’s as theirhighest degree, while 10 percent of public and12 percent of private secondary principals helddoctorates. Differences are apparent, however,in the percentage of principals who completedan education specialist degree or held a pro-fessional diploma (25 percent for public and14 percent for private).

Salary differences between public and privateschool principals across education levels arealso apparent. In 1993-94, private school prin-cipals with doctorates earned an averageannual salary of $51,190, which was $10,355less than comparable public school principals(table A8). Those with master’s degrees aver-aged $34,789, or $19,170 less than their publiccounterparts, and those with bachelor’s degreesaveraged $24,249 or $17,359 less.

Inservice Training in Administration

In 1993-94, 39 percent of public school prin-cipals indicated that, prior to becoming a prin-cipal, they had participated in a district orschool program for aspiring principals, 86 per-cent indicated that they had received in-servicetraining in evaluation and supervision, 75 per-cent had received training in managementtechniques, and 41 percent had participated inan administrative internship aside from coursework for a degree (table A13). For 1993-94,the percentage of private school principalswho reported having had aspiring principalstraining (38 percent) was approximately thesame as public principals. Private school prin-cipals, however, were less likely to reporttraining in evaluation and supervision (65 per-cent), training in management techniques (58percent), and participation in an administrativeinternship (22 percent).

For public schools in 1993-94, noteworthyvariations existed in the percentage of prin-cipals who participated in training whenviewed in relation to principal and schoolcharacteristics (table A13). For example, for1993-94, more female public principals thanmale public principals reported having partici-pated in a program for aspiring principals (45percent versus 36 percent) and in an adminis-trative internship (46 percent versus 39 per-cent). A contrast is also found for that sameyear when comparing minority and white pub-lic school principal participation in aspiringprincipals training (58 percent versus 35 per-cent). With regard to school characteristics, for1993-94, public principals in central city andurban fringe/large town communities weremore likely than principals in rural/small towncommunities to have participated in an aspir-ing principals program (52 percent, 43 percent,and 30 percent, respectively).

17

Figure 7.—Percentage of public and private school principals by highest degree earned by school level: 1993-94

0

25

50

75

100

Elementary Secondary Total*0

25

50

75

100

Elementary Secondary Total*

* Total includes combined schools.

Public

Private

Less than bachelor's

Bachelor's Master's Ed. specialist/prof. diploma

Doctorate

# Estimate is <0.05.

#1.5

64.1

25.7

8.6

# 1.2

63.0

25.4

10.3

# 1.4

63.4

25.8

9.3

7.0

26.1

54.2

8.04.7 6.0

0.2

67.4

14.012.4

8.4

25.9

51.6

8.25.9



18

Field of Study

As figure 8 illustrates, for 1993-94, educa-tional administration remained the predominantfield of study for public school principals.1 For

1SASS provides information about principals' field ofstudy for each earned degree, including education spe-cialist degrees and professional diplomas that representat least one year of post-master's study. Because mostprincipals hold more than one degree and may pursue adifferent field of study for each degree, many principalsprovided multiple responses to the field-of-study itemson the principal questionnaires. Thus the field of studyvariable is most appropriately analyzed using a dupli-cated principal count that captures all fields of studyacross all degrees held. Figure 8 and table A14 showthe percentage of public and private school principalswho pursued each listed field of study for one or moreof their degrees.

each of the school years 1987-88, 1990-91,and 1993-94, approximately two-thirds of allprincipals held a degree in that field. Manyprincipals also held degrees in elementaryeducation (39 percent in 1993-94). Overall,few changes were apparent in public schoolprincipals’ fields of study for the 1987-88,1990-91, and 1993-94 school years (tableA14).

A number of differences can be found betweenthe educational backgrounds of male andfemale public principals. For 1993-94, 71 per-cent of male principals and 58 percent offemale principals had degrees in educationaladministration (table A14). Public femaleprincipals were as likely to hold degrees inelementary education (58 percent) as in educa-tional administration, and a smaller percentageof male (29 percent) than female principalsheld elementary education degrees. For 1993-94 in public schools, men were more likelythan women to hold degrees in physical edu-cation (14 percent versus 3 percent) and morelikely to hold degrees in social studies (10percent versus 3 percent). On the other hand,women were more likely than men to report a

degree in special education (11 percent versus4 percent).

For 1993-94, private school principals wereconsiderably less likely than their publiccounterparts to have academic backgrounds ineducational administration, with less than 30percent reporting such degrees (figure 8).Private female principals were more likely toreport degrees in elementary education (45percent for 1993-94) than in educationaladministration (27 percent); and, for 1993-94,private male principals were as likely to havebackgrounds in subject area education (30percent) as in educational administration (31percent) (table A14).

Prior Experience in Education

Not surprising, nearly every principal was aclassroom teacher before becoming a principal.Principals in private schools were less likely tohave teaching experience than those in publicschools, but the overall percentage of bothpublic (99 percent) and private (88 percent)principals with teaching experience remainedhigh in 1993-94 (figure 9).

Across school years 1987-88, 1990-91, and1993-94, athletic coaching remained a com-mon experience for male principals (38 per-cent, 39 percent, and 38 percent in publicschools in 1993-94; 30 percent, 29 percent,and 29 percent in private schools) and a rela-tively rare experience for women (4 percent, 4percent, and 6 percent in public schools in1993-94; 4 percent, 5 percent, and 4 percent inprivate schools) (table A15). On the otherhand, female principals in public schools weremore likely to have experience as curriculumspecialists or coordinators compared to maleprincipals (30 percent versus 11 percent) aswere female principals in private schools (16percent versus 10 percent) in 1993-94, the firstyear that item appeared in SASS.

19

Figure 8.—Percentage of public and private school principals by field of study for bachelor's and higher degrees: 1993-94

0 10 20 30 40 50 60 70 80 90 100

0 10 20 30 40 50 60 70 80 90 100

Percent

Percent

Public

1.8

39.37.4

40.7

6.2

5.766.3

0.7

6.8

14.1

1.4

3.710.0

2.4

32.36.5

26.9

5.8

2.9

28.5

1.0

2.5

27.2

1.6

3.2

9.1

Social science

Natural science

Foreign language

General

Counseling and guidance

Educational psychology

Educational administration

Curriculum and instruction

Special education

Subject area education

Secondary

Elementary

Early childhood

Edu

catio

n A

reas

Non

educ

atio

n A

reas

Social science

Natural science

Foreign language

General

Counseling and guidance

Educational psychology

Educational administration

Curriculum and instruction

Special education

Subject area education

Secondary

Elementary

Early childhood

Edu

catio

n A

reas

Non

educ

atio

n A

reas

Private


Because most principals hold more than one degree and may pursue a different field of study for each degree, the figure reports multiple responses from principals with multiple fields of study.

NOTE:

20

Figure 9.—Percentage of public and private school principals with prior experience in teaching and other selected education roles: 1987-88, 1990-91, and 1993-94

0 10 20 30 40 50 60 70 80 90 100Percent

1987-88 1990-91 1993-94

Teacher

Assistant principal or program director

Guidance counselor

Athletic coach

Teacher

Assistant principal or program director

Guidance counselor

Athletic coach

Public

Private

98.998.798.8

49.751.0

54.1

10.19.2

7.6

29.828.7

26.6

89.087.087.8

31.433.0

29.0

7.78.3

6.3

16.316.7

15.6

0 10 20 30 40 50 60 70 80 90 100Percent


21

Also of particular relevance in regard to exper-ience are the number of years of teaching prin-cipals have prior to becoming principals andthe number of years they have been principals.Overall, the average years of teaching is sub-stantial and seems more than adequate to pro-vide the hands-on instructional foundationmost observers believe principals should have(figure 10). For public school principals, theaverage years of experience as teachers in-creased slightly from 10 in 1987-88 to 11 in1993-94, and the average years on the job asprincipals decreased slightly over the six years(from 10 to 9) (table A16). Private schoolprincipals showed no changes overall between1987-88 and 1993-94 in teaching experience,but exhibited a slight increase in average yearsas principals (from 8 to 9 years).

A focus on sex and race-ethnicity of principalsprovides some interesting contrasts. Figure 10shows that, in 1993-94, public female princi-pals had more experience as teachers beforebecoming principals than did males (13 versus10 years). Similarly, private female principalshad more teaching experience than their malecolleagues (11 versus 8 years). Public femaleprincipals in 1993-94 had been in that positionfor fewer years than their male counterparts (6versus 10). For public schools in 1993-94, adifference was also apparent in whiteprincipals’ average teaching experience (11years) compared to minority principals ingeneral (12 years) and black principals inparticular (13 years) (table A16).

22

Figure 10.—Public and private school principals' average years of experience as teachers and principals: 1993-94

Public

Private

Male

FemaleTeac

her

Male

FemalePrin

cipa

l

Male

FemaleTeac

her

Male

Female

Prin

cipa

l

10.0

13.0

10.2

5.6

7.7

11.0

9.2

8.5

0 2 4 6 8 10 12 14Years of Experience

0 2 4 6 8 10 12 14Years of Experience


23

Chapter 4 • Principals’ Perceptions ofProblems in Their Schools

The number of problems facing school prin-cipals is almost infinite and varies by schooltype, community, and area. Several studieshave enumerated some of the problems (seee.g., Goldhammer et al., 1971; ERS, 1991); theGallup organization’s annual public opinionsurvey of American education is perhaps thebest known. The 1992 edition of thisAnnualPoll of the Public’s Attitudes Toward thePublic Schools(Elam, Rose, & Gallup, 1992)identified the biggest problems facing localschools as (1) use of drugs, (2) lack ofdiscipline, (3) lack of proper financial supportfor education, and (4) overcrowding and toolarge schools. Poor curriculum and standards,the focus of much of the early reform activ-ities, ranked a distant fifth place.

The Educational Research Service EducatorOpinion Poll poses similar questions to princi-pals on a regular basis. The respondents in the1991 study identified limited financial supportfor education as the primary factor hinderingthe schools (identified by 30 percent of theresponding principals). External threats toeducation were the next most important ele-ments, including inadequate interest and in-volvement on the part of parents in theirchildren’s education (22 percent) and poverty(19 percent). In contrast to current conven-tional wisdom about American schools, schoolsafety and security issues (e.g., crime, van-dalism, gangs) were not considered the mostimportant problems by most principals or thegeneral public.

The next decade will present new and difficultchallenges in addition to the current arraythreatening today’s schools. The Schools and

Staffing Survey provides the opportunity toexamine principals’ perceptions of the mostserious problems facing their schools and tocompare these perceptions over time. Thisanalysis provides an indication of whetherproblems vary by school and district charac-teristics and whether the problems facingAmerican schools are becoming more serious.

Serious Problems Identified

For each of the survey years, SASS asked prin-cipals to rate a list of potential problems aseitherserious, moderate, minor, or not a prob-lem in their school. The list of problems con-tained in the principal questionnaires variedover the three years, with each subsequentquestionnaire adding or deleting items toreflect more accurately current issues ineducation. The 1987-88 instrument listed 13items, and the 1990-91 instrument had 22items. For 1993-94, the questionnaire addedfour new items(students come to school un-prepared to learn, poor nutrition, poor studenthealth,andstudent problems with the Englishlanguage) and excluded two items (physicalabuse of teachersand cultural conflict) tocreate a 24-item list.

Table 5 presents, by school level for each ofthe three years, the problems principals identi-fied most frequently as serious problems intheir school and the percentage of principalswho selected each of those problems. Thetable lists all the problems that were in the topfive for any of the three years. Public ele-mentary school principals most often identifiedpovertyas a serious problem for the two yearsit appeared in the survey (15 percent in 1990-

25

Table 5.—Percentage of public and private school principals selecting problemsas serious in their schools: 1987-88, 1990-91, 1993-94

Most frequently identified problems 1987-88 1990-90 1993-94

PUBLICElementary

Poverty (a) 15.4 17.0Lack of parent involvement (a) 11.9 10.2Parent alcohol/drug abuse (a) 6.4 7.0Student apathy (a) 4.7 5.6Student absenteeism 3.6 3.6 2.4Teacher absenteeism 1.6 1.1 0.8Student tardiness 2.7 3.0 2.3Physical conflicts among students 2.6 2.3 3.4Vandalism of school property 0.8 1.0 1.4Students come unprepared to learn (a) (a) 11.6

SecondaryPoverty (a) 11.5 13.3Lack of parent involvement (a) 19.8 19.7Student apathy (a) 13.7 14.7Student absenteeism 15.3 14.3 11.6Student tardiness 10.5 10.2 9.2Student use of alcohol 11.7 14.0 13.3Students come unprepared to learn (a) (a) 12.5Student pregnancy 6.3 7.4 8.4Student drug abuse 5.6 3.8 4.6

PRIVATEElementary

Poverty (a) 3.0 3.0Lack of parent involvement (a) 1.1 1.9Student apathy (a) 0.6 0.9Teacher absenteeism 0.8 0.5 0.1Students come unprepared to learn (a) (a) 1.3Student tardiness 0.9 1.3 1.2Student disrespect for teachers (a) 0.7 0.5

SecondaryPoverty (a) 2.4 6.3Lack of parent involvement (a) 3.5 5.2Parent alcohol/drug abuse (a) 2.9 8.6Student absenteeism 5.0 1.7 2.3Student tardiness 5.8 2.0 4.3Student use of alcohol 5.3 4.1 11.6Student drug abuse 3.7 1.8 7.1Student disrespect for teachers (a) 2.1 3.2

(a) Item not included on SASS questionnaire that year.

NOTE: Principals were instructed to rate each problem as serious, moderate, minor, or not a problem in theirschools. The table lists the top five problems principals rated as serious for any of the three years.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and StaffingSurvey: 1987-88 (Administrator Questionnaire), 1990-91 (Administrator Questionnaires), 1993-94 (PrincipalQuestionnaires).

26

91 and 17 percent in 1993-94). Twelve percentof public elementary principals identifiedstudents come to school unprepared to learnas a serious problem, making it the secondmost common problem for 1993-94, the onlyyear in which it appeared in the survey.Lackof parent involvementwas also identified as aserious problem by more than 10 percent ofpublic elementary principals for 1990-91 and1993-94, the two years it appeared.

For public secondary principals for 1990-91and 1993-94, lack of parent involvementranked first on the list of problems facingschools, with nearly one-fifth of principalsselecting it as a serious problem.Studentapathy(14 percent in 1990-91, 15 percent in1993-94) andpoverty(12 percent in 1990-91,13 percent in 1993-94) were also identifiedfrequently for those two years by publicsecondary principals. Among the items thatwere on the questionnaires all three years,public secondary principals selectedstudentuse of alcohol(12 percent in 1987-88, 14percent in 1990-91, 13 percent in 1993-94),student absenteeism(15 percent, 14 percent,12 percent), andstudent tardiness(10 percent,10 percent, 9 percent) among the top problemseach of those years.Students come to schoolunprepared to learnwas also selected rela-tively frequently by public secondary prin-cipals for 1993-94 (12 percent).

Two problems involving serious misconductthat were identified with low frequency bypublic secondary school principals are worthnoting: verbal abuse of teachersand studentpossession of weapons. Verbal abuse of teach-ers is noteworthy because the percentage ofsecondary principals selecting it as a seriousproblem tripled between the 1987-88 and1993-94 school years, increasing from 1percent in 1987-88 to 3 percent in 1993-94.On the other hand,student possession ofweaponsremained relatively infrequently citedas a serious problem (1 percent in 1993-94).

Given the seriousness of this problem, how-ever, it is notable that for 1993-94 one ofevery one hundred secondary principals identi-fied this item as a serious problem.

Private school principals were less likely thantheir public counterparts to identify problemsin their schools as serious, but they did iden-tify many of the same problems as their publiccounterparts (table 5). As with the publicschools, private elementary principals selectedpoverty (3 percent in 1993-94) andlack ofparent involvement(2 percent in 1993-94) withthe greatest frequency. They identified theseproblems, however, at much lower rates thantheir public school colleagues.

A notable exception to the lower frequency ofidentification of serious problems for privateschools can be found in the ratings of threealcohol and drug-related problems by second-ary principals for 1993-94 (table A17). Forthat year, 12 percent of private principalsidentified student use of alcoholas a seriousproblem in their school, 9 percent identifiedparent alcohol/drug abuse, and 7 percent iden-tified student drug abuse. Private secondaryprincipals selected those problems at percent-ages comparable to public secondary principals(13 percent, 8 percent, and 5 percent). Privatesecondary principals, like public principals,also frequently selectedpoverty(6 percent in1993-94) andlack of parent involvement(5percent in 1993-94) as serious problems, butthey were less likely to select these problemsthan their public counterparts.

Not surprising, serious problems identified byprincipals varied by community type. For ex-ample, in public elementary schools for 1993-94 (table A18), central city principals weremore likely to identifypoverty(26 percent) asa serious problem than were principals ineither rural/small town schools (16 percent) orurban fringe/large town schools (11 percent).Elementary principals in central cities were

27

also more likely to selectstudents come toschool unprepared to learn(19 percent) andlack of parent involvement(16 percent) asserious problems than were their counterpartsin urban fringe/large town schools (8 percent,7 percent) or rural/small town schools (10 per-cent, 9 percent).

At the secondary level for 1993-94, a patternof problem identification similar to elementaryschools emerged (table A19). As with elemen-tary principals, public secondary principals incentral cities were more likely to identifypoverty(22 percent) as a serious problem thanwere principals in either rural/small town

schools (13 percent) or urban fringe/large townschools (8 percent). Central city secondaryprincipals were also more likely to selectstudents come to school unprepared to learn(17 percent) andlack of parent involvement(24 percent) as serious problems than weretheir counterparts in urban fringe/large townschools (9 percent, 16 percent). One frequentlyidentified problem,student alcohol use, wasmore commonly identified as a serious prob-lem by public secondary principals in rural/small towns (16 percent) than those in urbanfringe/large towns (11 percent) or in centralcities (6 percent).

28

Chapter 5 • Principals’ Goals,Influence, and Career Plans

This chapter focuses on three separate issuesthat are important in understanding the prin-cipal’s place in the work environments ofschool and district. The first of these, educa-tional goals, provides insight into the extent towhich a principal has a sense of direction andarticulates that direction. The second, influ-ence, relates to the important issue of the prin-cipal’s control over critical factors that affectthe school’s performance. The third, plans tocontinue as a principal, reflects on job satis-faction, self-efficacy, and leadership conti-nuity, all factors that affect a principal’s per-formance and effectiveness.

The articulation of goals for schools and, espe-cially, the ability to mobilize resources toobtain the goals are important attributes of theeffective school principal (Bookbinder, 1992).The ability to identify both short- and long-term goals is one of the distinguishing ele-ments between the “beacons of brilliance” and“potholes of pestilence” described by Gold-hammer and his colleagues’ (1971) study ofprincipals. Typically, goals are described asthe instructional leader’s “vision”; and effec-tive school leaders are said to have distinct,active, ambitious, and performance-orientedvisions. Leithwood and Montgomery (1982)categorized the goals of effective principals interms of three basic orientations—toward stu-dents, teachers, and the larger school district—with primacy assigned to “the achievementand happiness of students” (p. 320). As Finn(1987, p. 21) noted, effective school leadersare “intellectually and emotionally committedto meeting challenges, producing achieve-ments, and uniting the school in shared dedica-tion to excellence” through their goals.

“Producing achievements,” however, requiresthat principals not only set meaningful goals,but that they have the influence to mobilizeresources and make changes that will addresstheir goals. Global questions about schooleffectiveness are essentially meaningless with-out further specification of the goals desiredand the approaches that can be used toaccomplish the goals. Thus, it is critical toassess the goals of school administrators andto have an understanding of the influenceschool leaders have in areas critical toaccomplishing their goals.

Principals’ career plans have broad implica-tions for policy makers and planners, as wellas great potential impact on day-to-day schooloperations. Estimates of the magnitude of theturnover vary, but most who have studied theissue agree that over half of the nation’spublic school principals will depart in the1990s (Miller, 1987; National Association forElementary School Principals, 1990; Doud,1989). This numbers over 39,000 principalswho must be replaced by new, trained admin-istrators. Examining school administration asa career becomes important for understanding,to the extent possible, the reasons for con-tinuation or departure. This information maybe useful in reducing exiting and in improvingthe chances that the best candidates are re-cruited, hired, and sustained.

The survey method limits the depth withwhich the Schools and Staffing Survey canaddress principals’ goals and influence, andmany questions of interest in these areas can-not be posed in a structured format. Forexample, close-ended questions limit the

29

amount of detail that can be obtained aboutspecific local goals and limit the informationthat can be obtained about principals’ influ-ence directly in relation to achieving thosespecific goals. The survey responses, however,do provide some broad information about gen-eral goals principals view as important andtheir perceptions of their influence in areasrelated to these goals. Schools and StaffingSurvey provides more complete informationabout principals’ plans for continuing theircareers as principals, which can be viewed inrelation to school and principal characteristics.The following sections address these issues.

Principals’ Educational Goals

Schools and Staffing Survey asks principals tochoose the three educational goals they con-sider most important from a list of eight. Thelists for the public and private principalquestionnaires included the following sevenitems:

• building basic literacy skills (reading, math,writing, speaking);

• encouraging academic excellence;

• promoting occupational or vocational skills;

• promoting good work habits and self-disci-pline;

• promoting personal growth (self-esteem,self-knowledge, etc.);

• promoting human relations skills; and

• promoting specific moral values.

The public principal questionnaire also in-cluded the following eighth item: promotingmulticultural awareness or understanding. Forprivate principals the eighth item was asfollows: fostering religious or spiritualdevelopment.

Figure 11 shows, for 1993-94, the percentageof public and private principals who rated eacheducational goal as first, second, or third mostimportant. Public school principals most oftenselected goals related to academic performanceor to personal development that supports aca-demic performance. Specifically, 72 percent ofpublic school principals selectedbuilding basicliteracy skills as an important goal in theirschool, 63 percent selectedencouraging aca-demic excellence, and 58 percent selectedpro-moting good work habits and self-discipline.Compared to those three goals, they selectedgoals regarding vocational skills (15 percent),moral values (6 percent), or multiculturalawareness (11 percent) less frequently.

One of the goals private school principalsmost frequently selected as important for theirschool in 1993-94, fostering religious orspiritual development(61 percent), was notincluded in the public school principal ques-tionnaire. Otherwise, private principals’ patternof selection was similar to that of publicschool principals. They, too, frequentlyselected goals related to academic performance(62 percent choseencouraging academic ex-cellence, 46 percent chosebuilding basic liter-acy skills), and they were even less likely thantheir public counterparts to choose as top goalsthose related to vocational skills (6 percent) orhuman relations skills (12 percent). Addition-ally, private school principals were more likelythan public school principals to selectpro-moting specific moral valuesas an importantgoal (28 percent versus 6 percent).

For 1993-94, the goals selected by principalsvaried by school level and community type(table A24). For example, public elementaryprincipals were more likely than secondaryprincipals to choosebuilding basic literacyskills (75 percent versus 64 percent) andpromoting personal growth(53 percent versus44 percent) as one of their top three goals.Private elementary principals were also more

30

Figure 11.—Percentage of public and private school principals who rated specific educational goals as first, second, or third most important: 1993-94

Building basic literary skills

Encouraging academic excellence

Promoting occupational or vocational skills

Promoting good work habitsand self-discipline

Promoting personal growth

Promoting human relations skills

Promoting specific moral values

Promoting multiculturalawareness or understanding

Fostering religious orspiritual development

Public Private

Percent


0 10 20 30 40 50 60 70 80

72.1

46.4

62.9

62.0

15.2

5.9

57.7

41.5

43.7

24.3

11.7

6.3

27.8

11.2

61.0

50.3

31

likely than their private school counterparts insecondary schools to choosebuilding basicliteracy skills(48 percent versus 30 percent) asone of their top three goals. Public secondaryprincipals were more likely than elementaryprincipals to choosepromoting occupational orvocational skills(30 percent versus 9 percent).Public school principals were more likely tochoosepromoting multicultural awarenessincentral city communities (17 percent) and inurban fringe/large town communities (15 per-cent) than they were in rural/small town com-munities (6 percent). On the other hand, publicprincipals in rural/small town communitieswere more likely to choosepromoting occupa-tional or vocational skills(19 percent) thanwere their colleagues in central city com-munities (14 percent) or urban fringe/largetown communities (10 percent).

Principals’ Perception of Their Influence

Schools and Staffing Survey asked principalsto rate their influence in three importantactivity areas: establishing curriculum, hiringnew teachers, and setting discipline policy.The ratings were on a six-point scale where1represented no influence and6 indicated agreat deal of influence.1 Figure 12 shows the

1The 1993-94 questionnaires used a zero to five scale,and these ratings were adjusted for this analysis to beconsistent with the one to six scale used in 1987-88 and1990-91.

mean ratings of public and private principalsfor 1993-94. Overall, principals reported theyhad a great deal of influence in all areas, withpublic school principals reporting lessinfluence in establishing curriculum (4.4) thanhiring new teachers (5.3) or setting disciplinepolicy (5.4). Compared to public schoolprincipals, principals in private schoolsreported more influence in establishingcurriculum (5.3 versus 4.4), hiring new teach-ers (5.6 versus 5.3), and setting disciplinepolicy (5.7 versus 5.4).

The high overall ratings by principals create aceiling effect that makes detection of trendsdifficult. Nevertheless, comparing ratings for1987-88 to those for 1993-94 provides someevidence of an increase in public school prin-cipal influence in two areas (table A25). Com-pared to 1987-88, in 1993-94 public principalsreported greater influence over hiring newteachers (5.3 versus 4.9) and setting disciplinepolicy (5.4 versus 5.1). Their ratings across thetwo time periods yielded no difference inestablishing curriculum (4.4 for both years).

A review of the relationship between publicand private principals’ ratings of theirinfluence and their demographic characteristicsreveals that their ratings were about the sameregardless of characteristics such as sex, race-ethnicity, and age (table A25). For example,for 1993-94, public male principals’ averagerating of their influence in establishing cur-riculum was 4.4 compared to 4.5 for publicfemale principals, and private male principals’average rating of their influence in settingdiscipline policy was 5.6 compared to 5.8 forprivate female principals.

Examination of community characteristics alsodiscloses mostly nonsignificant differences forpublic or private principals across school level,school size, and minority enrollment (tableA26). For example, for 1993-94, public ele-mentary school principals’ average rating oftheir influence in hiring new teachers was 5.3compared to 5.4 for public secondary prin-cipals, and private elementary principals’average rating of their influence in establishingcurriculum was 5.3 compared to 5.5 for pri-vate secondary principals. For public prin-cipals, however, for each of the years 1987-88,1990-91, and 1993-94, ratings of their influ-ence in one area, establishing curriculum,showed a significant inverse relationship todistrict size (table A26). For 1993-94, forexample, principals’ mean ratings of theirinfluence in establishing curriculum were 4.7

32

in districts of less than 1,000 and 4.2 in

Figure 12.—Mean ratings of public and private school principals regarding their influence in specific areas: 1993-94

1

2

3

4

5

6

Establishing curriculum

Hiring new teachers

Setting discipline policy

Public Private

Rat

ings

NOTE: Principals were asked to rate their influence on each activity, on a one to six scale (none to a great deal).

4.4

5.3 5.4 5.35.6 5.7


districts of 10,000 or more.

Principals’ Career Plans

Schools and Staffing Survey questionnaires for1990-91 and 1993-94 asked principals tochoose from five alternative responses toindicate how long they planned to remainprincipals. Figure 13 shows the percentage ofpublic and private principals who selectedeach of the responses for 1990-91 and 1993-94. As the graph illustrates, the majority ofpublic and private principals indicated plans toremain as principals as long as they are ableor until retirement.

In 1993-94, nearly one-third of the principalsin public schools planned to remain as prin-cipals as long as they are able and 23 percentplanned to stay until retirement; while, amongprivate principals, more than half planned toremain as long as able and 9 percent until re-tirement. Thus, private school principals in1993-94 were more likely than public schoolprincipals to report that they will remainprincipals as long as they are able, but morepublic school principals reported plans toremain until eligible to retire. Combining thesetwo response categories shows that, in 1993-94, 59 percent of private school principals and55 percent of public school principals haveplans to stay as principals, although the lengthof their intended tenure is not indicated. For

33

0

10

20

30

40

50

60

0

10

20

30

40

50

60

Per

cent

Per

cent

As long as able

Until eligible to

retire

Unless something

better comes along

Leave as soon as possible

Undecided

As long as able

Until eligible to

retire

Unless something

better comes along

Leave as soon as possible

Undecided

Public

Private

1990-91 1993-94

31.533.8

23.1

14.9 15.5

2.2 2.7

17.6

26.9

52.4 51.5

8.4 8.8 8.5 7.93.8

2.7

27.029.0

Figure 13.—Percentage of public and private school principals by plans to remain principals: 1990-91 and 1993-94

31.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey: 1990-91 (Administrator Questionnaires), 1993-94 (Principal Questionnaires).


34

the same year, relatively few public (less than3 percent) or private (also less than 3 percent)principals indicated plans to leave as soon aspossible.

A review of the relationship between publicand private principals’ plans to remain prin-cipals and selected school characteristicsindicates that principals’ plans in 1993-94differed little across school level, minorityenrollment, school size, and community type(table A27). For example, 32 percent of publicelementary principals plan to remain principalsas long as they are able, compared to 31 per-cent of public secondary principals. Rural/small town public school principals reportedplans to remain principals as long as they areable (30 percent) and plans to leave as soon aspossible (3 percent) at approximately the samerates as urban fringe/large town principals (33percent, 2 percent) and central city principals(34 percent, 3 percent). Private school princi-pals in schools of less than 150 students didnot differ in their rates of reporting plans toremain principals as long as they are able (48percent) or plans to leave as soon as possible(2 percent) from private principals in schoolswith 150 to 499 students (54 percent, 3 per-cent), schools with 500 to 749 students (46percent, 3 percent), or schools with 750 ormore students (46 percent, 2 percent).

For public principals, plans also differed littleby sex, years of experience, or age (tableA28). For example, for 1993-94, public maleprincipals reported plans to remain as long asthey are able (32 percent) or until eligible toretire (24 percent) at rates comparable to thosefor public female principals (32 percent, 22

percent). Public male principals were morelikely than female principals (3 percent versus2 percent) to report plans to leave as soon aspossible. Public male principals with fewerthan 3 years of experience as principals werenot significantly less likely to report plans tostay until eligible to retire (20 percent) or toleave as soon as possible (3 percent) than werepublic male principals with 3 to 9 years ofexperience (24 percent, 3 percent) or thosewith 10 or more years of experience (26 per-cent, 4 percent). Similarly, public female prin-cipals with fewer than 3 years of experiencereported plans to remain principals untileligible to retire (18 percent) and plans toleave as soon as possible (1 percent) at ratescomparable to public female principals with 3to 9 years of experience (22 percent, 2 per-cent) and those with 10 or more years ofexperience (25 percent, 1 percent).

With regard to age, differences in plans forpublic male principals are found when com-paring the oldest age group to the other agegroups. Although public male principals 55years and older are no more likely thanyounger principals to report plans to remain aslong as they are able (36 percent), they areless likely to report that they plan to stay untileligible to retire (14 percent) than are theircolleagues in the 50-54 group (25 percent), 45-49 group (31 percent), or 40-44 group (22 per-cent).2 The older male principals are more

2This finding may result from principals already“eligible to retire” selecting another response becausethey have passed that point.

likely to report plans to leave as soon aspossible (6 percent) than their colleagues inthe 40-44 group (2 percent) and the under-35group (1 percent). No corresponding dif-ferences with regard to age are found forfemale principals.

35

Chapter 6 • Summary

Publication ofA Nation at Riskin 1983 catal-yzed widespread school improvement initia-tives in the 1980s. State agencies and localcommunities answered the call for reform byenacting policies to tighten educational stan-dards, strengthen professional certificationrequirements, and increase accountability.Concern with the effectiveness of Americanschooling continued, ultimately resulting in asecond round of reform activities precipitatedin 1989 by the Governors Education Summit.In the aftermath of that meeting, Americanschool reform was transformed into schoolrestructuring, a process that focused on reshap-ing the entire education enterprise. Throughoutthis period of school reform, by virtue of theirroles as school managers and instructionalleaders accountable for school outcomes, prin-cipals have been both agents of change andtargets of change.

The National Center for Education Statistics’Schools and Staffing Survey (SASS) providesdescriptive information about public and pri-vate school principals in the 1987-88, 1990-91,and 1993-94 school years. The integratedstructure of SASS allows links between princi-pal responses and contextual data collectedfrom teachers, schools, and districts. Thus,SASS data are a window through which toview the changing landscape of the Americanpublic and private school principalship in thereform environment of the late 1980s andearly 1990s.

This report includes information about princi-pals’ sex, age, race-ethnicity, training, ex-perience, salary and benefits, career plans, per-ceptions of the severity of school and school-related problems, and perceptions of their

influence in establishing school policy. Thefollowing paragraphs highlight some of thefindings.

Women and minorities are moving into moreleadership positions. The percentage of femaleprincipals in public schools increased marked-ly, rising from 25 percent in the 1987-88school year to 34 percent in 1993-94. In pri-vate schools, while there was no change dur-ing this period, the percentage of women prin-cipals remained higher than that in publicschools, averaging about 52 percent. The per-centage of minority principals in publicschools rose from 13 percent in 1987-88 to 16percent in 1993-94. In private schools, thepercentage remained at approximately 8 per-cent.

In 1993-94, average salaries for male andfemale public school principals were similar($54,922 for males, $54,736 for females),while average salaries for minority principals($56,956) were higher than those for whiteprincipals ($54,466). White principals inpublic schools in 1987-88 were more likelythan minority principals to receive medicalinsurance, life insurance, and retirement plans;by 1993-94, however, the percentages of whiteand minority public school principals receivingthese benefits did not differ.

Salary differences between public and privateschool principals were apparent. In 1993-94,private school principals with doctoratesearned an average annual salary of $51,190,which was $10,355 less than comparable pub-lic school principals. Those with master’sdegrees averaged $34,789, or $19,170 lessthan their public counterparts, and those with

37

bachelor’s degrees averaged $24,249 or$17,359 less.

Significant percentages of public school princi-pals identified a number of problems in theirschools as serious. In public schools in the1993-94 school year,povertyand lack of par-ent involvementwere among the problemsmost frequently identified as serious byprincipals in elementary schools (17 percentand 10 percent) and secondary schools (13percent and 20 percent). In schools withminority enrollment greater than 50 percent,however, the percentage of principals iden-tifying these problems as serious was con-siderably higher (38 percent and 21 percent inelementary schools, and 36 percent and 39percent in secondary schools) than in schoolswith minority enrollment less than 20 percent(9 percent and 5 percent in elementaryschools, and 7 percent and 14 percent in sec-ondary schools. Other problems, while identi-fied as serious by smaller percentages ofprincipals are, nonetheless, issues of concern.Weapons possession, in particular, althoughconsidered a serious problem by only 1 per-cent of public secondary principals in the1993-94 school year, is extremely seriouswhenever it occurs in schools.

The percentages of private school principalsidentifying problems as serious in their schoolswere generally smaller than those of publicschool principals, with a few notable excep-tions. Approximately 12 percent of privatesecondary principals in the 1993-94 school

year citedstudent use of alcoholas a seriousproblem, approximately 9 percent citedpar-ental alcohol/drug abuse, and approximately 7percent cited student drug abuse. Privateschool principals cited each of these at ratescomparable to public secondary principals.

Many other principal characteristics and des-criptors changed little or were unchanged fromthe 1987-88 to the 1993-94 school year. Forexample, in 1993-94, educational admin-istration remained the most common field ofstudy for public school principals (66 percentof public school principals held at least one oftheir degrees in that field) and the second mostcommon for private school principals (28 per-cent), while elementary education remained thesecond most common field for public schoolprincipals (39 percent) and the most commonfor private (32 percent). Athletic coachingremained a common prior work experience formale public school principals across schoolyears 1987-88, 1990-91, 1993-94 (38 percent,39 percent, and 38 percent) and for male pri-vate school principals (30 percent, 29 percent,29 percent) and a relatively rare experience forwomen in either public (4 percent, 4 percent,6 percent) or private (4 percent, 5 percent, 4percent) schools.

The next administration of SASS, in the 1999-2000 school year, will provide an opportunityto obtain a portrait of the public and privateschool principalship for that time period and toexamine changes in the principalship since the1987-88 school year.

38

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40

A-1

Appendix A • Tables of Estimates

Section Page

1 Public and Private School Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-3

2 Affiliation/Technology Tables for Private Schools. . . . . . . . . . . . . . . . . . . . . . . . A-49

3 State Tables for Public Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-55

A-3

Section 1 • Public and Private SchoolTables

A-4

Tabl

eA

1.—

Num

ber

and

perc

enta

geof

publ

ican

dpr

ivat

esc

hool

prin

cipa

ls,b

yse

x,ra

ce-e

thni

city

,and

age:

1987

-88,

1990

-91,

and

1993

-94

All

1987

-88

1990

-91

1993

-94

Prin

cipa

lcha

ract

eris

tics

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Tot

al10

3,29

110

010

2,77

110

010

4,63

410

0

Sex M

ale

70,8

5368

.666

,896

65.1

63,7

1960

.9

Fem

ale

32,4

3731

.435

,875

34.9

40,9

1539

.1

Rac

e-et

hnic

ity

Am

eric

anIn

dian

/Ala

ska

Nat

ive

946

0.9

824

0.8

762

0.7

Asi

an/P

acifi

cIs

land

er63

70.

667

00.

778

70.

8

Bla

ckno

n-H

ispa

nic

7,43

37.

27,

412

7.2

9,07

88.

7

Whi

teno

n-H

ispa

nic

91,0

8788

.290

,161

87.7

90,2

1486

.2

His

pani

c3,

186

3.1

3,70

43.

63,

793

3.6

Tot

alm

inor

ity12

,203

11.8

12,6

1012

.314

,419

13.8

Age U

nder

356,

291

6.1

4,95

04.

84,

194

4.0

35-3

915

,909

15.4

11,7

8611

.58,

850

8.5

40-4

423

,252

22.5

25,9

3225

.222

,004

21.0

45-4

921

,074

20.4

22,6

4422

.030

,290

28.9

50-5

417

,982

17.4

18,3

7217

.921

,132

20.2

55or

over

18,7

8218

.219

,087

18.6

18,1

6417

.4

Aver

age

age

46.4

47.0

47.5

A-5

Tabl

eA

1.—

Num

ber

and

perc

enta

geof

publ

ican

dpr

ivat

esc

hool

prin

cipa

ls,b

yse

x,ra

ce-e

thni

city

,and

age:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d)

Pub

licP

rivat

e

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Prin

cipa

lcha

ract

eris

tics

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Tot

al77

,890

100

78,8

9010

079

,618

100

25,4

0110

023

,881

100

25,0

1510

0

Sex M

ale

58,7

0075

.455

,256

70.0

52,1

1465

.512

,154

47.8

11,6

4048

.711

,606

46.4

Fem

ale

19,1

9024

.623

,634

30.0

27,5

0534

.513

,247

52.2

12,2

4151

.313

,410

53.6

Rac

e-et

hnic

ity

Am

eric

anIn

dian

/Ala

ska

Nat

ive

836

1.1

700

0.9

631

0.8

110

0.4

124

0.5

131

0.5

Asi

an/P

acifi

cIs

land

er39

10.

552

90.

762

00.

824

61.

014

00.

616

80.

7

Bla

ckno

n-H

ispa

nic

6,65

58.

56,

770

8.6

8,01

810

.177

83.

164

22.

71,

060

4.2

Whi

teno

n-H

ispa

nic

67,4

6086

.667

,794

85.9

67,0

8184

.223

,628

93.0

22,3

6693

.723

,133

92.5

His

pani

c3,

548

3.3

3,09

73.

93,

269

4.1

639

2.5

607

2.5

524

2.1

Tot

alm

inor

ity10

,430

13.4

11,0

9614

.112

,537

15.7

1,77

37.

01,

514

6.3

1,88

27.

5

Age U

nder

353,

376

4.3

2,49

03.

21,

831

2.3

2,91

611

.52,

460

10.3

2,36

49.

4

35-3

911

,160

14.3

8,20

510

.45,

708

7.2

4,74

918

.73,

581

15.0

3,14

212

.6

40-4

417

,855

22.9

20,7

3026

.217

,289

21.7

5,39

621

.25,

201

21.8

4,71

518

.8

45-4

916

,528

21.2

18,3

1923

.225

,396

31.9

4,54

617

.94,

325

18.1

4,89

419

.6

50-5

414

,989

19.2

15,0

7919

.117

,160

21.6

2,99

311

.83,

293

13.8

3,97

115

.9

55or

over

13,9

8017

.914

,067

17.8

12,2

3415

.44,

802

18.9

5,02

021

.05,

930

23.7

Aver

age

age

46.8

47.2

47.7

45.4

46.4

47.1

NO

TE

:Det

ails

may

nota

ddto

tota

lsor

100

perc

entd

ueto

roun

ding

.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

orQ

uest

ionn

aire

),19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

Que

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

s).

A-6

Tabl

e A

2.—

Per

centa

ge o

f pub

lic a

nd p

riva

te s

choo

l pri

ncip

als

by g

eogr

aphi

c re

gion

, by

sex,

rac

e-et

hnic

ity

, and

age

: 19

87-8

8,19

90-9

1, a

nd 1

993-

94

Prin

cipa

l cha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Geo

grap

hic

regi

on

Nor

thea

stM

idw

est

Sou

thW

est

PU

BLI

CT

otal

num

ber

13,8

5413

,705

13,4

6922

,465

23,1

2423

,144

25,8

9025

,838

26,3

0815

,680

16,2

2316

,698

Sex Mal

e76

.772

.868

.679

.474

.071

.273

.668

.662

.871

.464

.459

.1F

emal

e23

.327

.231

.420

.626

.028

.826

.431

.437

.228

.635

.640

.9

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

1.4

0.1

0.3

0.9

0.8

0.7

0.6

1.3

0.9

1.8

1.0

1.2

Asi

an/P

acifi

c Is

land

er0.

20.

50.

3—

——

0.2

0.1

0.3

2.0

2.6

2.9

Bla

ck n

on-H

ispa

nic

5.5

4.3

8.2

5.4

6.6

8.3

15.9

15.5

15.5

3.7

3.9

5.4

Whi

te n

on-H

ispa

nic

91.3

93.3

89.7

92.8

91.8

89.9

79.6

78.9

78.9

85.1

82.5

80.5

His

pani

c1.

71.

81.

60.

90.

70.

93.

74.

24.

47.

49.

910

.0

Tot

al m

inor

ity8.

76.

710

.37.

28.

210

.120

.421

.121

.114

.917

.519

.5

Age Und

er 3

52.

90.

90.

86.

14.

83.

63.

92.

82.

03.

83.

32.

135

-39

12.5

6.4

4.9

15.7

11.6

8.9

14.9

11.5

7.7

13.1

10.3

5.9

40-4

420

.727

.921

.621

.925

.121

.524

.827

.822

.323

.224

.121

.245

-49

21.7

23.8

33.5

20.1

23.3

30.4

21.3

22.6

32.8

22.2

23.6

31.3

50-5

420

.121

.923

.118

.618

.019

.719

.318

.021

.819

.320

.122

.555

or

over

22.1

19.1

16.2

17.6

17.2

15.9

15.9

17.2

13.4

18.3

18.6

17.1

Ave

rage

age

47.8

48.2

48.4

46.3

46.8

47.2

46.5

47.0

47.5

47.0

47.4

48.0

Tabl

e A

2.—

Per

centa

ge o

f pub

lic a

nd p

riva

te s

choo

l pri

ncip

als

by g

eogr

aphi

c re

gion

, by

sex,

rac

e-et

hnic

ity

, and

age:

198

7-88

, 199

0-91

, and

199

3-94

(co

ntin

ued)

Prin

cipa

l cha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Geo

grap

hic

regi

on

Nor

thea

stM

idw

est

Sou

thW

est

A-7

PR

IVA

TE

Tot

al n

umbe

r6,

299

5,27

25,

966

7,64

47,

462

7,30

26,

995

6,11

56,

777

4,46

35,

031

4,97

1

Sex Mal

e39

.939

.839

.554

.453

.651

.549

.050

.350

.446

.049

.041

.7F

emal

e60

.160

.260

.545

.646

.448

.551

.049

.749

.654

.051

.058

.3

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

——

——

——

——

——

——

Asi

an/P

acifi

c Is

land

er—

——

——

——

——

——

—B

lack

non

-His

pani

c3.

62.

44.

22.

72.

33.

53.

42.

24.

82.

44.

14.

5W

hite

non

-His

pani

c94

.694

.694

.095

.596

.193

.991

.494

.392

.289

.288

.288

.9H

ispa

nic

1.3

1.8

1.4

1.2

0.9

2.2

4.6

3.2

1.6

3.2

4.8

3.5

Tot

al m

inor

ity5.

45.

36.

04.

53.

86.

18.

65.

77.

810

.811

.811

.1

Age Und

er 3

510

.07.

25.

914

.911

.713

.49.

39.

48.

210

.912

.69.

535

-39

16.0

13.0

14.6

19.3

13.5

13.8

19.4

15.9

10.0

20.4

18.2

11.9

40-4

420

.721

.716

.921

.924

.522

.022

.220

.118

.119

.319

.917

.545

-49

19.0

17.4

20.2

16.6

18.9

18.3

17.3

19.5

22.1

19.5

16.0

17.3

50-5

410

.915

.114

.710

.814

.015

.513

.913

.416

.011

.312

.617

.755

or

over

23.3

25.6

27.6

16.4

17.5

17.0

17.9

21.7

25.5

18.6

20.7

26.3

Ave

rage

age

46.3

48.0

48.0

44.3

45.6

45.3

45.7

46.5

48.0

45.3

45.5

47.5

—T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

NO

TE

: Det

ails

may

not

add

to

100

perc

ent

due

to r

ound

ing

or c

ell s

uppr

essi

on.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

87-8

8 (S

choo

l Adm

inis

trat

or Q

uest

ionn

aire

), 1

990-

91(P

ublic

and

Priv

ate

Sch

ool A

dmin

istr

ator

Que

stio

nnai

res)

, an

d 19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal Q

uest

ionn

aire

s).

A-8

Tabl

eA

3.—

Per

centa

geof

publ

icsc

hool

prin

cipa

lsby

dist

rict

size

,by

sex,

race

-eth

nici

ty,a

ndag

eof

prin

cipa

ls:1

987-

88,

1990

-91,

and

1993

-94

Prin

cipa

lcha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Dis

tric

tsiz

e

Less

than

1,00

01,

000-

4,99

95,

000-

9,99

910

,000

orm

ore

Sex M

ale

82.9

80.3

78.9

81.8

76.6

74.0

77.8

69.5

63.4

65.4

58.7

53.0

Fem

ale

17.0

19.7

21.1

18.1

23.4

26.0

22.1

30.5

36.6

34.6

41.3

46.9

Rac

e-et

hnic

ity

Am

eric

anIn

dian

/Ala

ska

Nat

ive

2.5

2.1

1.5

0.8

0.6

0.8

0.5

0.8

0.8

0.7

0.7

0.6

Asi

an/P

acifi

cIs

land

er0.

0—

0.5

0.2

—0.

1—

0.7

1.0

1.5

1.6

1.8

Bla

ckno

n-H

ispa

nic

0.7

1.0

0.7

4.8

3.3

4.2

7.1

6.0

9.2

16.9

18.4

19.7

Whi

teno

n-H

ispa

nic

95.0

95.3

96.2

92.2

94.1

92.9

89.9

88.6

84.2

74.8

72.3

70.6

His

pani

c1.

71.

61.

11.

92.

02.

02.

43.

94.

86.

07.

27.

3

Tot

alm

inor

ity4.

94.

73.

87.

85.

97.

010

.111

.415

.825

.227

.729

.4

Age U

nder

356.

77.

85.

75.

42.

82.

33.

02.

42.

02.

61.

60.

9

35-3

917

.714

.010

.915

.410

.68.

015

.09.

55.

811

.18.

74.

6

40-4

426

.226

.623

.823

.429

.524

.822

.725

.421

.620

.723

.618

.6

45-4

918

.821

.628

.620

.523

.131

.122

.025

.434

.722

.323

.132

.8

50-5

415

.614

.316

.718

.918

.920

.519

.820

.720

.021

.621

.425

.4

55or

over

14.9

15.7

14.4

16.4

15.0

13.3

17.5

16.6

15.9

21.7

21.6

17.6

Aver

age

age

45.3

45.7

46.3

46.3

46.7

47.1

46.8

47.5

47.7

48.0

48.3

48.8

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

NO

TE

:Det

ails

may

nota

ddto

100

perc

entd

ueto

roun

ding

.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

oran

dT

each

erD

eman

dan

dS

hort

age

Que

stio

nnai

res)

,19

90-9

1(P

ublic

Sch

oolA

dmin

istr

ator

and

Tea

cher

Dem

and

and

Sho

rtag

eQ

uest

ionn

aire

s),

and

1993

-94

(Pub

licS

choo

lPrin

cipa

land

Tea

cher

Dem

and

and

Sho

rtag

eQ

uest

ionn

aire

s).

A-9

Tabl

eA

4.—

Per

centa

geof

publ

icsc

hool

prin

cipa

lsby

com

mun

ityty

pe,b

yse

x,ra

ce-e

thni

city

,and

age:

1993

-94

Prin

cipa

lcha

ract

eris

tics

Cen

tral

city

Urb

anfr

inge

/larg

eto

wn

Rur

al/s

mal

ltow

n

Com

mun

ityty

pe

Tot

alnu

mbe

r19

,027

21,7

0038

,891

Sex M

ale

52.6

59.2

75.2

Fem

ale

47.4

40.8

24.8

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

60.

51.

0A

sian

/Pac

ific

Isla

nder

1.4

1.3

0.2

Bla

ckno

n-H

ispa

nic

24.3

8.8

3.8

Whi

teno

n-H

ispa

nic

65.4

84.9

93.1

His

pani

c8.

34.

51.

8

Tot

alm

inor

ity34

.615

.16.

9

Age U

nder

351.

21.

23.

435

-39

5.0

6.1

8.8

40-4

419

.519

.324

.145

-49

31.8

34.0

30.8

50-5

424

.723

.219

.155

orov

er17

.716

.213

.8

Aver

age

age

48.6

48.2

46.9

NO

TE

:Det

ails

may

nota

ddto

100

perc

entd

ueto

roun

ding

.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

93-9

4(P

ublic

Sch

oolP

rinci

pala

ndS

choo

lQ

uest

ionn

aire

s).

A-10

Tabl

eA

5.—

Per

centa

geof

publ

icsc

hool

prin

cipa

lsby

perc

enta

geof

free

orre

duce

d-pri

celu

nch

reci

pien

tsin

thei

rsc

hool

s,by

sex,

race

-eth

nici

ty,a

ndag

eof

prin

cipa

ls:1

987-

88,1

990-

91,a

nd19

93-9

4

Prin

cipa

lcha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Per

cent

age

offr

eeor

redu

ced-

pric

elu

nch

reci

pien

tsin

scho

ols

Less

than

20%

20-4

9%50

%or

mor

e

Sex Mal

e79

.574

.969

.076

.470

.768

.366

.162

.759

.5F

emal

e20

.525

.131

.023

.629

.331

.733

.837

.340

.5

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

80.

60.

70.

80.

60.

51.

91.

51.

1A

sian

/Pac

ific

Isla

nder

0.3

0.7

0.7

0.5

0.6

0.6

1.0

0.8

1.0

Bla

ckno

n-H

ispa

nic

3.8

2.6

4.2

5.8

5.6

6.3

22.2

21.5

21.0

Whi

teno

n-H

ispa

nic

93.4

94.4

92.6

90.6

90.6

89.7

67.0

66.6

67.9

His

pani

c1.

71.

61.

82.

32.

62.

87.

89.

58.

9

Tot

alm

inor

ity6.

65.

57.

49.

49.

410

.333

.033

.332

.1

Age Und

er35

3.9

3.3

1.9

5.2

3.7

2.5

3.8

2.4

2.2

35-3

913

.78.

76.

415

.411

.48.

212

.910

.76.

540

-44

22.2

26.6

22.4

23.7

25.6

21.6

22.8

26.7

20.8

45-4

922

.824

.632

.220

.123

.531

.220

.321

.132

.550

-54

20.5

18.5

23.0

19.0

19.5

21.0

18.2

19.1

22.0

55or

over

16.9

18.2

13.9

16.6

16.1

15.5

22.0

20.0

15.9

Aver

age

age

46.9

47.4

47.7

46.3

46.9

47.4

47.4

47.6

47.9

NO

TE

:Det

ails

may

nota

ddto

100

perc

entd

ueto

roun

ding

.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

oran

dP

ublic

Sch

ool

Que

stio

nnai

res)

,19

90-9

1(P

ublic

Sch

oolA

dmin

istr

ator

and

Sch

oolQ

uest

ionn

aire

s),

and

1993

-94

(Pub

licS

choo

lPrin

cipa

land

Sch

oolQ

uest

ionn

aire

s).

A-11

Tabl

eA

6.—

Per

centa

geof

publ

ican

dpr

ivat

esc

hool

prin

cipa

lsby

scho

olle

vel,

byse

x,ra

ce-e

thni

city

,and

age:1

987-

88,

1990

-91,

and

1993

-94

Sch

ooll

evel

Ele

men

tary

Sec

onda

ryC

ombi

ned

Prin

cipa

lcha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

PU

BLI

C

Sex M

ale

69.9

63.5

58.9

90.6

89.0

86.2

79.5

74.4

76.0

Fem

ale

30.1

36.5

41.1

9.4

11.0

13.8

20.5

25.6

24.0

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

90.

60.

71.

21.

41.

02.

10.

81.

6A

sian

/Pac

ific

Isla

nder

0.5

0.8

1.0

0.6

0.5

0.3

0.3

0.4

0.6

Bla

ckno

n-H

ispa

nic

9.2

9.1

10.8

6.6

6.6

7.3

7.1

7.5

6.3

Whi

teno

n-H

ispa

nic

85.8

85.1

83.0

88.9

88.9

88.2

89.7

88.7

89.1

His

pani

c3.

64.

44.

52.

72.

63.

20.

82.

62.

4

Tot

alm

inor

ity14

.214

.917

.011

.011

.111

.810

.311

.310

.9

Age U

nder

354.

93.

32.

42.

12.

52.

37.

65.

32.

735

-39

14.2

10.2

7.2

13.2

9.6

6.9

17.8

13.4

6.9

40-4

422

.026

.122

.125

.526

.521

.723

.326

.919

.145

-49

20.7

22.3

30.9

22.6

26.8

34.6

21.2

20.8

33.8

50-5

419

.119

.221

.620

.919

.021

.317

.718

.422

.455

orov

er19

.218

.916

.015

.715

.613

.212

.515

.215

.1

Aver

age

age

46.9

47.4

47.7

46.9

47.1

47.4

45.1

46.2

47.8

Tabl

eA

6.—

Per

centa

geof

publ

ican

dpr

ivat

esc

hool

prin

cipa

lsby

scho

olle

vel,

byse

x,ra

ce-e

thni

city

,and

age:1

987-

88,

1990

-91,

and

1993

-94

(con

tinue

d)

Sch

ooll

evel

Ele

men

tary

Sec

onda

ryC

ombi

ned

Prin

cipa

lcha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

A-12

PR

IVAT

E

Sex M

ale

34.9

34.3

32.3

67.5

71.1

66.0

72.0

73.2

63.9

Fem

ale

65.1

65.7

67.7

32.5

28.9

34.0

28.0

26.8

36.1

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e—

——

——

——

——

Asi

an/P

acifi

cIs

land

er—

——

——

——

——

Bla

ckno

n-H

ispa

nic

3.2

2.9

5.0

1.4

1.7

1.5

2.9

2.2

1.9

Whi

teno

n-H

ispa

nic

93.1

93.8

91.1

89.7

94.3

96.1

93.9

94.8

95.1

His

pani

c2.

32.

12.

16.

53.

82.

01.

92.

12.

4

Tot

alm

inor

ity6.

96.

28.

910

.35.

73.

96.

15.

24.

9

Age U

nder

3511

.29.

88.

56.

84.

03.

413

.915

.812

.935

-39

17.9

14.5

11.0

15.6

15.3

11.9

22.2

17.0

16.5

40-4

419

.721

.318

.326

.723

.521

.123

.422

.118

.945

-49

19.3

16.5

20.0

17.5

21.8

19.9

14.8

18.1

17.9

50-5

411

.514

.014

.814

.314

.724

.610

.712

.616

.055

orov

er20

.524

.027

.419

.120

.619

.115

.014

.317

.8

Aver

age

age

45.8

47.0

48.0

46.3

47.4

47.9

43.9

44.2

45.3

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

NO

TE

:Det

ails

may

nota

ddto

100

perc

entd

ueto

roun

ding

orce

llsu

ppre

ssio

n.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

orQ

uest

ionn

aire

),19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

Que

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

s).

A-13

Tabl

eA

7.—

Per

centa

geof

publ

ican

dpr

ivat

esc

hool

prin

cipa

lsw

ithle

ssth

anth

ree

year

sof

expe

rien

ceas

apr

inci

pal,

byse

x,ra

ce-e

thni

city

,and

age:

1987

-88,

1990

-91,

and

1993

-94

Pub

licP

rivat

e

Prin

cipa

lcha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Tot

alnu

mbe

r14

,680

16,6

1718

,165

6,15

66,

064

6214

Sex M

ale

58.8

54.6

51.9

48.2

49.8

42.7

Fem

ale

41.2

45.4

48.1

51.8

50.2

57.3

Rac

e-et

hnic

ity

Am

eric

anIn

dian

/Ala

ska

Nat

ive

0.8

0.6

1.0

0.2

0.1

0.4

Asi

an/P

acifi

cIs

land

er0.

80.

90.

50.

60.

11.

2

Bla

ckno

n-H

ispa

nic

8.2

10.2

11.4

2.9

3.2

4.3

Whi

teno

n-H

ispa

nic

84.5

84.5

81.7

93.4

94.3

92.2

His

pani

c5.

73.

85.

42.

92.

41.

8

Tot

alm

inor

ity15

.515

.518

.36.

65.

77.

8

Age U

nder

3513

.39.

46.

919

.723

.924

.9

35-3

926

.720

.515

.128

.521

.817

.8

40-4

428

.734

.729

.020

.423

.326

.2

45-4

918

.220

.731

.714

.112

.415

.0

50-5

48.

710

.812

.69.

59.

68.

8

55or

over

4.4

3.9

4.7

7.9

9.0

7.3

Aver

age

age

41.6

42.6

44.1

41.3

41.2

40.9

NO

TE

:Det

ails

may

nota

ddto

100

perc

entd

ueto

roun

ding

.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

orQ

uest

ionn

aire

),19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

Que

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

s).

A-14

Tabl

eA

8.—

Aver

age

sala

ryof

publ

ican

dpr

ivat

esc

hool

prin

cipa

lsby

sex

and

race

-eth

nici

ty,b

yhi

ghes

tdeg

ree

earn

edan

dye

ars

ofex

peri

ence

asa

prin

cipa

l:199

3-94

Prin

cipa

lcha

ract

eris

tics

prin

cipa

lspr

inci

pals

min

ority

Mal

eF

emal

eA

KN

at.

Pac

.Is

l.no

n-H

ispa

nic

non-

His

pani

cH

ispa

nic

Tot

alnu

mbe

rof

All

Tot

alA

m.

Ind.

/A

sian

/B

lack

Whi

te

Sex

Rac

e-et

hnic

ity

PU

BLI

C

All

degr

ees

All

79,6

18$5

4,85

7$5

4,92

2$5

4,73

6$5

1,11

7$5

9,44

6$5

7,69

9$5

4,46

6$5

5,86

2$5

6,95

6F

ewer

than

3ye

ars

18,1

6552

,070

52,0

4652

,096

46,0

4855

,489

55,4

0551

,617

52,6

7254

,086

3to

9ye

ars

32,8

8554

,712

54,1

9755

,432

48,8

2259

,732

58,2

5254

,075

56,5

4257

,582

10ye

ars

orm

ore

28,5

6856

,799

56,6

6957

,400

57,1

3162

,682

58,8

0256

,549

58,7

0458

,752

Less

than

bach

elor

'sA

ll—

——

——

——

——

—F

ewer

than

3ye

ars

——

——

——

——

——

3to

9ye

ars

——

——

——

——

——

10ye

ars

orm

ore

——

——

——

——

——

Bac

helo

r's

All

1,14

041

,608

44,9

0738

,112

——

—40

,103

—52

,356

Few

erth

an3

year

s42

336

,520

38,9

6435

,002

——

—36

,462

—38

,218

3to

9ye

ars

491

44,9

2449

,605

37,8

23—

——

42,8

03—

52,5

3410

year

sor

mor

e22

543

,925

41,5

6347

,036

——

—42

,290

—61

,834

Mas

ter'

sA

ll50

,469

53,9

5953

,820

54,2

4149

,035

60,0

4156

,870

53,4

8855

,990

56,3

42F

ewer

than

3ye

ars

11,9

6551

,331

51,0

4351

,675

45,7

9857

,053

54,7

3750

,689

53,4

8653

,884

3to

9ye

ars

20,7

4553

,887

53,2

2154

,921

48,2

6260

,963

58,0

4853

,076

56,6

2557

,457

10ye

ars

orm

ore

17,7

5855

,812

55,5

6057

,056

52,6

8461

,216

56,9

7955

,639

58,4

4757

,120

Ed.

spec

./pr

of.

dipl

.A

ll20

,573

55,3

8355

,424

55,3

1357

,390

55,9

5256

,765

55,2

4254

,458

56,2

84F

ewer

than

3ye

ars

4,57

454

,166

54,5

2453

,818

47,8

3245

,806

55,6

6754

,226

49,3

6853

,848

3to

9ye

ars

8,59

054

,994

54,3

0655

,751

52,8

2456

,891

56,3

4454

,717

56,9

1556

,378

10ye

ars

orm

ore

7,40

856

,586

56,5

7456

,639

66,0

7656

,680

59,2

4856

,371

54,8

3558

,947

Doc

tora

teA

ll7,

430

61,5

4562

,694

59,5

35—

—63

,725

61,2

7061

,413

62,8

54F

ewer

than

3ye

ars

1,20

356

,920

58,2

2455

,998

——

61,2

7156

,567

51,8

6858

,875

3to

9ye

ars

3,05

161

,099

61,6

6960

,316

——

63,8

4860

,819

60,9

1262

,290

10ye

ars

orm

ore

3,17

663

,726

64,3

3361

,621

——

64,4

0363

,498

67,8

1964

,876

Tabl

eA

8.—

Aver

age

sala

ryof

publ

ican

dpr

ivat

esc

hool

prin

cipa

lsby

sex

and

race

-eth

nici

ty,b

yhi

ghes

tdeg

ree

earn

edan

dye

ars

ofex

peri

ence

asa

prin

cipa

l:199

3-94

(con

tinue

d)

Prin

cipa

lcha

ract

eris

tics

prin

cipa

lspr

inci

pals

min

ority

Mal

eF

emal

eA

KN

at.

Pac

.Is

l.no

n-H

ispa

nic

non-

His

pani

cH

ispa

nic

Tot

alnu

mbe

rof

All

Tot

alA

m.

Ind.

/A

sian

/B

lack

Whi

te

Sex

Rac

e-et

hnic

ity

A-15

PR

IVAT

E

All

degr

ees

All

25,0

15$3

2,07

5$3

5,59

7$2

9,18

5$3

1,63

2$3

5,96

1$3

4,38

3$3

1,96

9$3

1,35

0$3

3,45

0F

ewer

than

3ye

ars

6,21

427

,063

28,5

1426

,024

—39

,168

36,5

7426

,385

28,4

7634

,848

3to

9ye

ars

9,13

632

,856

35,0

7431

,083

29,4

9645

,223

31,9

3232

,844

35,6

8633

,002

10ye

ars

orm

ore

9,66

534

,673

40,1

6029

,625

34,2

6732

,266

37,0

4934

,794

29,2

5732

,761

Less

than

bach

elor

'sA

ll2,

110

18,2

9414

,428

23,1

97—

——

18,0

59—

—F

ewer

than

3ye

ars

658

15,3

8613

,556

19,5

74—

——

15,0

07—

—3

to9

year

s70

816

,427

16,1

1016

,685

——

—15

,686

——

10ye

ars

orm

ore

745

24,2

3614

,328

——

——

24,2

05—

—

Bac

helo

r's

All

6,48

024

,249

26,1

8022

,982

——

24,3

7523

,858

30,4

3728

,469

Few

erth

an3

year

s2,

298

19,4

6221

,989

18,0

88—

—25

,169

18,3

5126

,050

29,0

503

to9

year

s2,

488

25,9

4524

,496

26,9

87—

—20

,235

25,9

8733

,942

25,5

6710

year

sor

mor

e1,

694

29,0

5933

,768

25,4

87—

—46

,874

28,7

34—

38,4

81

Mas

ter'

sA

ll12

,900

34,7

8939

,029

31,4

32—

—37

,070

34,7

5035

,191

35,3

48F

ewer

than

3ye

ars

2,74

533

,998

35,7

8032

,869

——

37,2

6133

,732

39,7

2737

,077

3to

9ye

ars

4,57

035

,396

38,0

0133

,324

——

40,0

8835

,236

39,3

9437

,894

10ye

ars

orm

ore

5,58

534

,675

41,1

2629

,024

——

33,7

0934

,834

31,4

4732

,369

Ed.

spec

./pr

of.

dipl

.A

ll2,

049

35,1

1340

,947

31,4

49—

——

35,2

07—

—F

ewer

than

3ye

ars

314

31,5

1335

,962

28,7

37—

——

31,5

13—

—3

to9

year

s89

236

,986

42,0

0534

,389

——

—36

,323

——

10ye

ars

orm

ore

842

34,3

8241

,699

28,7

03—

——

35,4

90—

—

Doc

tora

teA

ll1,

476

51,1

9052

,759

47,2

36—

——

51,2

52—

—F

ewer

than

3ye

ars

198

49,5

9251

,995

43,6

62—

——

44,7

32—

—3

to9

year

s47

950

,652

51,7

4747

,023

——

—50

,871

——

10ye

ars

orm

ore

799

51,9

1853

,647

48,1

56—

——

53,1

73—

—

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

NO

TE

:B

ecau

seof

roun

ding

,de

tails

may

nota

ddto

tota

ls.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

pal

Que

stio

nnai

res)

.

A-16

Tabl

eA

9.—

Aver

age

sala

ryof

publ

ican

dpr

ivat

esc

hool

prin

cipa

ls,b

ysc

hool

leve

land

com

mun

ityty

pe:

1987

-88,

1990

-91,

and

1993

-94

All

Pub

licP

rivat

e

Sch

oolc

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

Sch

ooll

evel

Ele

men

tary

$36,

251

$44,

341

$49,

337

$40,

881

$48,

829

$54,

161

$19,

427

$25,

106

$28,

779

Sec

onda

ry42

,984

50,6

3455

,204

44,5

6251

,999

56,6

0128

,736

38,1

3443

,683

Com

bine

d31

,960

38,1

3539

,732

38,4

9246

,455

52,8

2526

,573

31,8

1633

,634

Com

mun

ityty

pe

Cen

tral

city

38,0

7746

,148

50,4

3644

,741

53,2

5358

,023

23,2

4829

,683

34,3

57

Urb

anfr

inge

/larg

eto

wn

39,9

8749

,716

54,7

4546

,248

56,3

0461

,810

22,7

1729

,431

35,1

86

Rur

al34

,876

41,8

3946

,000

37,2

7144

,272

49,4

3018

,999

24,6

0425

,017

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

oran

dP

ublic

Sch

ool

Que

stio

nnai

res)

,19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

and

Pub

lican

dP

rivat

eS

choo

lQue

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

pala

ndP

ublic

and

Priv

ate

Sch

oolQ

uest

ionn

aire

s).

See

foot

note

aten

dof

tabl

e.

A-17

Tabl

eA

10.—

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

bybe

nefit

sre

ceiv

ed,b

yco

mm

unity

type

,sch

ooll

evel

,sex

,and

race

-eth

nici

ty:

1987

-88,

1990

-91,

and

1993

-94

Prin

cipa

l/sch

oolc

hara

cter

istic

sin

sura

nce

insu

ranc

ein

sura

nce

plan

bene

fits

insu

ranc

ein

sura

nce

insu

ranc

epl

anbe

nefit

s

1987

-88

1990

-91

Ben

efits

Ben

efits

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind

11

PU

BLI

C

T

otal

86.0

60.9

67.0

58.4

41.1

86.1

63.7

67.9

60.9

44.5

Sex M

ale

86.6

60.3

67.1

59.0

41.9

86.1

62.3

67.5

61.8

45.5

Fem

ale

83.8

62.5

66.8

56.5

38.5

86.2

66.9

68.8

58.7

42.2

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e85

.164

.865

.465

.041

.563

.655

.762

.353

.738

.9A

sian

/Pac

ific

Isla

nder

77.0

62.6

56.7

62.9

41.2

93.6

88.5

80.2

73.1

32.4

Bla

ckno

n-H

ispa

nic

76.7

57.9

67.2

55.6

26.8

78.1

66.8

71.2

59.3

29.6

Whi

teno

n-H

ispa

nic

86.9

61.2

67.6

59.2

42.7

87.1

63.0

67.6

61.2

46.4

His

pani

c85

.458

.753

.542

.035

.087

.269

.866

.257

.939

.7

Tot

alm

inor

ity79

.558

.963

.353

.430

.580

.568

.069

.759

.233

.1

Com

mun

ityty

peC

entr

alci

ty89

.569

.975

.664

.337

.087

.371

.775

.666

.838

.0U

rban

frin

ge/la

rge

tow

n89

.372

.175

.063

.345

.391

.077

.478

.467

.750

.0R

ural

/sm

allt

own

81.9

48.8

57.2

52.0

41.0

83.0

52.7

58.8

54.6

44.7

Sch

ooll

evel

Ele

men

tary

86.1

61.6

68.3

58.0

40.2

86.8

64.8

69.2

61.8

43.6

Sec

onda

ry86

.460

.965

.660

.042

.685

.362

.065

.958

.847

.0C

ombi

ned

82.5

51.5

57.5

56.6

45.7

78.3

52.5

58.4

56.3

46.3

Tabl

eA

10.—

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

bybe

nefit

sre

ceiv

ed,b

yco

mm

unity

type

,sch

ooll

evel

,sex

,and

race

-eth

nici

ty:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d)

See

foot

note

aten

dof

tabl

e.

A-18

Prin

cipa

l/sch

oolc

hara

cter

istic

sin

sura

nce

insu

ranc

ein

sura

nce

plan

bene

fits

1993

-94

Ben

efits

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind 1

PU

BLI

C

T

otal

91.8

66.1

70.7

70.4

46.2

Sex M

ale

92.3

64.6

70.6

71.1

47.7

Fem

ale

90.7

69.1

70.7

69.2

43.6

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e79

.351

.960

.757

.149

.0A

sian

/Pac

ific

Isla

nder

97.7

90.8

84.7

73.6

39.0

Bla

ckno

n-H

ispa

nic

88.6

71.6

71.3

74.8

34.7

Whi

teno

n-H

ispa

nic

92.1

65.1

70.5

70.0

48.4

His

pani

c94

.671

.671

.169

.831

.8

Tot

alm

inor

ity90

.171

.571

.472

.534

.9

Com

mun

ityty

peC

entr

alci

ty94

.273

.276

.075

.937

.8U

rban

frin

ge/la

rge

tow

n95

.481

.280

.376

.648

.8R

ural

/sm

allt

own

88.7

54.3

62.6

64.3

49.1

Sch

ooll

evel

Ele

men

tary

92.3

67.0

72.0

70.9

44.7

Sec

onda

ry90

.663

.368

.368

.549

.1C

ombi

ned

87.0

56.7

62.6

66.8

48.5

Tabl

eA

10.—

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

bybe

nefit

sre

ceiv

ed,b

yco

mm

unity

type

,sch

ooll

evel

,sex

,and

race

-eth

nici

ty:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d)

See

foot

note

aten

dof

tabl

e.

A-19

Prin

cipa

l/sch

oolc

hara

cter

istic

sin

sura

nce

insu

ranc

ein

sura

nce

plan

bene

fits

insu

ranc

ein

sura

nce

insu

ranc

epl

anbe

nefit

s

1987

-88

1990

-91

Ben

efits

Ben

efits

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind

11

PR

IVAT

E

T

otal

68.5

32.5

33.6

41.8

64.3

65.3

32.3

34.5

43.8

60.2

Sex M

ale

72.1

35.9

40.7

45.1

62.3

67.5

33.6

37.0

46.7

63.2

Fem

ale

65.2

29.3

27.0

38.8

62.5

63.2

31.0

32.1

41.1

57.3

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e—

——

——

——

——

—A

sian

/Pac

ific

Isla

nder

——

——

——

——

——

Bla

ckno

n-H

ispa

nic

50.8

37.4

28.1

25.0

47.8

39.6

29.5

24.3

33.8

49.4

Whi

teno

n-H

ispa

nic

69.0

32.5

34.1

42.9

65.6

65.7

31.9

35.0

44.3

60.4

His

pani

c76

.128

.929

.133

.945

.480

.545

.937

.740

.561

.4

Tot

alm

inor

ity63

.433

.227

.028

.148

.959

.137

.727

.436

.156

.2

Com

mun

ityty

peC

entr

alci

ty70

.334

.737

.543

.459

.672

.137

.439

.249

.659

.7U

rban

frin

ge/la

rge

tow

n71

.836

.634

.645

.067

.669

.135

.938

.646

.963

.4R

ural

/sm

allt

own

61.6

24.0

25.9

35.5

68.5

52.2

21.7

24.2

33.0

57.3

Sch

ooll

evel

Ele

men

tary

69.4

33.8

31.1

45.9

63.6

66.4

33.4

32.4

47.3

57.6

Sec

onda

ry82

.242

.744

.450

.066

.986

.349

.250

.862

.470

.1C

ombi

ned

61.8

26.1

35.6

29.8

65.2

56.6

23.9

34.2

29.9

64.3

Tabl

eA

10.—

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

bybe

nefit

sre

ceiv

ed,b

yco

mm

unity

type

,sch

ooll

evel

,sex

,and

race

-eth

nici

ty:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d)

A-20

Prin

cipa

l/sch

oolc

hara

cter

istic

sin

sura

nce

insu

ranc

ein

sura

nce

plan

bene

fits

1993

-94

Ben

efits

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind 1

PR

IVAT

E

T

otal

64.0

35.0

35.2

46.3

55.1

Sex M

ale

65.0

35.4

37.4

46.4

58.8

Fem

ale

63.2

34.5

33.3

46.3

52.0

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e60

.421

.457

.232

.736

.9A

sian

/Pac

ific

Isla

nder

54.9

42.2

25.4

34.1

54.9

Bla

ckno

n-H

ispa

nic

51.6

38.9

23.7

32.9

43.6

Whi

teno

n-H

ispa

nic

64.3

34.3

35.3

47.1

55.4

His

pani

c81

.355

.652

.746

.870

.1

Tot

alm

inor

ity60

.742

.634

.336

.951

.5

Com

mun

ityty

peC

entr

alci

ty67

.536

.137

.349

.153

.4U

rban

frin

ge/la

rge

tow

n71

.742

.139

.948

.656

.1R

ural

/sm

allt

own

49.6

24.4

26.6

39.6

56.4

Sch

ooll

evel

Ele

men

tary

66.9

36.6

34.3

52.0

51.4

Sec

onda

ry85

.258

.055

.268

.365

.3C

ombi

ned

50.8

24.0

30.5

28.7

58.5

In-k

ind

bene

fits

incl

ude

hous

ing,

mea

ls,

tuiti

on,

and

tran

spor

tatio

n.1 —

Too

few

case

sfo

ra

relia

ble

estim

ate.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

oran

dP

ublic

and

Priv

ate

Sch

oolQ

uest

ionn

aire

s),

1990

-91

(Pub

lican

dP

rivat

eS

choo

lAdm

inis

trat

oran

dS

choo

lQue

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

pala

ndS

choo

lQ

uest

ionn

aire

s).

A-21

Tabl

eA

11.—

Per

centa

geof

publ

ican

dpr

ivat

esc

hool

prin

cipa

lsby

high

estd

egre

eea

rned

,by

scho

olle

vel,

scho

olsi

ze,m

inor

ityen

rollm

ent,

free

-lunc

hre

cipi

ents

,dis

tric

tsiz

e,an

dco

mm

unity

type

:198

7-88

,199

0-91

,and

1993

-94

Sch

oolc

hara

cter

istic

sB

ache

lor’s

Bac

helo

r’sM

aste

r’spr

of.

dipl

.D

octo

rate

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

prof

.di

pl.

Doc

tora

te

Hig

hest

degr

ee

Pub

licP

rivat

e

Less

than

Ed.

Sp.

/Le

ssth

anE

d.S

p./

1987

-198

8

Sch

ooll

evel

Ele

men

tary

0.1

2.6

54.3

34.4

8.6

3.4

26.3

52.2

13.2

4.9

Sec

onda

ry0.

11.

251

.037

.89.

90.

412

.362

.615

.98.

7C

ombi

ned

0.0

5.5

51.3

35.3

8.0

10.0

28.1

44.0

9.1

8.8

Sch

ools

ize

Less

than

150

—12

.554

.524

.87.

88.

738

.041

.06.

65.

715

0-49

9—

1.7

55.1

36.2

7.0

1.3

14.8

60.7

17.1

6.2

500-

749

—0.

952

.836

.69.

6—

2.6

63.3

23.0

10.8

750

orm

ore

0.2

0.4

48.2

37.3

13.9

—5.

458

.321

.813

.9

Min

ority

enro

llmen

tLe

ssth

an20

%0.

12.

853

.635

.67.

86.

126

.350

.311

.06.

320

-50%

0.0

2.3

53.5

35.1

9.1

2.7

25.0

49.8

14.6

7.8

Mor

eth

an50

%—

1.3

52.3

34.6

11.7

1.2

21.5

55.4

16.6

5.3

Fre

e-lu

nch

reci

pien

tsLe

ssth

an20

%0.

12.

152

.735

.19.

95.

626

.150

.011

.86.

520

-49%

—2.

554

.535

.19.

80.

518

.463

.215

.92.

050

%or

mor

e0.

22.

852

.535

.88.

63.

018

.755

.115

.18.

1

Dis

tric

tsiz

eLe

ssth

an1,

000

—6.

955

.032

.55.

4(*

)(*

)(*

)(*

)(*

)1,

000-

4,99

9—

2.4

52.6

37.0

7.9

(*)

(*)

(*)

(*)

(*)

5,00

0-9,

999

—1.

554

.535

.88.

1(*

)(*

)(*

)(*

)(*

)10

,000

orm

ore

—0.

854

.032

.912

.2(*

)(*

)(*

)(*

)(*

)

Com

mun

ityty

peC

entr

alci

ty—

1.1

55.7

32.1

11.2

3.5

22.9

52.2

13.6

7.9

Urb

anfr

inge

/larg

eto

wn

—0.

753

.034

.112

.13.

321

.454

.614

.16.

5R

ural

/sm

allt

own

0.2

4.2

52.1

37.9

5.6

9.3

34.6

44.5

7.9

3.7

Tabl

eA

11.—

Per

centa

geof

publ

ican

dpr

ivat

esc

hool

prin

cipa

lsby

high

estd

egre

eea

rned

,by

scho

olle

vel,

scho

olsi

ze,m

inor

ityen

rollm

ent,

free

-lunc

hre

cipi

ents

,dis

tric

tsiz

e,an

dco

mm

unity

type

:198

7-88

,199

0-91

,and

1993

-94

(con

tinue

d)

Sch

oolc

hara

cter

istic

sB

ache

lor’s

Bac

helo

r’sM

aste

r’spr

of.

dipl

.D

octo

rate

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

prof

.di

pl.

Doc

tora

te

Hig

hest

degr

ee

Pub

licP

rivat

e

Less

than

Ed.

Sp.

/Le

ssth

anE

d.S

p./

See

foot

note

aten

dof

tabl

e.

A-22

1990

-199

1

Sch

ooll

evel

Ele

men

tary

0.0

1.8

60.7

28.6

8.9

7.2

27.2

50.6

11.5

3.6

Sec

onda

ry—

1.5

61.2

26.9

10.3

—8.

957

.917

.914

.9C

ombi

ned

—2.

956

.629

.510

.410

.335

.835

.77.

710

.5

Sch

ools

ize

Less

than

150

—8.

463

.920

.17.

413

.940

.432

.37.

95.

515

0-49

9—

1.2

61.5

29.6

7.8

0.5

16.1

62.8

13.9

6.7

500-

749

0.0

0.7

58.8

30.6

9.8

—4.

764

.320

.010

.675

0or

mor

e0.

00.

758

.326

.514

.50.

02.

562

.713

.920

.8

Min

ority

enro

llmen

tLe

ssth

an20

%—

2.4

60.2

28.8

8.6

9.0

27.5

47.7

10.5

5.4

20-5

0%—

0.9

61.5

28.1

9.4

4.2

28.0

45.8

14.0

8.0

Mor

eth

an50

%0.

01.

360

.826

.711

.23.

227

.547

.810

.511

.0

Fre

e-lu

nch

reci

pien

tsLe

ssth

an20

%—

1.4

59.8

26.7

12.1

(a)

(a)

(a)

(a)

(a)

20-4

9%—

22.0

61.6

29.5

6.7

(a)

(a)

(a)

(a)

(a)

50%

orm

ore

—1.

660

.628

.59.

3(a

)(a

)(a

)(a

)(a

)

Dis

tric

tsiz

eLe

ssth

an1,

000

—5.

961

.925

.56.

6(*

)(*

)(*

)(*

)(*

)1,

000-

4,99

9—

1.4

59.9

31.6

7.1

(*)

(*)

(*)

(*)

(*)

5,00

0-9,

999

0.0

—59

.729

.510

.7(*

)(*

)(*

)(*

)(*

)10

,000

orm

ore

0.0

0.8

60.7

26.1

12.4

(*)

(*)

(*)

(*)

(*)

Com

mun

ityty

peC

entr

alci

ty—

0.5

60.3

26.0

13.1

3.4

22.7

53.4

12.6

7.9

Urb

anfr

inge

/larg

eto

wn

0.0

1.1

60.6

27.1

11.1

4.8

25.1

49.0

13.3

7.9

Rur

al/s

mal

ltow

n—

2.7

60.7

29.8

6.7

15.1

36.6

38.0

6.8

3.5

Tabl

eA

11.—

Per

centa

geof

publ

ican

dpr

ivat

esc

hool

prin

cipa

lsby

high

estd

egre

eea

rned

,by

scho

olle

vel,

scho

olsi

ze,m

inor

ityen

rollm

ent,

free

-lunc

hre

cipi

ents

,dis

tric

tsiz

e,an

dco

mm

unity

type

:198

7-88

,199

0-91

,and

1993

-94

(con

tinue

d)

Sch

oolc

hara

cter

istic

sB

ache

lor’s

Bac

helo

r’sM

aste

r’spr

of.

dipl

.D

octo

rate

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

prof

.di

pl.

Doc

tora

te

Hig

hest

degr

ee

Pub

licP

rivat

e

Less

than

Ed.

Sp.

/Le

ssth

anE

d.S

p./

A-23

1993

-199

4

Sch

ooll

evel

Ele

men

tary

—1.

564

.125

.78.

67.

026

.154

.28.

04.

7S

econ

dary

0.0

1.2

63.0

25.4

10.3

—6.

067

.414

.012

.4C

ombi

ned

0.0

2.6

60.2

27.8

9.4

14.3

29.4

44.2

6.6

5.4

Sch

ools

ize

Less

than

150

0.0

7.9

67.5

18.9

5.7

14.9

34.8

37.9

7.2

5.2

150-

499

—0.

864

.726

.48.

01.

415

.168

.49.

45.

750

0-74

90.

00.

461

.829

.08.

90.

711

.471

.08.

18.

875

0or

mor

e0.

00.

661

.623

.714

.0—

4.2

71.1

9.5

13.3

Min

ority

enro

llmen

tLe

ssth

an20

%0.

01.

763

.226

.98.

29.

826

.350

.87.

45.

720

-50%

0.0

1.3

63.0

25.5

10.2

7.8

21.5

56.8

8.2

5.7

Mor

eth

an50

%—

1.0

65.8

23.2

10.0

3.9

23.1

55.6

11.6

5.7

Fre

e-lu

nch

reci

pien

tsLe

ssth

an20

%0.

00.

662

.125

.411

.90.

013

.673

.37.

65.

520

-49%

0.0

1.8

64.2

26.4

7.5

4.0

19.1

67.6

8.0

1.3

50%

orm

ore

—1.

464

.926

.07.

71.

531

.651

.89.

06.

0

Dis

tric

tsiz

eLe

ssth

an1,

000

—4.

268

.122

.65.

2(*

)(*

)(*

)(*

)(*

)1,

000-

4,99

90.

01.

164

.127

.17.

7(*

)(*

)(*

)(*

)(*

)5,

000-

9,99

90.

02.

062

.725

.99.

4(*

)(*

)(*

)(*

)(*

)10

,000

orm

ore

0.0

0.2

61.7

26.2

11.8

(*)

(*)

(*)

(*)

(*)

Com

mun

ityty

peC

entr

alci

ty0.

00.

564

.823

.111

.55.

419

.359

.210

.16.

0U

rban

frin

ge/la

rge

tow

n0.

01.

162

.124

.012

.78.

425

.050

.08.

87.

8R

ural

/sm

allt

own

—2.

164

.127

.95.

912

.932

.946

.54.

82.

9

(a)

Item

noti

nclu

ded

onS

AS

Sin

stru

men

ttha

tyea

r.

(*)

Item

nota

pplic

able

topr

ivat

esc

hool

prin

cipa

ls.

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

NO

TE

:Det

ails

may

nota

ddto

100

perc

entd

ueto

roun

ding

orce

llsu

ppre

ssio

n.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

or,

Pub

licS

choo

l,an

dT

each

erD

eman

dan

dS

hort

age

Que

stio

nnai

res)

,19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

,P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

eQ

uest

ionn

aire

s),

and

1993

-94

(Pub

lican

dP

rivat

eS

choo

lPrin

cipa

l,P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

eQ

uest

ionn

aire

s).

A-24

Tabl

eA

12.—

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

byhi

ghes

tdeg

ree

earn

ed,b

yra

ce-e

thni

city

and

sex:1

987-

88,

1990

-91,

and

1993

-94

Prin

cipa

lcha

ract

eris

tics

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

Pro

f.D

octo

rate

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

Pro

f.D

octo

rate

Hig

hest

degr

ee

Pub

licP

rivat

e

Less

than

Ed.

Sp.

/Le

ssth

anE

d.S

p./

1987

-88

Tot

al0.

12.

453

.435

.18.

94.

725

.751

.012

.26.

4R

ace-

ethn

icity

Am

eric

anIn

dian

/Ala

ska

Nat

ive

——

50.8

35.2

12.9

——

78.1

——

Asi

an/P

acifi

cIs

land

er—

2.3

51.5

34.1

12.1

—31

.538

.08.

712

.6B

lack

non-

His

pani

c—

—51

.137

.211

.5—

23.0

55.7

8.7

12.3

Whi

teno

n-H

ispa

nic

—2.

653

.635

.18.

54.

825

.550

.912

.56.

2H

ispa

nic

—4.

354

.530

.410

.8—

35.8

51.4

—2.

1

Sex

Mal

e—

1.9

55.6

34.3

8.2

5.2

26.2

49.6

9.8

9.2

Fem

ale

—4.

146

.537

.811

.34.

325

.252

.314

.43.

8

1990

-91

Tot

al—

1.8

60.5

28.2

9.4

7.4

26.9

47.4

11.5

6.8

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e—

—52

.828

.013

.2—

—56

.9—

—A

sian

/Pac

ific

Isla

nder

—7.

164

.820

.67.

5—

23.7

29.1

12.6

31.9

Bla

ckno

n-H

ispa

nic

——

57.8

27.4

13.9

14.0

24.0

44.1

4.7

13.2

Whi

teno

n-H

ispa

nic

—1.

760

.528

.69.

17.

226

.647

.911

.76.

6H

ispa

nic

—4.

167

.521

.66.

42.

844

.836

.012

.83.

5

Sex

Mal

e—

1.5

62.5

27.5

8.4

10.0

28.0

42.9

9.2

9.8

Fem

ale

—2.

555

.829

.811

.84.

825

.951

.713

.73.

9

Tabl

eA

12.—

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

byhi

ghes

tdeg

ree

earn

ed,b

yra

ce-e

thni

city

and

sex:1

987-

88,

1990

-91,

and

1993

-94

(con

tinue

d)

Prin

cipa

lcha

ract

eris

tics

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

Pro

f.D

octo

rate

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

Pro

f.D

octo

rate

Hig

hest

degr

ee

Pub

licP

rivat

e

Less

than

Ed.

Sp.

/Le

ssth

anE

d.S

p./

A-25

1993

-94

Tot

al—

1.4

63.4

25.8

9.3

8.4

25.9

51.6

8.2

5.9

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e—

1.1

65.8

24.8

8.2

0.0

42.5

52.4

——

Asi

an/P

acifi

cIs

land

er—

6.7

50.9

25.4

17.0

—22

.950

.5—

4.5

Bla

ckno

n-H

ispa

nic

——

64.3

23.7

11.9

14.3

26.5

43.6

11.0

4.6

Whi

teno

n-H

ispa

nic

—1.

562

.826

.59.

28.

425

.652

.18.

15.

8H

ispa

nic

—2.

774

.517

.35.

5—

34.5

44.0

9.2

12.1

Sex

Mal

e—

1.1

65.0

24.7

9.1

11.3

23.1

49.6

6.8

9.2

Fem

ale

—2.

060

.227

.99.

86.

028

.353

.39.

43.

0

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

NO

TE

:Det

ails

may

nota

ddto

100

perc

entd

ueto

roun

ding

orce

llsu

ppre

ssio

n.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

orQ

uest

ionn

aire

),19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

Que

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

s).

See

foo

tnot

e at

end

of

tabl

e.

A-26

Tabl

e A

13.—

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s pa

rtic

ipat

ing

in tr

aini

ng o

r de

velo

pmen

t pro

gram

s, b

y re

gion

,co

mm

unity

type

, sch

ool l

evel

, sex

, and

rac

e-et

hnic

ity:

1987

-88,

199

0-91

, and

199

3-94

Tra

inin

g or

dev

elop

men

t pr

ogra

m

Pro

gram

for

Tra

inin

g in

eva

luat

ion

Tra

inin

g in

Adm

inis

trat

ive

aspi

ring

prin

cipa

lsan

d su

perv

isio

nm

anag

emen

t te

chni

ques

inte

rnsh

ip

Prin

cipa

l/sch

ool c

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

PU

BLI

C

Tot

al(a

)35

.738

.989

.287

.486

.573

.274

.374

.736

.637

.641

.2

Sex M

ale

(a)

33.2

35.6

89.4

88.0

86.8

73.3

74.5

75.6

34.7

34.2

38.9

Fem

ale

(a)

41.8

45.1

88.9

86.0

85.8

72.9

73.8

73.0

42.3

45.4

45.6

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

(a)

44.8

41.2

90.8

93.6

83.8

70.4

78.7

83.1

48.7

35.6

49.4

Asi

an/P

acifi

c Is

land

er(a

)50

.767

.691

.395

.492

.783

.190

.180

.567

.752

.349

.0B

lack

non

-His

pani

c(a

)56

.858

.089

.889

.088

.280

.281

.179

.442

.344

.045

.1W

hite

non

-His

pani

c(a

)33

.035

.489

.086

.986

.072

.073

.173

.835

.036

.240

.0H

ispa

nic

(a)

45.0

57.6

93.4

92.0

90.3

84.9

83.2

78.8

54.0

50.2

52.1

Tot

al m

inor

ity(a

)52

.457

.590

.890

.488

.780

.682

.079

.546

.645

.647

.3

Com

mun

ity t

ype

Cen

tral

city

(a)

44.2

51.7

89.0

89.2

89.2

77.4

80.0

78.9

40.5

39.1

43.2

Urb

an f

ringe

/larg

e to

wn

(a)

41.6

43.0

91.2

86.4

86.2

76.6

75.0

76.1

34.9

40.5

42.8

Rur

al/s

mal

l tow

n(a

)28

.830

.388

.287

.185

.268

.671

.471

.935

.235

.339

.3

Sch

ool l

evel

Ele

men

tary

(a)

36.8

39.4

89.3

87.1

86.7

73.0

73.9

74.3

36.1

37.0

41.3

Sec

onda

ry(a

)33

.536

.589

.388

.386

.674

.975

.075

.037

.238

.640

.8C

ombi

ned

(a)

31.3

40.0

88.2

87.9

85.7

67.9

76.5

74.7

39.6

39.2

47.0

Tabl

e A

13.—

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s pa

rtic

ipat

ing

in tr

aini

ng o

r de

velo

pmen

t pro

gram

s, b

y re

gion

,co

mm

unity

type

, sch

ool l

evel

, sex

, and

rac

e-et

hnic

ity:

1987

-88,

199

0-91

, and

199

3-94

(co

ntin

ued)

Tra

inin

g or

dev

elop

men

t pr

ogra

m

Pro

gram

for

Tra

inin

g in

eva

luat

ion

Tra

inin

g in

Adm

inis

trat

ive

aspi

ring

prin

cipa

lsan

d su

perv

isio

nm

anag

emen

t te

chni

ques

inte

rnsh

ip

Prin

cipa

l/sch

ool c

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

A-27

PR

IVA

TE

Tot

al(a

)40

.038

.568

.664

.764

.756

.353

.757

.623

.620

.722

.0

Sex M

ale

(a)

37.8

35.3

64.8

62.0

62.8

56.2

51.8

56.3

19.9

16.6

18.4

Fem

ale

(a)

41.9

41.3

72.2

67.4

66.2

56.5

55.6

58.8

27.1

24.5

25.1

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

(a)

31.5

70.7

73.6

75.4

78.6

36.7

71.3

78.6

12.1

24.8

53.7

Asi

an/P

acifi

c Is

land

er(a

)18

.453

.772

.357

.365

.373

.171

.279

.035

.10.

035

.0B

lack

non

-His

pani

c(a

)59

.749

.371

.052

.176

.366

.546

.573

.724

.832

.133

.5W

hite

non

-His

pani

c(a

)39

.637

.468

.964

.664

.055

.953

.556

.123

.420

.120

.8H

ispa

nic

(a)

37.6

57.7

53.0

82.8

67.2

55.7

63.0

79.4

28.6

34.2

40.2

Tot

al m

inor

ity(a

)45

.151

.964

.766

.473

.061

.457

.276

.126

.829

.436

.9

Com

mun

ity t

ype

Cen

tral

city

(a)

41.4

39.6

68.2

68.4

68.6

55.5

58.0

62.5

24.5

23.9

25.1

Urb

an f

ringe

/larg

e to

wn

(a)

39.9

40.5

73.0

65.3

65.7

57.3

51.9

59.0

26.2

21.7

22.8

Rur

al/s

mal

l tow

n(a

)38

.034

.664

.059

.457

.956

.550

.349

.119

.015

.416

.6

Sch

ool l

evel

Ele

men

tary

(a)

37.8

41.6

69.6

64.5

66.2

53.3

52.8

57.6

25.6

21.4

24.1

Sec

onda

ry(a

)43

.833

.467

.662

.668

.354

.957

.262

.125

.422

.320

.6C

ombi

ned

(a)

43.4

33.5

66.7

66.1

60.0

63.6

54.6

53.6

18.4

18.3

16.0

(a)

Item

not

incl

uded

on

SA

SS

inst

rum

ent

that

yea

r.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

198

7-88

(S

choo

l Adm

inis

trat

or a

nd P

ublic

and

Priv

ate

Sch

ool Q

uest

ionn

aire

s),

1990

-91

(Pub

lic a

nd P

rivat

e S

choo

l Adm

inis

trat

or a

nd S

choo

l Que

stio

nnai

res)

, an

d 19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal a

nd S

choo

lQ

uest

ionn

aire

s).

A-28

Tabl

eA

14.—

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

byse

x,by

field

ofst

udy

for

bach

elor

'san

dhi

gher

degr

ees

earn

ed:

1987

-88,

1990

-91,

and

1993

-94

Fie

ldof

stud

y

All

Sex

Mal

eF

emal

e

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

PU

BLI

C

Edu

catio

nar

eas

Ear

lych

ildho

od0.

91.

31.

80.

30.

30.

62.

83.

63.

9E

lem

enta

ry40

.839

.639

.333

.630

.429

.362

.861

.258

.1S

econ

dary

9.4

7.3

7.4

11.3

8.9

9.2

3.5

3.6

4.0

Sub

ject

area

educ

atio

nE

nglis

h2.

63.

63.

12.

12.

92.

54.

05.

04.

2In

dust

riala

rts

2.3

1.8

1.7

3.0

2.6

2.6

0.2

0.1

0.1

Mat

hem

atic

s1.

72.

62.

32.

03.

33.

00.

50.

90.

8P

hysi

cale

duca

tion

9.2

10.3

10.2

11.3

13.4

14.1

2.8

2.9

2.8

Sci

ence

1.8

2.1

2.0

2.1

2.8

2.6

0.8

0.5

0.8

Soc

ials

tudi

es4.

99.

07.

85.

911

.510

.51.

83.

02.

8H

ome

econ

omic

s0.

30.

50.

6—

—0.

01.

21.

81.

8O

ther

10.7

13.0

13.0

8.8

10.6

11.1

16.6

18.6

16.7

Spe

cial

educ

atio

n4.

45.

46.

22.

93.

33.

88.

910

.211

.0C

urric

ulum

and

inst

ruct

ion

5.9

5.4

5.7

4.7

4.7

4.2

9.6

7.2

8.5

Edu

catio

nala

dmin

istr

atio

n67

.168

.466

.369

.371

.170

.860

.662

.157

.8E

duca

tiona

lpsy

chol

ogy

1.0

0.6

0.7

0.9

0.3

0.7

1.0

1.1

0.7

Cou

nsel

ing

and

guid

ance

6.2

7.4

6.8

6.3

7.3

6.7

6.1

7.6

7.0

Non

educ

atio

nar

eas

Gen

eral

Eng

lish

3.1

3.1

3.4

2.8

2.3

2.7

4.1

5.1

4.8

Mat

hem

atic

s0.

51.

81.

30.

72.

21.

70.

00.

70.

7A

gric

ultu

re3.

0—

—3.

7—

—1.

0—

—M

ilitar

ysc

ienc

e2.

0—

—1.

9—

—2.

1—

—P

sych

olog

y—

1.8

2.5

—1.

82.

7—

1.9

2.1

Hom

eec

onom

ics

1.0

——

1.1

——

0.6

——

Rel

igio

n,th

eolo

gy0.

4—

——

——

1.6

——

Oth

er7.

85.

86.

98.

35.

86.

76.

25.

87.

2F

orei

gnla

ngua

ge1.

11.

11.

40.

80.

70.

82.

11.

92.

5N

atur

alsc

ienc

e5.

74.

13.

77.

05.

04.

71.

52.

01.

8S

ocia

lsci

ence

14.0

10.0

10.0

16.2

12.1

12.0

7.3

5.1

6.3

Tabl

eA

14.—

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

byse

x,by

field

ofst

udy

for

bach

elor

'san

dhi

gher

degr

ees

earn

ed:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d)

Fie

ldof

stud

y

All

Sex

Mal

eF

emal

e

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

A-29

PR

IVAT

E

Edu

catio

nar

eas

Ear

lych

ildho

od2.

52.

92.

40.

80.

30.

24.

15.

54.

2E

lem

enta

ry36

.835

.032

.322

.620

.817

.449

.948

.645

.2S

econ

dary

5.8

4.3

6.5

6.5

5.6

9.0

5.2

2.9

4.3

Sub

ject

area

educ

atio

nE

nglis

h3.

23.

23.

42.

51.

52.

33.

94.

84.

3In

dust

riala

rts

——

——

——

——

—M

athe

mat

ics

1.4

1.7

1.6

1.6

1.6

2.2

1.2

1.9

1.1

Phy

sica

ledu

catio

n2.

21.

93.

43.

33.

05.

61.

20.

91.

5S

cien

ce—

1.4

1.2

—1.

41.

7—

1.4

0.8

Soc

ials

tudi

es2.

14.

94.

73.

05.

86.

31.

34.

13.

3H

ome

econ

omic

s—

——

——

——

——

Oth

er10

.414

.112

.69.

015

.411

.711

.612

.813

.4S

peci

aled

ucat

ion

6.4

5.7

5.8

4.1

3.3

3.3

8.5

8.0

7.9

Cur

ricul

uman

din

stru

ctio

n2.

63.

52.

92.

93.

23.

22.

23.

82.

7E

duca

tiona

ladm

inis

trat

ion

27.8

28.6

28.5

29.6

28.3

30.7

26.2

28.8

26.6

Edu

catio

nalp

sych

olog

y—

0.8

1.0

—1.

00.

7—

0.7

1.3

Cou

nsel

ing

and

guid

ance

2.3

3.1

2.5

2.6

3.4

2.8

2.1

2.7

2.2

Non

educ

atio

nar

eas

Gen

eral

Eng

lish

6.3

4.4

5.0

5.6

3.9

5.0

7.0

4.9

5.0

Mat

hem

atic

s—

2.0

1.8

—2.

41.

7—

1.8

1.8

Agr

icul

ture

2.8

——

3.0

——

2.6

——

Milit

ary

scie

nce

3.7

0.0

0.0

3.4

0.0

0.0

4.0

0.0

0.0

Psy

chol

ogy

—2.

73.

4—

2.6

2.5

—2.

74.

2H

ome

econ

omic

s12

.1—

—19

.0—

—5.

9—

—R

elig

ion,

theo

logy

—7.

25.

2—

12.2

8.2

—2.

52.

5O

ther

10.2

8.3

11.8

13.0

11.2

15.7

7.6

5.4

8.5

For

eign

lang

uage

2.0

2.0

1.6

1.3

1.2

1.2

2.6

2.8

1.8

Nat

ural

scie

nce

2.6

3.6

3.2

3.3

4.5

4.8

2.0

2.7

1.8

Soc

ials

cien

ce13

.710

.99.

117

.613

.510

.810

.18.

37.

7

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

NO

TE

:M

ultip

lere

spon

ses

are

poss

ible

beca

use

mos

tprin

cipa

lsha

vem

ore

than

one

degr

ee.

Res

pons

eop

tions

for

field

sof

stud

yva

ried

slig

htly

betw

een

1987

-88

and

1990

-91

inst

rum

ents

.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

orQ

uest

ionn

aire

),19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

Que

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

s).

A-30

Tabl

e A

15.—

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s by

sex

, by

prio

r ex

peri

ence

in te

achi

ng a

nd o

ther

spe

cifie

ded

ucat

ion

role

s: 1

987-

88, 1

990-

91, a

nd 1

993-

94

Exp

erie

nce

area

All

Sex

Mal

eF

emal

e

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

PU

BLI

C

Tea

cher

98.9

98.7

98.8

98.9

98.6

98.6

98.7

99.0

99.0

Dep

artm

ent

head

24.4

24.6

19.6

21.0

22.6

20.4

34.5

29.3

18.0

Cur

ricul

um s

peci

alis

t or

coo

rdin

ator

(a)

(a)

17.4

(a)

(a)

10.8

(a)

(a)

29.8

Ass

ista

nt p

rinci

pal o

r pr

ogra

m49

.751

.054

.150

.152

.753

.948

.847

.054

.6di

rect

orG

uida

nce

coun

selo

r10

.19.

27.

610

.59.

77.

58.

97.

97.

8Li

brar

y m

edia

spe

cial

ist/l

ibra

rian

(a)

(a)

1.4

(a)

(a)

0.7

(a)

(a)

2.6

Ath

letic

coa

ch29

.828

.726

.638

.139

.137

.74.

44.

45.

6S

tude

nt c

lub

spon

sor

25.3

26.3

27.9

27.9

29.3

30.2

17.5

19.4

23.5

Oth

er(a

)24

.521

.4(a

)20

.218

.8(a

)34

.526

.4

PR

IVA

TE

Tea

cher

89.0

87.0

87.8

81.5

79.7

84.6

95.8

94.0

90.6

Dep

artm

ent

head

28.3

28.2

18.7

24.7

25.2

19.6

31.6

31.1

18.0

Cur

ricul

um s

peci

alis

t or

coo

rdin

ator

(a)

(a)

13.2

(a)

(a)

10.4

(a)

(a)

15.7

Ass

ista

nt p

rinci

pal o

r pr

ogra

m31

.433

.029

.032

.434

.232

.430

.431

.726

.1di

rect

orG

uida

nce

coun

selo

r7.

78.

36.

311

.311

.08.

14.

45.

84.

8Li

brar

y m

edia

spe

cial

ist/l

ibra

rian

(a)

(a)

1.2

(a)

(a)

0.5

(a)

(a)

1.8

Ath

letic

coa

ch16

.316

.715

.629

.829

.328

.64.

04.

64.

3S

tude

nt c

lub

spon

sor

20.5

21.4

17.3

18.7

21.2

19.1

20.5

21.6

15.7

Oth

er(a

)17

.419

.1(a

)16

.018

.2(a

)18

.819

.9

(a)

Item

not

incl

uded

on

SA

SS

inst

rum

ent

that

yea

r.

NO

TE

: M

ultip

le r

espo

nses

are

pos

sibl

e be

caus

e m

ost

prin

cipa

ls h

ave

mor

e th

an o

ne p

rior

expe

rienc

e.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

87-8

8 (S

choo

l Adm

inis

trat

or Q

uest

ionn

aire

), 1

990-

91(P

ublic

and

Priv

ate

Sch

ool A

dmin

istr

ator

Que

stio

nnai

res)

, an

d 19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal Q

uest

ionn

aire

s).

A-31

Tabl

eA

16.—

Aver

age

year

sof

exper

ienc

ein

educ

atio

nfo

rpub

lican

dpr

ivat

esc

hool

prin

cipa

ls,b

yse

lect

edsc

hool

and

prin

cipa

lcha

ract

eris

tics:

1987

-88,

1990

-91,

and

1993

-94

Sch

ool/p

rinci

palc

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

Pro

fess

iona

lexp

erie

nce

ined

ucat

ion

Aver

age

year

sas

teac

hers

Aver

age

year

sas

prin

cipa

ls

PU

BLI

C

Tot

al9.

810

.511

.010

.09.

38.

6

Sch

ooll

evel

Ele

men

tary

9.8

10.7

11.2

10.4

9.6

8.9

Sec

onda

ry9.

710

.110

.69.

39.

08.

0C

ombi

ned

9.3

10.4

10.9

8.4

8.0

7.5

Sch

ools

ize

Less

than

150

9.7

9.9

10.1

8.2

8.6

8.0

150-

499

9.8

10.8

11.4

10.6

9.6

9.0

500-

749

9.9

10.6

11.0

9.9

9.5

8.6

750

orm

ore

9.5

10.1

10.6

9.5

9.0

8.3

Min

ority

enro

llmen

tLe

ssth

an20

%9.

310

.310

.710

.59.

99.

320

-50%

10.0

10.3

11.0

9.9

9.1

8.5

Mor

eth

an50

%11

.011

.311

.78.

78.

27.

3

Fre

e-lu

nch

reci

pien

tsLe

ssth

an20

%9.

410

.211

.010

.49.

99.

020

-49%

9.6

10.4

10.9

10.1

9.4

8.9

50%

orm

ore

10.8

11.1

11.4

9.1

8.6

8.1

Dis

tric

tsiz

eLe

ssth

an1,

000

9.1

10.0

10.6

9.5

8.8

8.5

1,00

0-4,

999

9.7

10.5

11.1

10.2

9.7

8.8

5,00

0-9,

999

9.4

10.3

10.9

10.6

10.0

9.0

10,0

00or

mor

e10

.310

.811

.29.

79.

08.

6

Com

mun

ityty

peC

entr

alci

ty10

.310

.911

.39.

69.

08.

3U

rban

frin

ge/la

rge

tow

n9.

610

.611

.210

.79.

58.

8R

ural

/sm

allt

own

9.5

10.2

10.8

9.8

9.4

8.8

Sex M

ale

9.0

9.6

10.0

11.2

10.8

10.2

Fem

ale

12.2

12.5

13.0

6.1

5.8

5.6

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e9.

310

.09.

99.

87.

78.

2A

sian

/Pac

ific

Isla

nder

10.9

11.2

11.7

7.5

6.7

5.6

Bla

ckno

n-H

ispa

nic

11.8

12.0

12.7

8.9

8.3

7.0

Whi

teno

n-H

ispa

nic

9.6

10.3

10.8

10.2

9.6

9.0

His

pani

c9.

610

.611

.36.

77.

46.

3

Tot

alm

inor

ity11

.011

.512

.28.

48.

06.

8

Tabl

eA

16.—

Aver

age

year

sof

exper

ienc

ein

educ

atio

nfo

rpub

lican

dpr

ivat

esc

hool

prin

cipa

ls,b

yse

lect

edsc

hool

and

prin

cipa

lcha

ract

eris

tics:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d)

Sch

ool/p

rinci

palc

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

Pro

fess

iona

lexp

erie

nce

ined

ucat

ion

Aver

age

year

sas

teac

hers

Aver

age

year

sas

prin

cipa

ls

A-32

PR

IVAT

E

Tot

al9.

69.

49.

47.

98.

68.

8

Sch

ooll

evel

Ele

men

tary

10.5

10.2

10.4

8.4

9.0

9.4

Sec

onda

ry11

.211

.210

.57.

48.

17.

8C

ombi

ned

6.8

6.7

7.4

7.0

7.8

8.0

Sch

ools

ize

Less

than

150

7.1

7.2

7.3

6.8

7.5

8.0

150-

499

12.0

11.7

12.0

8.8

9.8

9.7

500-

749

11.8

11.6

11.7

10.7

10.2

9.9

750

orm

ore

12.5

11.4

12.3

9.9

9.6

9.9

Min

ority

enro

llmen

tLe

ssth

an20

%9.

39.

19.

57.

88.

68.

720

-50%

9.7

9.6

9.1

8.6

8.7

9.3

Mor

eth

an50

%10

.710

.510

.08.

08.

58.

8

Sex M

ale

6.7

6.5

7.6

8.1

9.0

9.0

Fem

ale

12.3

12.1

11.0

7.8

8.6

8.4

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e6.

69.

713

.46.

114

.111

.1A

sian

/Pac

ific

Isla

nder

6.4

8.0

5.3

9.3

10.9

9.3

Bla

ckno

n-H

ispa

nic

9.9

10.9

7.4

6.4

6.9

8.3

Whi

teno

n-H

ispa

nic

9.6

9.4

9.5

8.0

8.7

8.7

His

pani

c11

.09.

612

.17.

97.

010

.1

Tot

alm

inor

ity9.

410

.08.

97.

57.

99.

1

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

or,

Pub

lican

dP

rivat

eS

choo

l,an

dT

each

erD

eman

dan

dS

hort

age

Que

stio

nnai

res)

,19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

,P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

eQ

uest

ionn

aire

s),

and

1993

-94

(Pub

lican

dP

rivat

eS

choo

lPrin

cipa

l,P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

eQ

uest

ionn

aire

s).

See

foo

tnot

e at

end

of

tabl

e.

A-33

Tabl

e A

17.—

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s w

ho v

iew

var

ious

issue

s as

serio

us p

robl

ems

in th

eir

scho

ols,

by s

choo

l lev

el: 1

987-

88, 1

990-

91, a

nd 1

993-

94

Sch

ool p

robl

ems

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Sch

ool l

evel

Ele

men

tary

Sec

onda

ryC

ombi

ned

PU

BLI

C

Tea

cher

abs

ente

eism

1.6

1.1

0.8

2.7

2.3

1.2

3.0

2.2

1.6

Stu

dent

tar

dine

ss2.

73.

02.

310

.510

.29.

24.

15.

24.

7S

tude

nt a

bsen

teei

sm3.

63.

62.

415

.314

.311

.610

.49.

28.

3S

tude

nts

cutti

ng c

lass

0.2

0.1

0.0

4.3

3.3

3.9

1.4

1.8

1.2

Stu

dent

dro

ppin

g ou

t(a

)0.

50.

2(a

)9.

06.

8(a

)4.

85.

2S

tude

nt a

path

y(a

)4.

75.

6(a

)13

.714

.7(a

)12

.613

.1P

hysi

cal c

onfli

cts

amon

g st

uden

ts2.

62.

33.

41.

41.

63.

12.

83.

25.

4R

obbe

ry o

r th

eft

0.6

0.5

0.4

0.6

0.8

0.8

1.3

0.6

1.0

Van

dalis

m o

f sc

hool

pro

pert

y0.

81.

01.

40.

80.

81.

01.

40.

51.

9S

tude

nt p

regn

ancy

0.2

0.2

0.2

6.3

7.4

8.4

4.4

4.5

4.4

Stu

dent

use

of

alco

hol

0.4

0.7

0.2

11.7

14.0

13.3

7.2

7.2

5.7

Stu

dent

dru

g ab

use

0.3

0.3

0.2

5.6

3.8

4.6

3.8

2.7

2.7

Stu

dent

pos

sess

ion

of w

eapo

ns—

—0.

2—

—1.

0—

—1.

1S

tude

nt d

isre

spec

t fo

r te

ache

rs(a

)2.

82.

7(a

)3.

24.

4(a

)3.

66.

5V

erba

l abu

se o

f te

ache

rs0.

61.

21.

40.

91.

92.

72.

93.

95.

2La

ck o

f ac

adem

ic c

halle

nge

(a)

2.0

1.2

(a)

4.0

4.0

(a)

4.9

4.1

Lack

of

pare

nt in

volv

emen

t(a

)11

.910

.2(a

)19

.819

.7(a

)19

.420

.9P

aren

tal a

lcoh

ol/d

rug

abus

e(a

)6.

47.

0(a

)6.

07.

6(a

)8.

79.

8P

over

ty(a

)15

.417

.0(a

)11

.513

.3(a

)17

.019

.2R

acia

l ten

sion

(a)

0.4

1.1

(a)

0.7

1.2

(a)

2.1

1.2

Stu

dent

s co

me

unpr

epar

ed t

o le

arn

(a)

(a)

11.6

(a)

(a)

12.5

(a)

(a)

13.1

Poo

r nu

triti

on(a

)(a

)4.

1(a

)(a

)2.

6(a

)(a

)3.

8P

oor

stud

ent

heal

th(a

)(a

)2.

4(a

)(a

)1.

3(a

)(a

)5.

5S

tude

nt p

robl

ems

with

Englis

h la

ngua

ge(a

)(a

)4.

6(a

)(a

)2.

5(a

)(a

)3.

2C

ultu

ral c

onfli

ct(a

)1.

1(a

)(a

)1.

4(a

)(a

)2.

9(a

)P

hysi

cal a

buse

of

teac

hers

——

(a)

——

(a)

—0.

7(a

)

Tabl

e A

17.—

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s w

ho v

iew

var

ious

issue

s as

serio

us p

robl

ems

in th

eir

scho

ols,

by s

choo

l lev

el: 1

987-

88, 1

990-

91, a

nd 1

993-

94 (

cont

inue

d)

Sch

ool p

robl

ems

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Sch

ool l

evel

Ele

men

tary

Sec

onda

ryC

ombi

ned

A-34

PR

IVA

TE

Tea

cher

abs

ente

eism

——

——

——

——

—S

tude

nt t

ardi

ness

0.9

1.3

1.2

5.8

2.0

4.3

1.4

1.2

0.6

Stu

dent

abs

ente

eism

——

0.0

——

2.3

——

0.7

Stu

dent

s cu

tting

cla

ss—

—0.

0—

——

——

0.2

Stu

dent

dro

ppin

g ou

t(a

)—

0.0

(a)

——

(a)

—0.

1S

tude

nt a

path

y(a

)0.

60.

9(a

)2.

05.

0(a

)2.

42.

9P

hysi

cal c

onfli

cts

amon

g st

uden

ts—

——

——

2.6

——

0.9

Rob

bery

or

thef

t—

——

——

——

——

Van

dalis

m o

f sc

hool

pro

pert

y—

—0.

5—

—1.

80.

7—

0.4

Stu

dent

pre

gnan

cy—

—0.

0—

—1.

9—

——

Stu

dent

use

of

alco

hol

——

——

4.1

11.6

—0.

91.

2S

tude

nt d

rug

abus

e—

——

——

7.1

——

0.5

Stu

dent

pos

sess

ion

of w

eapo

ns0.

0—

—0.

0—

—0.

0—

—S

tude

nt d

isre

spec

t fo

r te

ache

rs(a

)—

0.5

(a)

—3.

2(a

)—

3.2

Ver

bal a

buse

of

teac

hers

—0.

50.

2—

1.5

1.8

—2.

73.

4La

ck o

f ac

adem

ic c

halle

nge

(a)

——

(a)

——

(a)

——

Lack

of

pare

nt in

volv

emen

t(a

)1.

11.

9(a

)3.

55.

2(a

)3.

34.

6P

aren

tal a

lcoh

ol/d

rug

abus

e(a

)0.

20.

8(a

)2.

98.

6(a

)3.

72.

4P

over

ty(a

)3.

03.

0(a

)2.

46.

3(a

)5.

03.

2R

acia

l ten

sion

(a)

——

(a)

——

(a)

——

Stu

dent

s co

me

unpr

epar

ed t

o le

arn

(a)

(a)

1.3

(a)

(a)

2.5

(a)

(a)

3.8

Poo

r nu

triti

on(a

)(a

)1.

1(a

)(a

)0.

0(a

)(a

)2.

0P

oor

stud

ent

heal

th(a

)(a

)—

(a)

(a)

0.0

(a)

(a)

2.0

Stu

dent

pro

blem

s w

ith E

nglis

h la

ngua

ge(a

)(a

)1.

0(a

)(a

)—

(a)

(a)

0.4

Cul

tura

l con

flict

(a)

—(a

)(a

)—

(a)

(a)

—(a

)P

hysi

cal a

buse

of

teac

hers

—0.

1(a

)0.

0—

(a)

—0.

3(a

)

(a)

Item

not

incl

uded

on

SA

SS

que

stio

nnai

re t

hat

year

.

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal

Que

stio

nnai

res)

.

A-35

Tabl

e A

18.—

Per

cent

age

of p

ublic

and

pri

vate

ele

men

tary

sch

ool p

rinc

ipal

s w

ho v

iew

cer

tain

issue

s as

serio

us p

robl

ems

inth

eir

scho

ols,

by

sele

cted

sch

ool c

hara

cter

istic

s:

1993

-94

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

ele

men

tary

sch

ools

Sch

ool c

hara

cter

istic

sP

over

tyun

prep

ared

to

lear

nin

volv

emen

tdr

ug a

buse

apat

hyS

tude

nts

com

e La

ck o

f pa

rent

Par

ent

alco

hol/

Stu

dent

PU

BLI

CT

otal

17.0

11.6

10.2

7.0

5.6

Min

ority

enr

ollm

ent

Less

tha

n 20

%8.

66.

05.

03.

63.

620

% t

o 50

%14

.713

.111

.38.

68.

1M

ore

than

50%

38.4

23.1

20.9

13.3

7.9

Sch

ool s

ize

Less

tha

n 15

014

.66.

05.

46.

62.

915

0 to

499

16.2

10.0

10.0

7.0

4.7

500

to 7

4916

.415

.19.

86.

27.

075

0 or

mor

e23

.914

.215

.08.

78.

3

Dis

tric

t si

zeLe

ss t

han

1,00

012

.95.

85.

96.

94.

31,

000-

4,99

913

.69.

77.

74.

66.

05,

000-

9,99

914

.310

.112

.46.

06.

510

,000

or

mor

e22

.415

.313

.39.

15.

9

Com

mun

ity t

ype

Cen

tral

city

26.1

18.8

15.8

10.2

6.3

Urb

an f

ringe

/larg

e to

wn

10.6

8.3

7.4

4.9

3.6

Rur

al/s

mal

l tow

n16

.09.

68.

76.

56.

4

PR

IVA

TE

Tot

al3.

01.

31.

90.

80.

9M

inor

ity e

nrol

lmen

tLe

ss t

han

20%

0.8

0.5

0.2

0.0

0.0

20%

to

50%

1.3

0.3

1.4

0.9

—M

ore

than

50%

11.6

4.8

8.5

3.4

4.7

Sch

ool s

ize

Less

tha

n 15

02.

91.

42.

01.

51.

215

0 to

499

2.9

1.3

1.4

—0.

750

0 to

749

—0.

0—

0.0

0.0

750

or m

ore

—0.

0—

0.0

0.0

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

NO

TE

: P

robl

ems

liste

d ar

e th

e fiv

e m

ost

freq

uent

ly id

entif

ied

in e

lem

enta

ry s

choo

ls,

in o

rder

of

freq

uenc

y.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal,

Pub

lic S

choo

l, an

dT

each

er D

eman

d an

d S

hort

age

Que

stio

nnai

res)

.

A-36

Tabl

e A

19.—

Per

cent

age

of p

ublic

and

pri

vate

sec

onda

ry s

choo

l pri

ncip

als

who

vie

w c

erta

in iss

ues

as ser

ious

pro

blem

s in

thei

rsc

hool

s, b

y se

lect

ed s

choo

l cha

ract

eris

tics:

19

93-9

4

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

sec

onda

ry s

choo

ls

Sch

ool c

hara

cter

istic

sin

volv

emen

tS

tude

nt a

path

yal

coho

l use

Pov

erty

unpr

epar

ed t

o le

arn

Lack

of

pare

ntS

tude

ntS

tude

nts

com

e

PU

BLI

CT

otal

19.7

14.7

13.3

13.3

12.5

Min

ority

enr

ollm

ent

Less

tha

n 20

%13

.712

.015

.67.

08.

620

% t

o 50

%20

.816

.112

.312

.314

.4M

ore

than

50%

38.7

21.9

7.0

36.0

23.3

Sch

ool s

ize

Less

tha

n 15

022

.414

.315

.916

.311

.015

0 to

499

19.3

13.2

15.4

13.6

14.7

500

to 7

4917

.313

.511

.911

.78.

875

0 or

mor

e20

.016

.611

.212

.613

.1

Dis

tric

t si

zeLe

ss t

han

1,00

017

.810

.317

.712

.711

.11,

000-

4,99

917

.915

.614

.211

.711

.85,

000-

9,99

918

.513

.59.

99.

28.

510

,000

or

mor

e24

.217

.69.

119

.016

.3

Com

mun

ity t

ype

Cen

tral

city

23.8

16.3

6.1

21.6

17.2

Urb

an f

ringe

/larg

e to

wn

16.4

13.2

11.4

8.4

9.2

Rur

al/s

mal

l tow

n19

.814

.716

.312

.912

.5

PR

IVA

TE

Tot

al5.

25.

011

.66.

32.

5M

inor

ity e

nrol

lmen

tLe

ss t

han

20%

0.7

—8.

5—

—20

% t

o 50

%7.

09.

2—

10.7

1.7

Mor

e th

an 5

0%19

.416

.542

.521

.4—

Sch

ool s

ize

Less

tha

n 15

07.

68.

118

.410

.25.

415

0 to

499

5.8

5.0

5.0

6.2

—50

0 to

749

0.0

0.0

11.0

0.0

—75

0 or

mor

e0.

00.

013

.90.

00.

0

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

NO

TE

: P

robl

ems

liste

d ar

e th

e fiv

e m

ost

freq

uent

ly id

entif

ied

in s

econ

dary

sch

ools

, in

ord

er o

f fr

eque

ncy.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal,

Pub

lic S

choo

l, an

dT

each

er D

eman

d an

d S

hort

age

Que

stio

nnai

res)

.

A-37

Tabl

e A

20.—

Per

cent

age

of p

ublic

and

pri

vate

com

bine

d sc

hool

pri

ncip

als

who

vie

w c

erta

in iss

ues

as ser

ious

pro

blem

s in

thei

r sc

hool

s, b

y se

lect

ed s

choo

l cha

ract

eris

tics:

19

93-9

4

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

com

bine

d sc

hool

s

Sch

ool c

hara

cter

istic

sin

volv

emen

tP

over

tyap

athy

unpr

epar

ed t

o le

arn

drug

abu

seLa

ck o

f pa

rent

Stu

dent

Stu

dent

s co

me

Par

ent

alco

hol/

PU

BLI

CT

otal

20.9

19.2

13.1

13.1

9.8

Min

ority

enr

ollm

ent

Less

tha

n 20

%14

.011

.810

.08.

05.

820

% t

o 50

%15

.413

.29.

98.

66.

2M

ore

than

50%

36.3

35.7

21.3

25.0

19.1

Sch

ool s

ize

Less

tha

n 15

024

.626

.816

.317

.717

.315

0 to

499

20.1

15.8

11.4

10.3

7.6

500

to 7

4916

.314

.612

.310

.41.

775

0 or

mor

e17

.212

.611

.012

.82.

9

Dis

tric

t si

zeLe

ss t

han

1,00

015

.217

.912

.08.

912

.31,

000-

4,99

920

.521

.113

.513

.29.

85,

000-

9,99

926

.213

.612

.416

.04.

410

,000

or

mor

e25

.623

.415

.016

.09.

5

Com

mun

ity t

ype

Cen

tral

city

29.2

30.9

17.4

22.5

11.5

Urb

an f

ringe

/larg

e to

wn

21.0

15.8

15.8

8.3

8.6

Rur

al/s

mal

l tow

n18

.316

.411

.211

.49.

5

PR

IVA

TE

Tot

al4.

63.

22.

93.

82.

4M

inor

ity e

nrol

lmen

tLe

ss t

han

20%

2.8

—1.

82.

4—

20%

to

50%

4.2

11.6

4.9

2.8

6.8

Mor

e th

an 5

0%16

.510

.66.

514

.24.

4

Sch

ool s

ize

Less

tha

n 15

06.

23.

83.

15.

63.

615

0 to

499

1.7

2.7

2.8

—0.

050

0 to

749

0.0

0.0

—0.

00.

075

0 or

mor

e0.

00.

00.

00.

00.

0

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

NO

TE

: P

robl

ems

liste

d ar

e th

e fiv

e m

ost

freq

uent

ly id

entif

ied

in c

ombi

ned

scho

ols,

in o

rder

of

freq

uenc

y.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal,

Pub

lic S

choo

l, an

dT

each

er D

eman

d an

d S

hort

age

Que

stio

nnai

res)

.

A-38

Tabl

e A

21.—

Per

cent

age

of p

ublic

ele

men

tary

sch

ool p

rinc

ipal

s w

ho v

iew

cer

tain

issue

s as

serio

us p

robl

ems

in th

eir

scho

ols,

by

sex,

age

, exp

erie

nce,

and

rac

e-et

hnic

ity o

f pri

ncip

als:

1993

-94

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

pub

lic e

lem

enta

ry s

choo

ls

Prin

cipa

l cha

ract

eris

tics

Pov

erty

unpr

epar

ed t

o le

arn

invo

lvem

ent

drug

abu

seap

athy

Stu

dent

s co

me

Lack

of

pare

ntP

aren

t al

coho

l/S

tude

nt

Tot

al17

.011

.610

.27.

05.

6S

exM

ale

14.9

9.9

10.5

5.8

6.6

Fem

ale

20.0

14.0

9.6

8.6

4.1

Age

Und

er 3

520

.36.

410

.511

.54.

235

-39

16.6

8.8

8.6

8.7

4.3

40-4

414

.411

.910

.44.

55.

345

-49

17.8

12.8

10.8

8.1

7.7

50-5

418

.812

.411

.17.

84.

455

and

ove

r16

.39.

87.

95.

64.

4

Exp

erie

nce

as a

prin

cipa

lF

ewer

tha

n 3

year

s21

.612

.512

.08.

25.

53

to 9

yea

rs15

.711

.59.

36.

85.

210

yea

rs o

r m

ore

15.7

11.2

9.9

6.3

6.1

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

29.4

16.5

12.7

9.7

5.6

Asi

an/P

acifi

c Is

land

er17

.214

.57.

1—

—B

lack

non

-His

pani

c30

.016

.116

.19.

65.

7W

hite

non

-His

pani

c14

.210

.59.

26.

45.

7H

ispa

nic

35.3

18.8

14.0

10.5

3.8

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

NO

TE

: P

robl

ems

liste

d ar

e th

e fiv

e m

ost

freq

uent

ly id

entif

ied

in e

lem

enta

ry s

choo

ls,

in o

rder

of

freq

uenc

y.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal Q

uest

ionn

aire

).

A-39

Tabl

e A

22.—

Per

cent

age

of p

ublic

sec

onda

ry s

choo

l pri

ncip

als

who

vie

w c

erta

in iss

ues

as ser

ious

pro

blem

s in

thei

r sc

hool

s, b

yse

x, a

ge, e

xper

ienc

e, a

nd r

ace-

ethn

icity

of p

rinc

ipal

s:

1993

-94

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

pub

lic s

econ

dary

sch

ools

Prin

cipa

l cha

ract

eris

tics

invo

lvem

ent

Stu

dent

apa

thy

Stu

dent

alc

ohol

use

Pov

erty

unpr

epar

ed t

o le

arn

Lack

of

pare

ntS

tude

nts

com

e

Tot

al19

.714

.713

.313

.312

.5S

exM

ale

19.4

14.2

13.5

12.2

11.9

Fem

ale

21.6

17.3

12.4

20.0

16.2

Age

Und

er 3

510

.110

.713

.89.

75.

235

-39

17.5

15.3

13.5

11.5

11.7

40-4

419

.916

.513

.314

.812

.645

-49

19.7

11.7

13.5

12.2

11.3

50-5

421

.417

.213

.813

.914

.955

and

ove

r19

.315

.712

.014

.313

.2

Exp

erie

nce

as a

prin

cipa

lF

ewer

tha

n 3

year

s22

.013

.812

.915

.312

.83

to 9

yea

rs19

.815

.114

.513

.712

.510

yea

rs o

r m

ore

18.0

14.7

12.2

11.5

12.4

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

15.2

8.9

10.8

11.7

6.5

Asi

an/P

acifi

c Is

land

er15

.219

.77.

15.

68.

2B

lack

non

-His

pani

c35

.218

.81.

228

.423

.4W

hite

non

-His

pani

c18

.114

.314

.511

.311

.6H

ispa

nic

28.4

17.3

8.9

35.6

15.1

NO

TE

: P

robl

ems

liste

d ar

e th

e fiv

e m

ost

freq

uent

ly id

entif

ied

in s

econ

dary

sch

ools

, in

ord

er o

f fr

eque

ncy.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal Q

uest

ionn

aire

).

A-40

Tabl

e A

23.—

Per

cent

age

of p

ublic

com

bine

d sc

hool

pri

ncip

als

who

vie

w c

erta

in iss

ues

as ser

ious

pro

blem

s in

thei

r sc

hool

s, b

yse

x, a

ge, e

xper

ienc

e, a

nd r

ace-

ethn

icity

of p

rinc

ipal

s: 19

93-9

4

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

pub

lic c

ombi

ned

scho

ols

Prin

cipa

l cha

ract

eris

tics

invo

lvem

ent

Pov

erty

Stu

dent

apa

thy

unpr

epar

ed t

o le

arn

drug

abu

seLa

ck o

f pa

rent

Stu

dent

s co

me

Par

ent

alco

hol/

Tot

al20

.919

.213

.113

.19.

8S

ex Mal

e19

.016

.912

.212

.38.

4F

emal

e27

.026

.316

.215

.914

.1

Age U

nder

35

31.0

13.1

13.7

9.5

—35

-39

16.9

20.0

5.4

5.9

6.7

40-4

420

.220

.111

.914

.78.

345

-49

18.1

19.0

13.4

11.1

9.8

50-5

424

.819

.414

.314

.812

.655

and

ove

r22

.518

.615

.817

.210

.2

Exp

erie

nce

as a

prin

cipa

lF

ewer

tha

n 3

year

s21

.821

.517

.416

.910

.13

to 9

yea

rs20

.720

.711

.910

.510

.410

yea

rs o

r m

ore

20.4

15.0

10.7

13.1

8.7

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

20.9

23.9

——

13.9

Asi

an/P

acifi

c Is

land

er—

16.7

0.0

—0.

0B

lack

non

-His

pani

c48

.448

.52.

940

.67.

1W

hite

non

-His

pani

c19

.116

.311

.610

.610

.2H

ispa

nic

12.6

47.0

—39

.7—

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

NO

TE

: Pro

blem

s lis

ted

are

the

five

mos

t fr

eque

ntly

iden

tifie

d in

com

bine

d sc

hool

s, in

ord

er o

f fr

eque

ncy.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal Q

uest

ionn

aire

).

A-41

Tabl

e A

24.—

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s w

ho r

ated

spe

cific

edu

catio

nal go

als

as fi

rst,

seco

nd, o

r th

ird

mos

t im

port

ant f

or s

tude

nts

to a

chie

ve, b

y sc

hool

leve

l, co

mm

unity

type

, and

min

ority

enr

ollm

ent:

199

3-94

Goa

ls

Sch

ool c

hara

cter

istic

slit

erac

yex

celle

nce

voc.

sk

illsha

bits

grow

thre

latio

nsm

oral

val

ues

ness

/re

ligio

us d

ev.

Bui

ldin

gE

ncou

ragi

ngP

rom

otin

gP

rom

otin

gP

rom

otin

gP

rom

otin

gP

rom

otin

gba

sic

acad

emic

occu

patio

nal/

wor

kpe

rson

alhu

man

Pro

mot

ing

mul

ticul

tura

l aw

are-

PU

BLI

C

Tot

al72

.162

.415

.257

.750

.324

.36.

311

.2

Sch

ool l

evel

Ele

men

tary

75.4

61.7

8.5

58.7

53.2

24.6

6.2

11.6

Sec

onda

ry63

.666

.630

.356

.343

.923

.26.

69.

5C

ombi

ned

69.9

51.1

40.6

55.1

45.0

20.4

9.0

9.0

Com

mun

ity t

ype

Cen

tral

city

71.3

64.9

13.6

53.3

48.0

24.9

6.2

17.4

Urb

an f

ringe

/larg

e to

wn

68.2

67.0

9.9

54.4

53.8

25.6

5.9

15.2

Rur

al/s

mal

l tow

n74

.559

.518

.961

.649

.623

.26.

65.

9

Min

ority

enr

ollm

ent

Less

tha

n 20

%72

.162

.014

.861

.152

.524

.66.

26.

620

% t

o 50

%71

.160

.614

.857

.747

.027

.06.

515

.3M

ore

than

50%

74.0

65.6

15.7

50.6

49.5

20.2

6.9

17.6

PR

IVA

TE

T

otal

46.4

62.0

5.9

41.5

43.7

11.7

27.8

61.0

Sch

ool l

evel

Ele

men

tary

47.8

60.5

3.1

37.5

47.3

10.4

26.1

67.2

Sec

onda

ry29

.968

.04.

440

.755

.416

.528

.556

.5C

ombi

ned

51.2

59.7

10.7

49.4

35.7

13.7

28.2

51.3

Com

mun

ity t

ype

Cen

tral

city

44.1

64.9

4.7

43.0

44.0

9.6

31.4

58.2

Urb

an f

ringe

/larg

e to

wn

43.5

65.0

6.5

38.1

49.8

14.2

23.3

59.6

Rur

al/s

mal

l tow

n53

.154

.06.

843

.735

.811

.628

.366

.6

Min

ority

enr

ollm

ent

Less

tha

n 20

%46

.261

.84.

841

.043

.110

.527

.964

.720

% t

o 50

%44

.664

.76.

446

.748

.616

.621

.450

.9M

ore

than

50%

52.3

54.4

7.8

38.4

47.2

14.0

28.7

57.2

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal a

nd S

choo

lQ

uest

ionn

aire

s).

A-42

Tabl

e A

25.—

Mea

n ra

tings

by p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s re

gard

ing

thei

r in

fluen

ce in

est

ablis

hing

cur

ricu

lum

, hir

ing

new

teac

hers

, and

set

ting

disc

iplin

e po

licy,

by

sex,

rac

e-et

hnic

ity, a

nd a

ge:

1987

-88,

199

0-91

, and

199

3-94

Prin

cipa

l cha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Act

ivity

are

a

Est

ablis

hing

cur

ricul

umH

iring

new

tea

cher

sS

ettin

g di

scip

line

polic

y

PU

BLI

C

Tot

al4.

44.

34.

44.

95.

25.

35.

15.

35.

4

Sex M

ale

4.5

4.3

4.4

5.0

5.2

5.3

5.1

5.3

5.4

Fem

ale

4.4

4.2

4.5

4.8

5.1

5.3

5.1

5.3

5.4

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

4.6

4.3

4.3

5.0

5.0

5.2

5.1

5.1

5.2

Asi

an/P

acifi

c Is

land

er4.

54.

34.

74.

95.

35.

65.

35.

35.

5B

lack

non

-His

pani

c4.

14.

04.

44.

44.

64.

84.

85.

05.

3W

hite

non

-His

pani

c4.

54.

34.

45.

05.

25.

45.

25.

35.

4H

ispa

nic

4.4

4.4

4.7

4.6

4.9

5.4

5.2

5.1

5.5

Age U

nder

35

4.6

4.5

4.5

5.0

5.4

5.3

5.3

5.5

5.4

35-3

94.

64.

44.

65.

25.

35.

45.

25.

45.

540

-44

4.4

4.3

4.5

5.1

5.2

5.4

5.2

5.3

5.4

45-4

94.

54.

24.

45.

05.

25.

35.

25.

35.

450

-54

4.4

4.2

4.4

4.9

5.1

5.3

5.1

5.2

5.3

55 o

r ov

er4.

34.

24.

44.

65.

05.

15.

05.

25.

3

Tabl

e A

25.—

Mea

n ra

tings

by p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s re

gard

ing

thei

r in

fluen

ce in

est

ablis

hing

cur

ricu

lum

, hir

ing

new

teac

hers

, and

set

ting

disc

iplin

e po

licy,

by

sex,

rac

e-et

hnic

ity, a

nd a

ge:

1987

-88,

199

0-91

, and

199

3-94

(con

tinue

d)

Prin

cipa

l cha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Act

ivity

are

a

Est

ablis

hing

cur

ricul

umH

iring

new

tea

cher

sS

ettin

g di

scip

line

polic

y

A-43

PR

IVA

TE

Tot

al5.

25.

45.

35.

45.

65.

65.

55.

75.

7

Sex M

ale

5.2

5.3

5.3

5.2

5.4

5.4

5.4

5.6

5.6

Fem

ale

5.3

5.4

5.4

5.6

5.7

5.7

5.6

5.8

5.8

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

4.8

5.3

5.7

5.8

6.0

4.5

5.7

5.6

6.0

Asi

an/P

acifi

c Is

land

er4.

94.

85.

45.

95.

75.

65.

95.

66.

0B

lack

non

-His

pani

c5.

35.

15.

35.

35.

45.

55.

25.

65.

6W

hite

non

-His

pani

c5.

25.

45.

35.

45.

65.

65.

55.

7 5.

7H

ispa

nic

5.5

5.3

5.6

5.6

5.6

5.9

5.6

5.6

5.8

Age U

nder

35

5.2

5.2

4.8

5.0

5.1

4.9

5.4

5.6

5.4

35-3

95.

25.

55.

35.

45.

85.

55.

45.

75.

740

-44

5.3

5.4

5.4

5.5

5.5

5.7

5.5

5.7

5.7

45-4

95.

35.

35.

45.

65.

65.

65.

65.

65.

750

-54

5.3

5.4

5.5

5.7

5.7

5.8

5.6

5.7

5.8

55 a

nd o

ver

5.2

5.4

5.4

5.4

5.6

5.7

5.5

5.7

5.8

NO

TE

: P

rinci

pals

wer

e as

ked

to r

ate

how

muc

h ac

tual

influ

ence

the

y ha

d on

eac

h ac

tivity

on

a sc

ale

of 1

to

6, w

here

1 r

epre

sent

ed n

one

and

6 re

pres

ente

d a

grea

t d

eal.

The

199

3-94

que

stio

nnai

res

used

a 0

to

5 sc

ale,

and

199

3-94

sco

res

in t

his

tabl

e ha

ve b

een

adju

sted

to

the

1 to

6 s

cale

.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

198

7-88

(S

choo

l Adm

inis

trat

or Q

uest

ionn

aire

), 1

990-

91(P

ublic

and

Priv

ate

Sch

ool A

dmin

istr

ator

Que

stio

nnai

res)

, an

d 19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal Q

uest

ionn

aire

s).

A-44

Tabl

e A

26.—

Mea

n ra

tings

by p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s re

gard

ing

thei

r in

fluen

ce in

est

ablis

hing

cur

ricu

lum

, hir

ing

new

teac

hers

, and

set

ting

disc

iplin

e po

licy,

by

sele

cted

sch

ool c

hara

cter

istic

s:

1987

-88,

199

0-91

, and

199

3-94

Sch

ool c

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

Act

ivity

are

aE

stab

lishi

ng c

urric

ulum

Hiri

ng n

ew t

each

ers

Set

ting

disc

iplin

e po

licy

PU

BLI

C

Tot

al4.

44.

34.

44.

95.

25.

35.

15.

35.

4

Sch

ool l

evel

Ele

men

tary

4.4

4.2

4.4

4.9

5.1

5.3

5.1

5.2

5.3

Sec

onda

ry4.

64.

44.

65.

15.

35.

45.

25.

45.

5C

ombi

ned

4.7

4.5

4.5

5.0

5.1

5.3

5.2

5.3

5.3

Sch

ool s

ize

Less

tha

n 15

04.

74.

54.

64.

85.

15.

25.

25.

35.

415

0-49

94.

54.

34.

45.

05.

15.

35.

15.

35.

350

0-74

94.

34.

34.

44.

95.

35.

35.

15.

35.

475

0 or

mor

e4.

44.

24.

45.

05.

25.

45.

25.

25.

4

Min

ority

enr

ollm

ent

Less

tha

n 20

%4.

64.

44.

55.

15.

35.

45.

25.

45.

420

%-5

0%4.

34.

24.

44.

95.

25.

45.

15.

35.

4M

ore

than

50%

4.2

4.0

4.4

4.4

4.7

5.0

4.9

5.1

5.2

Dis

tric

t si

zeLe

ss t

han

1,00

05.

04.

74.

75.

25.

35.

45.

35.

45.

41,

000-

4,99

94.

74.

54.

55.

25.

45.

45.

35.

45.

45,

000-

9,99

94.

44.

24.

34.

95.

25.

35.

15.

35.

310

,000

or

mor

e4.

03.

94.

24.

54.

95.

14.

95.

15.

3

Tabl

e A

26.—

Mea

n ra

tings

by p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s re

gard

ing

thei

r in

fluen

ce in

est

ablis

hing

cur

ricu

lum

, hir

ing

new

teac

hers

, and

set

ting

disc

iplin

e po

licy,

by

sele

cted

sch

ool c

hara

cter

istic

s:

1987

-88,

199

0-91

, and

199

3-94

(con

tinue

d)

Sch

ool c

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

Act

ivity

are

aE

stab

lishi

ng c

urric

ulum

Hiri

ng n

ew t

each

ers

Set

ting

disc

iplin

e po

licy

A-45

PR

IVA

TE

Tot

al5.

25.

45.

35.

55.

65.

65.

55.

75.

7

Sch

ool l

evel

Ele

men

tary

5.2

5.4

5.3

5.5

5.5

5.6

5.6

5.7

5.8

Sec

onda

ry5.

45.

35.

55.

85.

85.

85.

45.

75.

8C

ombi

ned

5.3

5.4

5.4

5.3

5.6

5.6

5.5

5.6

5.6

Sch

ool s

ize

Less

tha

n 15

05.

25.

25.

25.

25.

35.

45.

45.

65.

615

0-49

95.

35.

55.

45.

75.

85.

85.

65.

85.

850

0-74

95.

35.

45.

65.

85.

95.

95.

75.

75.

875

0 or

mor

e5.

55.

55.

55.

85.

85.

95.

75.

85.

8

Min

ority

enr

ollm

ent

Less

tha

n 20

%5.

25.

45.

35.

45.

65.

55.

55.

75.

720

%-5

0%5.

25.

35.

45.

45.

65.

75.

55.

85.

8M

ore

than

50%

5.3

5.1

5.4

5.6

5.5

5.8

5.6

5.7

5.8

NO

TE

: P

rinci

pals

wer

e as

ked

to r

ate

how

muc

h ac

tual

influ

ence

the

y ha

d on

eac

h ac

tivity

on

a sc

ale

of 1

to

6, w

here

1 r

epre

sent

ed n

one

and

6 re

pres

ente

d a

grea

t d

eal.

The

199

3-94

que

stio

nnai

res

used

a 0

to

5 sc

ale,

and

199

3-94

sco

res

in t

his

tabl

e ha

ve b

een

adju

sted

to

the

1 to

6 s

cale

.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

87-8

8 (S

choo

l Adm

inis

trat

or,

Pub

lic a

nd P

rivat

eS

choo

l, an

d T

each

er D

eman

d an

d S

hort

age

Que

stio

nnai

res)

, 19

90-9

1 (P

ublic

and

Priv

ate

Sch

ool A

dmin

istr

ator

, P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

e Q

uest

ionn

aire

s),

and

1993

-94

(Pub

lic a

nd P

rivat

e S

choo

l Prin

cipa

l, P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

e Q

uest

ionn

aire

s).

A-46

Tabl

e A

27.—

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s by

pla

ns to

rem

ain

prin

cipa

ls, b

y sc

hool

leve

l, m

inor

ityen

rollm

ent,

scho

ol s

ize,

and

com

mun

ity ty

pe:

1993

-94

Sch

ool c

hara

cter

istic

sA

s lo

ng a

s ab

leU

ntil

elig

ible

to

retir

ebe

tter

com

espo

ssib

leU

ndec

ided

Pla

ns t

o re

mai

n pr

inci

pal

Unl

ess

som

ethi

ngLe

ave

as s

oon

as

PU

BLI

C

Tot

al31

.823

.115

.52.

726

.9

Sch

ool l

evel

Ele

men

tary

32.3

22.6

15.2

2.6

27.3

Sec

onda

ry30

.925

.415

.53.

324

.9C

ombi

ned

29.4

25.1

18.5

2.1

24.9

Min

ority

enr

ollm

ent

Less

tha

n 20

%30

.923

.715

.33.

027

.120

% t

o 50

%33

.424

.512

.72.

427

.0M

ore

than

50%

32.9

21.4

8.1

2.3

25.2

Sch

ool s

ize

Less

tha

n 15

032

.022

.815

.85.

224

.215

0 to

499

30.3

25.7

14.7

2.7

26.5

500

to 7

4932

.820

.517

.21.

927

.675

0 or

mor

e

Com

mun

ity t

ype

Cen

tral

city

33.5

21.2

16.3

2.6

26.4

Urb

an f

ringe

/larg

e to

wn

33.4

22.3

13.2

2.3

28.8

Rur

al/s

mal

l tow

n30

.124

.516

.33.

126

.1

Tabl

e A

27.—

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s by

pla

ns to

rem

ain

prin

cipa

ls, b

y sc

hool

leve

l, m

inor

ityen

rollm

ent,

scho

ol s

ize,

and

com

mun

ity ty

pe:

1993

-94

(con

tinue

d)

Sch

ool c

hara

cter

istic

sA

s lo

ng a

s ab

leU

ntil

elig

ible

to

retir

ebe

tter

com

espo

ssib

leU

ndec

ided

Pla

ns t

o re

mai

n pr

inci

pal

Unl

ess

som

ethi

ngLe

ave

as s

oon

as

A-47

PR

IVA

TE

Tot

al51

.58.

87.

92.

729

.0

Sch

ool l

evel

Ele

men

tary

47.5

9.0

8.6

2.6

32.3

Sec

onda

ry49

.77.

58.

51.

632

.6C

ombi

ned

56.2

9.3

7.1

2.9

24.5

Min

ority

enr

ollm

ent

Less

tha

n 20

%49

.310

.47.

32.

330

.120

% t

o 50

%54

.65.

97.

62.

729

.2M

ore

than

50%

50.6

5.8

10.0

3.6

30.0

Sch

ool s

ize

Less

tha

n 15

048

.18.

28.

12.

433

.315

0 to

499

54.1

10.2

7.2

2.8

25.7

500

to 7

4945

.97.

214

.73.

129

.075

0 or

mor

e46

.57.

412

.92.

530

.7

Com

mun

ity t

ype

Cen

tral

city

54.3

8.0

7.8

3.2

26.7

Urb

an f

ringe

/larg

e to

wn

54.2

8.9

8.7

2.6

25.7

Rur

al/s

mal

l tow

n44

.210

.07.

22.

136

.5

NO

TE

: Det

ails

may

not

add

to

100

perc

ent

due

to r

ound

ing.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal

Que

stio

nnai

res)

.

A-48

Tabl

e A

28.—

Per

cent

age

of p

ublic

sch

ool p

rinc

ipal

s by

pla

ns to

rem

ain

prin

cipa

ls, b

y ag

e an

d ye

ars

of e

xper

ienc

e as

apr

inci

pal w

ithin

sex

: 19

93-9

4

Prin

cipa

l cha

ract

eris

tics

as a

ble

Unt

il e

ligib

le t

o re

tire

bette

r co

mes

poss

ible

Und

ecid

ed

Pla

ns t

o re

mai

n pr

inci

pal

As

long

Unl

ess

som

ethi

ngLe

ave

as s

oon

as

MA

LE Tot

al31

.523

.914

.83.

326

.5

Age

Und

er 3

527

.318

.822

.31.

230

.435

-39

27.4

18.7

29.2

3.5

21.3

40-4

432

.622

.120

.52.

022

.745

-49

30.5

30.7

14.2

2.9

21.7

50-5

429

.925

.012

.33.

229

.655

and

ove

r36

.414

.54.

46.

338

.4

Exp

erie

nce

Few

er t

han

3 ye

ars

36.3

20.4

17.8

2.6

22.9

3 to

9 y

ears

29.2

23.6

19.2

2.9

25.1

10 y

ears

or

mor

e31

.325

.610

.04.

029

.1

FE

MA

LE

Tot

al32

.421

.516

.81.

627

.7

Age

Und

er 3

540

.116

.929

.30.

013

.735

-39

33.6

17.3

25.8

0.0

22.5

40-4

427

.419

.326

.60.

626

.145

-49

33.7

22.2

15.9

0.8

27.3

50-5

433

.125

.411

.41.

428

.755

and

ove

r34

.820

.14.

36.

434

.4

Exp

erie

nce

Few

er t

han

3 ye

ars

35.2

18.5

21.4

1.0

24.0

3 to

9 y

ears

30.4

22.3

15.9

2.2

29.2

10 y

ears

or

mor

e33

.124

.611

.11.

329

.8

NO

TE

: Det

ails

may

not

add

to

100

perc

ent

due

to r

ound

ing.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal Q

uest

ionn

aire

).

A-49

Section 2 • Affiliation/TypologyTables for Private Schools

A-50

Tabl

eA

29.—

Per

cent

age

ofpr

ivat

esc

hool

prin

cipa

lsby

priv

ate

scho

olaf

filiat

ion,

byse

x,ra

ce-e

thni

city

,hig

hest

degr

eeea

rned

,av

erag

eag

e,sa

lary

,and

year

sas

apr

inci

pal:

1993

-94

Prin

cipa

lcha

ract

eris

tics

Col

lege

s/S

chs.

Cat

holic

Frie

nds

Epi

scop

alS

chs.

Day

Sch

s.Je

wis

hS

ynod

Luth

eran

Priv

ate

scho

olaf

filiatio

nA

ssoc

.N

at.

Soc

.S

olom

onLu

ther

an,

Wis

cons

inM

ilitar

yH

ebre

wD

ayS

chec

hter

Oth

erM

isso

uri

Eva

ngel

ical

Tot

alnu

mbe

r30

7,69

562

302

164

4933

993

034

8

Sex M

ale

96.0

23.6

41.7

48.3

69.4

37.6

51.0

85.9

99.4

Fem

ale

—76

.458

.351

.730

.662

.449

.014

.1—

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

00.

70.

00.

00.

00.

00.

00.

00.

0A

sian

/Pac

ific

Isla

nder

0.0

0.0

0.0

0.0

0.0

0.0

0.0

—0.

0B

lack

non-

His

pani

c0.

03.

2—

—0.

0—

0.0

——

Whi

teno

n-H

ispa

nic

100.

092

.897

.197

.298

.297

.497

.796

.299

.7H

ispa

nic

0.0

3.3

0.0

——

0.0

——

0.0

Tot

alm

inor

ity0.

07.

2—

——

——

3.8

—

Hig

hest

degr

eeea

rned

Less

than

bach

elor

’s0.

0—

—0.

03.

60.

010

.2—

—B

ache

lor’s

—11

.914

.919

.212

.09.

912

.535

.263

.4M

aste

r’s35

.173

.359

.954

.737

.245

.035

.458

.334

.2E

d.sp

ec./

prof

.di

pl.

11.3

11.1

7.8

11.5

31.7

12.7

14.8

4.0

—D

octo

rate

—3.

513

.614

.615

.532

.426

.9—

0.0

Aver

age

age

45.3

49.4

48.1

50.3

47.8

47.5

48.3

46.6

40.5

Aver

age

sala

ry$4

5,78

9$2

8,99

5$5

1,53

6$4

9,69

2$4

6,90

6$5

9,88

5$5

1,61

5$3

1,33

8$2

4,95

0

Aver

age

year

sas

prin

cipa

l9.

79.

17.

810

.09.

210

.211

.411

.811

.7

Tabl

eA

29.—

Per

cent

age

ofpr

ivat

esc

hool

prin

cipa

lsby

priv

ate

scho

olaf

filiat

ion,

byse

x,ra

ce-e

thni

city

,hig

hest

degr

eeea

rned

,av

erag

eag

e,sa

lary

,and

year

sas

apr

inci

pal:

1993

-94

(con

tinue

d)

A-51

Prin

cipa

lcha

ract

eris

tics

Chu

rch

Luth

eran

Adv

entis

tIn

tern

atio

nal

Int.

Chi

ldre

nM

onte

ssor

iS

choo

ls*

Sch

ools

Priv

ate

scho

olaf

filiatio

n

Eva

ngel

ical

Sev

enth

-C

hris

tian

ofC

hris

tian

Priv

.S

choo

lsA

ssoc

iatio

nof

Oth

erLu

ther

anO

ther

Day

Sch

ools

Sch

ools

,E

xcep

tiona

lIn

depe

nden

tP

rivat

e

Ass

ocia

tion

Nat

.A

ssoc

.N

atio

nal

Tot

alnu

mbe

r98

5092

929

32,

054

262

639

797

7,53

7

Sex M

ale

24.7

75.7

63.0

67.2

63.2

44.2

4.5

66.5

52.8

Fem

ale

75.3

24.3

37.0

32.8

36.8

55.8

95.5

33.5

47.2

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

0—

—0.

0—

—0.

00.

01.

6A

sian

/Pac

ific

Isla

nder

0.0

0.0

——

0.0

0.0

10.8

3.5

0.5

Bla

ckno

n-H

ispa

nic

2.5

0.0

6.9

—5.

65.

9—

—4.

3W

hite

non-

His

pani

c96

.697

.692

.390

.793

.592

.487

.191

.991

.0H

ispa

nic

—0.

00.

0—

0.0

—0.

0—

2.6

Tot

alm

inor

ity3.

3—

7.7

9.3

6.4

7.5

12.9

8.1

9.0

Hig

hest

degr

eeea

rned

Less

than

bach

elor

’s—

——

0.0

6.7

0.0

6.5

—21

.1B

ache

lor’s

24.2

68.2

52.6

39.1

29.3

4.3

31.6

9.9

32.7

Mas

ter’s

62.3

19.5

41.9

52.0

56.9

61.5

31.7

61.4

33.6

Ed.

spec

./pr

of.

dipl

.4.

6—

——

3.0

18.5

21.3

6.7

6.4

Doc

tora

te4.

2—

—5.

03.

915

.68.

919

.06.

2

Aver

age

age

48.0

43.8

45.3

48.0

45.0

46.0

47.6

49.4

45.6

Aver

age

sala

ry$3

0,15

5$2

4,25

0$2

6,12

7$3

5,84

7$2

8,85

1$5

3,66

4$3

4,54

6$6

8,03

7$2

9,02

4

Aver

age

year

sas

prin

cipa

l11

.111

.77.

510

.37.

39.

812

.08.

88.

0

*R

elig

ious

,mi

litar

y,M

onte

ssor

i,an

dsp

ecia

ledu

catio

nsc

hool

sth

atar

em

embe

rsof

the

Nat

iona

lAss

ocia

tion

ofIn

depe

nden

tSch

ools

are

repo

rted

unde

rth

ese

clas

sific

atio

ns.

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

NO

TE

:Det

ails

may

nota

ddto

100

perc

entd

ueto

roun

ding

orce

llsu

ppre

ssio

n.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

93-9

4(P

rivat

eS

choo

lPrin

cipa

land

Sch

ool

Que

stio

nnai

res)

.

A-52

Tabl

eA

30.—

Per

cent

age

ofpr

ivat

esc

hool

prin

cipa

lsby

priv

ate

scho

olty

pe,b

yse

x,ra

ce-e

thnicity

,hig

hest

degr

eeea

rned

,av

erag

eag

e,sa

lary

,and

year

sas

apr

inci

pal:

1993

-94

Prin

cipa

lcha

ract

eris

tics

All

chia

lD

ioce

san

orde

rA

llC

hris

tian

Aff

iliate

dia

ted

All

Reg

ular

emph

asis

tion

Priv

ate

scho

olty

polo

gyC

atho

licO

ther

religi

ous

Non

sect

aria

n

Par

o-P

rivat

eva

tive

Una

ffil-

Spe

cial

educ

a-C

onse

r-S

peci

al

Tot

alnu

mbe

r8,

323

5,13

22,

404

787

11,3

624,

598

3,39

53,

369

5,33

12,

386

1,73

61,

209

Sex M

ale

23.9

18.9

29.5

39.4

69.7

73.7

65.6

68.4

31.9

39.6

20.6

32.8

Fem

ale

76.1

81.1

70.4

60.6

30.3

26.3

34.4

31.6

68.1

60.4

79.4

67.2

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

7—

——

0.3

——

——

——

—A

sian

/Pac

ific

Isla

nder

0.0

0.0

0.0

0.0

0.4

0.0

0.8

0.7

2.2

0.4

5.3

1.1

Bla

ckno

n-H

ispa

nic

3.0

3.8

1.7

—5.

65.

64.

86.

43.

35.

31.

91.

1W

hite

non-

His

pani

c93

.292

.295

.891

.492

.993

.292

.992

.690

.491

.288

.691

.2H

ispa

nic

3.2

3.3

1.8

6.5

0.7

—0.

9—

3.5

1.4

4.1

6.4

Tot

alm

inor

ity6.

87.

84.

28.

67.

16.

87.

17.

49.

68.

811

.48.

8

Hig

hest

degr

eeea

rned

Less

than

bach

elor

’s—

—0.

00.

015

.312

.35.

329

.36.

78.

88.

30.

1B

ache

lor’s

11.8

14.3

8.5

5.8

35.3

36.8

35.0

33.4

27.9

30.0

35.7

12.7

Mas

ter’s

73.4

72.5

77.5

67.0

38.8

42.4

44.7

28.0

44.6

46.1

30.4

62.0

Ed.

spec

./pr

of.

dipl

.11

.110

.711

.014

.04.

94.

15.

95.

110

.65.

616

.312

.3D

octo

rate

3.4

2.1

3.1

13.2

5.7

4.4

9.0

4.1

10.2

9.5

9.2

12.8

Aver

age

age

49.5

49.7

48.9

49.5

45.2

45.2

45.5

45.0

47.5

49.1

47.8

44.0

Aver

age

sala

ry$2

9,18

4$2

7,22

8$3

0,29

6$3

9,20

6$2

8,55

3$2

4,98

9$3

4,42

8$2

6,71

0$4

3,50

4$4

7,04

0$3

6,20

3$4

7,06

8

Aver

age

year

sas

prin

cipa

l9.

29.

49.

08.

18.

37.

58.

69.

19.

010

.38.

86.

9

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

NO

TE

:Det

ails

may

nota

ddto

100

perc

entd

ueto

roun

ding

orce

llsu

ppre

ssio

n.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

93-9

4(P

rivat

eS

choo

lPrin

cipa

land

Sch

ool

Que

stio

nnai

res)

.

A-53

Tabl

eA

31.—

Per

cent

age

ofpr

ivat

esc

hool

prin

cipa

lsby

bene

fitsr

ecei

ved,

bypr

ivat

esc

hool

type

:199

3-94

Pri

ncip

alch

arac

teri

stic

sM

edic

alin

sura

nce

Den

tali

nsu

ranc

ein

sura

nce

Ret

irem

entp

lan

In-k

ind

bene

fits

Life

1

Tota

l6

4.0

35

.03

5.2

46

.35

5.1

Cat

holic

79

.24

4.3

47

.26

7.9

55

.4P

aro

chia

l7

7.6

41

.44

5.0

66

.55

3.0

Dio

cesa

n8

0.6

45

.05

1.6

71

.45

6.8

Pri

vate

ord

er8

5.4

60

.84

8.6

66

.96

6.8

Oth

erre

ligio

us

53

.62

6.7

25

.23

4.1

55

.4C

ons

erva

tive

Chr

istia

n4

8.1

15

.62

4.6

16

.85

2.3

Affi

liate

d6

7.1

44

.83

1.4

57

.26

4.1

Una

ffilia

ted

47

.42

3.6

19

.83

4.6

51

.1

No

nsec

tari

an6

2.7

38

.03

7.7

38

.65

4.1

Reg

ula

r6

0.5

32

.83

4.0

39

.35

2.1

Spe

cial

emph

asis

52

.22

8.5

30

.52

3.4

55

.2S

peci

aled

uca

tion

82

.26

1.8

55

.65

9.3

56

.4

In-k

ind

bene

fits

incl

ude

hous

ing,

mea

ls,

tuiti

on,

and

tran

spor

tatio

n.1 S

OU

RC

E:

U.S

.D

epar

tmen

tofE

duca

tion,

Nat

iona

lCen

ter

for

Edu

catio

nS

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

1993

-94

(Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

).

A-55

Section 3 • State Tables for PublicSchools

A-56

Tabl

eA

32.—

Per

cent

age

ofpu

blic

scho

olpr

inci

pals

byse

xan

dra

ce-e

thni

city

,by

state

:19

93-9

4

Sta

tepr

inci

pals

age

Mal

eF

emal

eA

KN

at.

Isl.

non-

His

pani

cno

n-H

ispa

nic

His

pani

cm

inor

ityT

otal

Aver

age

Am

.In

d./

Asi

an/P

ac.

Bla

ckW

hite

Tot

al

Sex

Rac

e-et

hnic

ity

Tot

al79

,618

65.4

34.5

0.8

0.8

10.1

84.2

4.1

15.7

47.7

Ala

bam

a1,

274

70.3

29.7

1.0

0.0

18.8

79.0

1.1

21.0

48.0

Ala

ska

474

69.2

30.7

7.2

2.2

1.8

87.2

1.6

12.7

47.6

Ariz

ona

1,04

162

.637

.42.

00.

83.

277

.316

.822

.747

.0A

rkan

sas

1,08

469

.630

.4—

0.0

15.8

83.4

0.0

16

.545

.8C

alifo

rnia

7,30

551

.348

.70.

13.

19.

074

.313

.425

.749

.2

Col

orad

o1,

308

67.4

32.6

1.2

0.0

2.2

84.8

11.8

15.2

45.9

Con

nect

icut

958

72.8

27.1

——

10.1

88.3

—11

.750

.3D

elaw

are

169

65.7

34.3

0.0

0.0

19.3

80.7

0.0

19.3

48.0

Dis

t.of

Col

umbi

a15

444

.056

.0—

0.0

96.2

0.0

—10

0.0

50.0

Flo

rida

2,30

846

.653

.40.

0—

15.6

76.9

6.5

23.1

48.6

Geo

rgia

1,72

462

.337

.7—

0.0

25.8

73.9

—26

.148

.1H

awai

i22

943

.356

.70.

076

.0—

19.6

2.0

80.4

50.0

Idah

o56

073

.726

.30.

0—

0.0

97.6

1.4

2.4

47.4

Illin

ois

3,88

268

.631

.4—

—14

.682

.12.

217

.947

.4In

dian

a1,

847

79.0

21.0

—0.

07.

289

.42.

610

.547

.9

Iow

a1,

517

79.5

20.4

—0.

0—

97.1

—2.

947

.4K

ansa

s1,

450

71.6

28.4

—0.

04.

094

.31.

25.

745

.9K

entu

cky

1,29

274

.026

.0—

0.0

3.1

95.7

—4.

247

.0Lo

uisi

ana

1,44

259

.540

.50.

00.

034

.764

.01.

335

.948

.8M

aine

714

63.0

37.0

—0.

00.

099

.80.

00.

246

.1

Mar

ylan

d1,

163

58.2

41.8

—0.

024

.275

.3—

24.6

48.9

Mas

sach

uset

ts1,

670

73.7

26.3

—0.

04.

394

.5—

5.5

50.4

Mic

higa

n3,

004

62.3

37.7

—0.

018

.081

.30.

018

.748

.1M

inne

sota

1,44

969

.430

.4—

0.0

2.2

96.2

—3.

847

.5M

issi

ssip

pi95

067

.532

.5—

0.0

28.8

70.5

—29

.546

.6

Tabl

eA

32.—

Per

cent

age

ofpu

blic

scho

olpr

inci

pals

byse

xan

dra

ce-e

thni

city

,by

state

:19

93-9

4(c

ontin

ued)

Sta

tepr

inci

pals

age

Mal

eF

emal

eA

KN

at.

Isl.

non-

His

pani

cno

n-H

ispa

nic

His

pani

cm

inor

ityT

otal

Aver

age

Am

.In

d./

Asi

an/P

ac.

Bla

ckW

hite

Tot

al

Sex

Rac

e-et

hnic

ity

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Mis

sour

i2,

080

68.5

31.5

—0.

07.

990

.4—

9.5

46.9

Mon

tana

753

74.2

25.8

3.9

0.0

—95

.2—

4.8

46.1

Neb

rask

a1,

063

80.8

19.2

—0.

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894

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Nev

ada

368

58.0

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785

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hire

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71.2

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.1

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ey2,

193

64.8

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955

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2—

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.938

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610

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olin

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929

74.9

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567

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098

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346

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631

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7.3

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—11

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rego

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183

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02.

592

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347

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enns

ylva

nia

3,00

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Rho

deIs

land

295

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——

97.9

—2.

148

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thC

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ina

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369

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00.

019

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outh

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ota

655

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ness

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673

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——

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ont

308

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00.

099

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rgin

ia1,

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19.7

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Was

hing

ton

1,75

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03.

25.

288

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211

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estV

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ia89

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495

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isco

nsin

1,99

175

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0.0

5.6

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847

.6W

yom

ing

410

87.6

12.4

0.7

0.0

0.0

99.3

0.0

0.7

46.5

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

NO

TE

:Det

ails

may

nota

ddto

tota

lsor

100

perc

entd

ueto

roun

ding

orce

llsu

ppre

ssio

n.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

93-9

4(P

ublic

Sch

oolP

rinci

palQ

uest

ionn

aire

).

A-58

Tabl

eA

33.—

Per

cent

age

ofpu

blic

scho

olpr

inci

pals

byhi

ghes

tdeg

ree

earn

edan

dav

erag

esa

lary

,by

stat

e:19

93-9

4

Sta

teAv

erag

esa

lary

Bac

helo

r’sM

aste

r’sE

d.S

p./p

rof.

Do

cto

rate

Hig

hest

degr

ee

Tota

l1

.46

3.4

25

.89

.3$

54

,85

8

Ala

bam

a—

42

.74

6.1

9.6

45

,55

4A

lask

a7

.46

9.0

13

.21

0.3

65

,96

0A

rizo

na—

66

.51

2.0

18

.65

4,0

92

Ark

ansa

s0

.07

2.4

23

.83

.84

1,7

97

Cal

iforn

ia4

.26

8.2

15

.911

.66

2,5

01

Co

lora

do—

62

.32

2.9

14

.45

2,5

85

Co

nnec

ticu

t—

16

.66

4.4

18

.77

6,8

03

Del

awar

e0

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3.9

12

.21

3.9

63

,92

1D

ist.

ofC

olu

mbi

a0

.07

6.2

—2

2.0

66

,61

6F

lori

da0

.07

0.9

18

.111

.05

7,6

84

Geo

rgia

0.0

13

.76

8.5

17

.85

4,7

63

Haw

aii

15

.85

0.9

26

.96

.45

3,4

25

Idah

o—

67

.12

6.1

4.9

45

,29

3Ill

ino

is—

68

.12

2.5

9.2

56

,09

9In

dian

a0

.05

4.9

36

.38

.85

4,3

25

Iow

a—

75

.41

4.8

9.2

48

,52

4K

ansa

s0

.07

0.2

19

.21

0.6

49

,93

2K

entu

cky

0.0

40

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2.4

7.3

52

,27

9Lo

uis

iana

0.0

66

.22

7.6

6.1

43

,23

7M

aine

7.7

68

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0.1

3.6

46

,76

9

Mar

ylan

d0

.07

8.3

12

.49

.36

4,2

58

Mas

sach

use

tts

—6

6.6

17

.51

4.2

56

,96

0M

ichi

gan

0.3

61

.92

5.9

11.9

62

,51

6M

inne

sota

2.5

19

.86

9.0

8.8

55

,50

0M

issi

ssip

pi—

58

.23

4.5

6.8

40

,93

0

Tabl

eA

33.—

Per

cent

age

ofpu

blic

scho

olpr

inci

pals

byhi

ghes

tdeg

ree

earn

edan

dav

erag

esa

lary

,by

stat

e:19

93-9

4(c

ontin

ued)

Sta

teAv

erag

esa

lary

Bac

helo

r’sM

aste

r’sE

d.S

p./p

rof.

Do

cto

rate

Hig

hest

degr

ee

A-59

Mis

sou

ri0

.05

3.0

34

.81

2.1

47

,52

9M

ont

ana

4.7

86

.06

.52

.54

2,3

23

Neb

rask

a—

59

.13

0.1

9.1

45

,56

9N

evad

a—

69

.81

4.5

13

.96

0,6

77

New

Ham

pshi

re—

69

.31

6.2

12

.15

1,1

93

New

Jers

ey—

72

.91

6.5

10

.27

5,8

63

New

Mex

ico

—7

3.7

21

.14

.44

2,0

68

New

Yo

rk0

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0.8

47

.411

.86

9,9

38

No

rth

Car

olin

a0

.04

6.0

42

.311

.75

0,5

48

No

rth

Dak

ota

31

.45

9.7

5.7

3.2

36

,10

1

Ohi

o0

.08

0.8

13

.45

.85

3,4

09

Okl

aho

ma

—7

1.6

23

.93

.74

1,5

99

Ore

gon

—6

1.5

30

.36

.25

1,7

98

Pen

nsyl

vani

a—

63

.72

7.5

8.6

60

,99

5R

hode

Isla

nd0

.07

3.1

15

.111

.85

6,6

08

So

uth

Car

olin

a0

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3.9

34

.311

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0,8

04

So

uth

Dak

ota

0.0

82

.21

5.6

2.1

37

,06

3Te

nnes

see

—6

7.2

22

.48

.34

4,7

74

Texa

s1

.07

5.6

18

.25

.24

5,2

05

Uta

h3

.15

5.4

32

.78

.84

7,9

20

Ver

mo

nt1

0.5

63

.51

7.5

8.5

49

,23

3V

irgi

nia

0.0

76

.71

5.2

7.9

54

,80

1W

ashi

ngto

n—

75

.71

4.5

7.1

60

,78

2W

estV

irgi

nia

0.0

84

.01

4.0

2.0

44

,09

1W

isco

nsin

—6

8.1

19

.91

0.0

54

,95

6W

yom

ing

—6

8.8

21

.96

.84

7,6

49

—To

ofe

wca

ses

for

are

liabl

ees

timat

e.

NO

TE

:Det

ails

may

nota

ddto

10

0pe

rcen

tdu

eto

rou

ndin

go

rce

llsu

ppre

ssio

n.

SO

UR

CE

:U

.S.D

epar

tmen

tofE

duca

tion,

Nat

iona

lCen

ter

for

Edu

catio

nS

tatis

tics,

Sch

oo

lsan

dS

taffi

ngS

urv

ey:1

99

3-9

4(P

ubl

icS

cho

olP

rinc

ipal

Qu

estio

nnai

re).

See

foot

note

aten

dof

tabl

e.

A-60

Tabl

eA

34.—

Per

cent

age

ofpu

blic

scho

olpr

inci

pals

byem

ploy

men

tben

efits

rece

ived

,by

state

:19

93-9

4

Sta

teM

edic

alin

sura

nce

Den

tali

nsu

ranc

ein

sura

nce

plan

In-k

ind

bene

fits

Em

plo

ymen

tben

efit

Life

Ret

irem

ent

1

Tota

l9

1.8

66

.17

0.7

70

.44

6.3

Ala

bam

a7

7.3

32

.13

7.2

52

.21

9.9

Ala

ska

99

.19

8.2

89

.28

4.0

43

.7A

rizo

na9

8.2

83

.89

1.7

79

.13

8.9

Ark

ansa

s5

1.9

43

.13

2.5

32

.44

1.3

Cal

iforn

ia9

9.8

98

.46

8.9

78

.04

0.5

Co

lora

do9

6.3

84

.88

5.9

82

.54

8.7

Co

nnec

ticu

t9

8.1

96

.49

3.1

46

.04

9.6

Del

awar

e9

7.9

72

.49

0.9

82

.35

5.3

Dis

t.o

fCo

lum

bia

77

.37

7.5

54

.78

2.3

1.6

Flo

rida

95

.54

8.9

87

.87

7.1

28

.2

Geo

rgia

86

.95

9.5

80

.77

9.0

40

.8H

awai

i9

0.5

79

.07

0.4

67

.13

0.6

Idah

o9

8.3

83

.07

4.2

64

.15

2.7

Illin

ois

93

.95

7.8

72

.36

9.4

49

.9In

dian

a9

8.3

66

.69

7.5

79

.72

3.0

Iow

a9

7.9

50

.98

3.5

63

.45

0.0

Kan

sas

62

.83

0.5

34

.43

0.6

54

.3K

entu

cky

88

.12

7.2

70

.15

2.3

25

.2Lo

uis

iana

75

.92

1.3

57

.26

1.2

38

.8M

aine

88

.34

3.6

46

.55

8.0

93

.1

Mar

ylan

d9

6.1

87

.08

9.1

83

.56

0.5

Mas

sach

use

tts

91

.02

1.9

62

.45

2.2

44

.7M

ichi

gan

97

.29

9.0

96

.67

9.7

50

.9M

inne

sota

97

.56

0.9

79

.77

1.8

51

.5M

issi

ssip

pi5

5.2

3.5

19

.03

2.9

25

.0

Tabl

eA

34.—

Per

cent

age

ofpu

blic

scho

olpr

inci

pals

byem

ploy

men

tben

efits

rece

ived

,by

state

:19

93-9

4(c

ontin

ued)

Sta

teM

edic

alin

sura

nce

Den

tali

nsu

ranc

ein

sura

nce

plan

In-k

ind

bene

fits

Em

plo

ymen

tben

efit

Life

Ret

irem

ent

1

A-61

Mis

sou

ri9

4.5

48

.26

9.2

74

.25

3.8

Mo

ntan

a9

4.5

49

.04

7.2

67

.44

8.6

Neb

rask

a8

0.1

67

.74

4.9

60

.06

0.7

Nev

ada

10

0.0

93

.48

8.8

88

.12

2.9

New

Ham

pshi

re9

6.6

86

.78

7.0

68

.28

3.2

New

Jers

ey9

9.9

98

.37

1.3

89

.07

4.2

New

Mex

ico

91

.47

7.6

89

.08

6.6

25

.8N

ewY

ork

96

.98

2.6

52

.58

6.6

23

.2N

ort

hC

aro

lina

88

.83

8.9

55

.77

4.5

52

.1N

ort

hD

ako

ta9

2.5

28

.33

7.0

60

.45

6.4

Ohi

o9

7.3

93

.09

7.1

86

.95

0.3

Okl

aho

ma

60

.33

6.4

42

.05

3.3

21

.8O

rego

n9

7.3

97

.17

4.5

87

.08

3.7

Pen

nsyl

vani

a1

00

.09

9.1

92

.49

0.4

80

.9R

hode

Isla

nd9

8.5

98

.58

6.1

83

.23

9.4

So

uth

Car

olin

a9

4.0

94

.88

5.2

71

.95

4.5

So

uth

Dak

ota

96

.44

6.1

51

.46

4.0

57

.3Te

nnes

see

86

.85

1.3

59

.36

2.8

14

.0Te

xas

85

.92

6.6

54

.23

2.0

36

.8U

tah

96

.84

3.5

83

.48

4.3

58

.7

Ver

mo

nt8

6.3

78

.07

2.2

40

.18

6.5

Vir

gini

a9

4.2

30

.38

8.9

86

.56

0.9

Was

hing

ton

10

0.0

98

.86

9.6

79

.84

3.9

Wes

tVir

gini

a9

0.6

75

.76

8.5

76

.51

6.4

Wis

cons

in1

00

.09

2.9

79

.99

4.7

87

.4W

yom

ing

96

.16

6.2

84

.68

6.9

47

.4

In-k

ind

bene

fits

incl

ude

hous

ing,

mea

ls,

tuiti

on,

and

tran

spor

tatio

n.1 S

OU

RC

E:

U.S

.D

epar

tmen

tofE

duca

tion,

Nat

iona

lCen

ter

for

Edu

catio

nS

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

1993

-94

(Pub

licS

choo

lPrin

cipa

lQue

stio

nnai

re).

B-1

Appendix B • Tables of Standard Errors

Section Page

1 Public and Private School Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-3

2 Affiliation/Technology Tables for Private Schools. . . . . . . . . . . . . . . . . . . . . . . . .B-49

3 State Tables for Public Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .B-55

B-3

Section 1 • Public and Private SchoolTables

B-4

Tabl

eB

1.—

Sta

ndar

der

rors

for

Tabl

eA

1:N

umbe

ran

dpe

rcen

tage

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

,by

sex,

race

-eth

nici

ty,a

ndag

e:19

87-8

8,19

90-9

1,an

d19

93-9

4

All

1987

-88

1990

-91

1993

-94

Prin

cipa

lcha

ract

eris

tics

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Tot

al76

8.1

0.00

440.

90.

0033

8.0

0.00

Sex M

ale

699.

60.

5373

2.2

0.63

663.

70.

58

Fem

ale

636.

80.

5365

6.0

0.63

601.

90.

58

Rac

e-et

hnic

ity

Am

eric

anIn

dian

/Ala

ska

Nat

ive

131.

10.

1395

.40.

0974

.50.

07

Asi

an/P

acifi

cIs

land

er92

.10.

0912

6.8

0.12

118.

00.

11

Bla

ckno

n-H

ispa

nic

289.

70.

2832

5.6

0.32

374.

30.

36

Whi

teno

n-H

ispa

nic

768.

30.

3558

2.2

0.44

625.

00.

44

His

pani

c23

2.0

0.22

284.

60.

2726

4.8

0.25

Tot

alm

inor

ity37

3.8

0.35

455.

70.

4444

6.5

0.44

Age U

nder

3529

6.2

0.28

348.

10.

3428

8.6

0.27

35-3

952

9.8

0.46

489.

00.

4733

0.3

0.31

40-4

451

7.4

0.46

606.

00.

5949

6.7

0.46

45-4

946

1.2

0.46

580.

20.

5546

8.7

0.45

50-5

436

6.8

0.35

528.

00.

5252

4.7

0.51

55or

over

409.

80.

4050

5.4

0.48

476.

40.

44

Aver

age

age

0.1

0.1

0.1

B-5

Tabl

eB

1.—

Sta

ndar

der

rors

for

Tabl

eA

1:N

umbe

ran

dpe

rcen

tage

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

,by

sex,

race

-eth

nici

ty,a

ndag

e:19

87-8

8,19

90-9

1,an

d19

93-9

4(c

ontin

ued)

Pub

licP

rivat

e

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Prin

cipa

lcha

ract

eris

tics

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Num

ber

Per

cent

Tot

al29

5.1

0.00

216.

90.

0023

5.2

0.00

715.

40.

0039

0.3

0.00

197.

70.

00

Sex M

ale

457.

70.

5155

1.3

0.69

612.

90.

7055

7.7

1.44

382.

41.

1630

1.4

1.10

Fem

ale

407.

80.

5155

9.5

0.69

542.

40.

7045

1.8

1.44

283.

31.

1628

2.8

1.10

Rac

e-et

hnic

ity

Am

eric

anIn

dian

/Ala

ska

Nat

ive

119.

00.

1585

.70.

1167

.30.

0846

.20.

1842

.80.

1836

.60.

15

Asi

an/P

acifi

cIs

land

er50

.90.

0610

1.6

0.13

108.

60.

1475

.60.

2948

.90.

2042

.50.

17

Bla

ckno

n-H

ispa

nic

236.

00.

3029

4.6

0.37

350.

90.

4513

4.0

0.54

123.

90.

5212

4.0

0.50

Whi

teno

n-H

ispa

nic

393.

00.

3643

0.0

0.50

539.

50.

5469

3.7

0.89

390.

70.

6526

9.6

0.70

His

pani

c13

9.8

0.18

265.

90.

3425

8.2

0.33

168.

20.

6575

.60.

3091

.00.

37

Tot

alm

inor

ity27

7.4

0.36

395.

00.

5041

3.2

0.54

232.

60.

8915

8.6

0.65

173.

90.

70

Age U

nder

3520

5.6

0.26

250.

30.

3214

2.0

0.18

257.

70.

9823

1.7

0.94

229.

30.

90

35-3

932

7.0

0.41

387.

90.

4827

5.3

0.34

336.

71.

0522

2.2

0.92

213.

20.

87

40-4

436

4.6

0.45

554.

10.

7145

4.8

0.56

373.

51.

3127

7.5

1.07

230.

60.

88

45-4

937

5.5

0.48

544.

30.

6641

8.0

0.53

266.

30.

9922

3.4

0.89

223.

90.

90

50-5

433

5.1

0.43

431.

60.

5547

0.9

0.60

207.

80.

7123

4.2

0.98

199.

90.

80

55or

over

335.

10.

4339

5.4

0.51

403.

00.

5021

0.1

0.86

219.

30.

8724

9.2

0.97

Aver

age

age

0.1

0.1

0.1

0.2

0.2

0.2

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

orQ

uest

ionn

aire

),19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

Que

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

s).

B-6

Tabl

e B

2.—

Sta

ndar

d err

ors

for

Tabl

e A

2: P

erce

ntag

e of

pub

lic a

nd p

riva

te s

choo

l pri

ncip

als

by g

eogr

aphi

c re

gion

, by

sex,

race

-eth

nici

ty, a

nd a

ge:

1987

-88,

199

0-91

, and

199

3-94

Prin

cipa

l cha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Geo

grap

hic

regi

on

Nor

thea

stM

idw

est

Sou

thW

est

PU

BLI

CT

otal

num

ber

125.

266

.991

.616

4.3

157.

415

1.9

146.

310

5.1

98.3

158.

778

.493

.8

Sex Mal

e0.

991.

891.

581.

031.

331.

220.

881.

030.

961.

311.

271.

69F

emal

e0.

991.

891.

581.

031.

331.

220.

881.

030.

961.

311.

271.

69

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

0.35

0.08

0.11

0.27

0.21

0.18

0.15

0.26

0.14

0.34

0.30

0.20

Asi

an/P

acifi

c Is

land

er0.

100.

260.

11—

——

0.08

0.10

0.15

0.31

0.48

0.58

Bla

ck n

on-H

ispa

nic

0.70

0.74

1.12

0.39

0.53

0.63

0.65

0.70

0.67

0.54

0.72

0.95

Whi

te n

on-H

ispa

nic

0.78

0.88

1.25

0.45

0.61

0.70

0.68

0.97

0.94

0.88

1.52

1.15

His

pani

c0.

410.

620.

550.

210.

260.

250.

330.

520.

660.

581.

341.

04

Tot

al m

inor

ity0.

780.

881.

250.

450.

610.

700.

680.

970.

940.

881.

521.

15

Age Und

er 3

50.

430.

230.

190.

630.

670.

400.

400.

370.

290.

640.

540.

5035

-39

0.90

0.77

0.59

0.65

1.01

0.65

0.90

0.67

0.50

0.92

1.13

0.76

40-4

41.

062.

001.

530.

851.

201.

000.

881.

101.

111.

181.

231.

4545

-49

1.10

1.37

1.60

0.96

1.05

1.00

1.00

1.06

1.12

1.15

1.65

1.50

50-5

41.

031.

591.

680.

971.

151.

090.

710.

771.

031.

121.

321.

3755

or

over

0.99

1.15

1.48

0.97

1.02

0.95

0.86

0.87

0.74

1.29

1.13

1.37

Ave

rage

age

0.18

0.25

0.27

0.20

0.23

0.16

0.16

0.14

0.15

0.22

0.22

0.23

Tabl

e B

2.—

Sta

ndar

d err

ors

for

Tabl

e A

2: P

erce

ntag

e of

pub

lic a

nd p

riva

te s

choo

l pri

ncip

als

by g

eogr

aphi

c re

gion

, by

sex,

race

-eth

nici

ty, a

nd a

ge:

1987

-88,

199

0-91

, and

199

3-94

(co

ntin

ued)

Prin

cipa

l cha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Geo

grap

hic

regi

on

Nor

thea

stM

idw

est

Sou

thW

est

B-7

PR

IVA

TE

Tot

al n

umbe

r38

1.7

178.

721

9.2

353.

533

2.7

144.

448

2.0

295.

020

5.9

266.

516

3.5

184.

4

Sex Mal

e3.

291.

823.

002.

182.

291.

673.

301.

911.

943.

172.

922.

10F

emal

e3.

291.

823.

002.

182.

291.

673.

301.

911.

943.

172.

922.

10

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

——

——

——

——

——

——

Asi

an/P

acifi

c Is

land

er—

——

——

——

——

——

—B

lack

non

-His

pani

c1.

480.

900.

740.

590.

730.

710.

820.

700.

990.

901.

461.

20W

hite

non

-His

pani

c1.

501.

121.

000.

860.

910.

802.

521.

061.

071.

932.

321.

62H

ispa

nic

0.62

0.61

0.65

0.62

0.46

0.63

2.13

0.76

0.56

1.17

1.14

0.90

Tot

al m

inor

ity1.

501.

121.

000.

860.

910.

802.

511.

061.

071.

932.

321.

62

Age Und

er 3

51.

821.

131.

932.

122.

021.

361.

511.

711.

631.

631.

751.

6535

-39

2.20

1.48

2.14

2.05

1.80

1.38

2.41

2.06

1.42

2.36

2.21

1.97

40-4

42.

361.

992.

101.

672.

521.

462.

801.

911.

462.

341.

952.

0245

-49

2.09

1.99

2.27

2.00

2.02

1.46

2.12

1.44

1.72

2.04

1.98

2.23

50-5

41.

471.

781.

441.

202.

401.

361.

971.

701.

401.

801.

902.

2455

or

over

2.25

1.94

3.03

1.69

1.78

1.23

2.24

1.60

1.73

2.40

2.10

2.44

Ave

rage

age

0.68

0.44

0.66

0.38

0.48

0.33

0.52

0.46

0.48

0.51

0.55

0.53

—T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

87-8

8 (S

choo

l Adm

inis

trat

or Q

uest

ionn

aire

), 1

990-

91(P

ublic

and

Priv

ate

Sch

ool A

dmin

istr

ator

Que

stio

nnai

res)

, an

d 19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal Q

uest

ionn

aire

s).

B-8

Tabl

eB

3.—

Sta

ndar

der

rors

for

Tabl

eA

3:P

erce

ntag

eof

publ

icsc

hool

prin

cipa

lsby

dist

rict

size

,by

sex,

race

-eth

nici

ty,a

ndag

eof

prin

cipa

ls:

1987

-88,

1990

-91,

and

1993

-94

Prin

cipa

lcha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Dis

tric

tsiz

e

Less

than

1,00

01,

000-

4,99

95,

000-

9,99

910

,000

orm

ore

Sex M

ale

1.29

1.50

1.48

1.08

1.15

1.45

1.57

1.78

1.64

1.12

1.13

1.41

Fem

ale

1.29

1.50

1.48

1.08

1.15

1.45

1.57

1.78

1.64

1.12

1.13

1.41

Rac

e-et

hnic

ity

Am

eric

anIn

dian

/Ala

ska

Nat

ive

0.60

0.53

0.33

0.17

0.14

0.14

0.28

0.26

0.32

0.14

0.19

0.12

Asi

an/P

acifi

cIs

land

er0.

00—

0.35

0.08

—0.

01—

0.45

0.51

0.22

0.26

0.33

Bla

ckno

n-H

ispa

nic

0.27

0.36

0.30

0.34

0.33

0.45

0.98

0.82

1.06

0.89

0.93

1.10

Whi

teno

n-H

ispa

nic

0.81

0.73

0.57

0.38

0.48

0.58

1.14

1.49

1.47

0.89

1.13

1.29

His

pani

c0.

430.

330.

300.

260.

440.

390.

561.

121.

140.

540.

790.

89

Tot

alm

inor

ity0.

810.

730.

570.

380.

480.

581.

141.

491.

470.

891.

131.

29

Age U

nder

350.

780.

900.

680.

600.

540.

400.

780.

580.

540.

410.

280.

22

35-3

91.

261.

260.

940.

950.

810.

691.

011.

230.

930.

720.

660.

49

40-4

41.

641.

521.

440.

921.

321.

051.

611.

761.

631.

011.

020.

97

45-4

91.

271.

331.

110.

951.

101.

141.

611.

842.

001.

001.

081.

41

50-5

41.

311.

091.

340.

830.

961.

111.

471.

451.

450.

840.

951.

04

55or

over

1.36

1.14

1.44

0.82

0.91

0.89

1.39

1.30

1.65

0.98

0.91

0.96

Aver

age

age

0.28

0.30

0.28

0.21

0.20

0.19

0.28

0.25

0.28

0.16

0.17

0.14

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

oran

dT

each

erD

eman

dan

dS

hort

age

Que

stio

nnai

res)

,19

90-9

1(P

ublic

Sch

oolA

dmin

istr

ator

and

Tea

cher

Dem

and

and

Sho

rtag

eQ

uest

ionn

aire

s),

and

1993

-94

(Pub

licS

choo

lPrin

cipa

land

Tea

cher

Dem

and

and

Sho

rtag

eQ

uest

ionn

aire

s).

B-9

Tabl

eB

4.—

Sta

ndar

der

rors

for

Tabl

eA

4:P

erce

ntag

eof

publ

icsc

hool

prin

cipa

lsby

com

mun

ityty

pe,b

yse

x,ra

ce-e

thni

city

,an

dag

e:19

93-9

4

Prin

cipa

lcha

ract

eris

tics

Cen

tral

city

Urb

anfr

inge

/larg

eto

wn

Rur

al/s

mal

ltow

n

Com

mun

ityty

pe

Tot

alnu

mbe

r28

7.5

369.

332

6.9

Sex M

ale

1.51

1.31

0.93

Fem

ale

1.51

1.31

0.93

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

180.

140.

13A

sian

/Pac

ific

Isla

nder

0.32

0.36

0.05

Bla

ckno

n-H

ispa

nic

1.34

0.83

0.28

Whi

teno

n-H

ispa

nic

1.68

1.06

0.34

His

pani

c1.

060.

740.

26

Tot

alm

inor

ity1.

681.

060.

34

Age U

nder

350.

260.

260.

2835

-39

0.73

0.61

0.52

40-4

41.

081.

170.

8445

-49

1.68

1.30

0.89

50-5

41.

191.

210.

8455

orov

er1.

150.

880.

76

Aver

age

age

0.17

0.15

0.15

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

93-9

4(P

ublic

Sch

oolP

rinci

pala

ndS

choo

lQ

uest

ionn

aire

s).

B-10

Tabl

eB

5.—

Sta

ndar

der

rors

for

Tabl

eA

5:P

erce

ntag

eof

publ

icsc

hool

prin

cipa

lsby

perc

enta

geof

free

orre

duce

d-pri

celu

nch

reci

pien

tsin

thei

rsc

hool

s,by

sex,

race

-eth

nici

ty,a

ndag

eof

prin

cipa

ls:19

87-8

8,19

90-9

1,an

d19

93-9

4

Prin

cipa

lcha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Per

cent

age

offr

eeor

redu

ced-

pric

elu

nch

reci

pien

tsin

scho

ols

Less

than

20%

20-4

9%50

%or

mor

e

Sex Mal

e0.

811.

041.

170.

751.

161.

151.

331.

381.

47F

emal

e0.

811.

041.

170.

751.

161.

151.

331.

381.

47

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

160.

200.

180.

250.

190.

120.

380.

240.

17A

sian

/Pac

ific

Isla

nder

0.05

0.11

0.20

0.12

0.19

0.21

0.26

0.44

0.33

Bla

ckno

n-H

ispa

nic

0.41

0.40

0.44

0.44

0.51

0.55

1.22

0.97

1.17

Whi

teno

n-H

ispa

nic

0.47

0.55

0.63

0.55

0.55

0.60

1.24

1.42

1.51

His

pani

c0.

230.

340.

340.

190.

380.

370.

661.

091.

06

Tot

alm

inor

ity0.

470.

550.

630.

550.

550.

601.

241.

421.

51

Age Und

er35

0.39

0.41

0.30

0.59

0.54

0.29

0.54

0.42

0.43

35-3

90.

660.

660.

630.

720.

660.

751.

150.

950.

6540

-44

0.65

1.10

0.93

0.87

1.10

1.11

1.14

1.24

1.08

45-4

90.

761.

101.

090.

930.

940.

901.

251.

161.

2350

-54

0.68

0.97

1.16

0.70

0.90

1.11

0.90

1.24

1.31

55or

over

0.63

1.02

0.78

0.70

0.72

0.84

1.16

1.34

1.18

Aver

age

age

0.12

0.18

0.13

0.17

0.18

0.19

0.25

0.25

0.22

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

oran

dP

ublic

Sch

ool

Que

stio

nnai

res)

,19

90-9

1(P

ublic

Sch

oolA

dmin

istr

ator

and

Sch

oolQ

uest

ionn

aire

s),

and

1993

-94

(Pub

licS

choo

lPrin

cipa

land

Sch

oolQ

uest

ionn

aire

s).

B-11

Tabl

eB

6.—

Sta

ndar

der

rors

for

Tabl

eA

6:P

erce

ntag

eof

publ

ican

dpr

ivat

esc

hool

prin

cipa

lsby

scho

olle

vel,

byse

x,ra

ce-e

thni

city

,and

age:

1987

-88,

1990

-91,

and

1993

-94

Sch

ooll

evel

E

lem

enta

ryS

econ

dary

Com

bine

d

Prin

cipa

lcha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

PU

BLI

C

Sex M

ale

0.74

0.86

0.99

0.54

0.79

0.66

1.53

1.86

1.85

Fem

ale

0.74

0.86

0.99

0.54

0.79

0.66

1.53

1.86

1.85

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

170.

120.

120.

250.

270.

140.

600.

400.

39A

sian

/Pac

ific

Isla

nder

0.09

0.19

0.20

0.14

0.10

0.09

0.13

0.12

0.18

Bla

ckno

n-H

ispa

nic

0.46

0.50

0.58

0.38

0.45

0.38

1.03

1.02

0.65

Whi

teno

n-H

ispa

nic

0.44

0.66

0.79

0.53

0.58

0.57

1.03

1.41

1.04

His

pani

c0.

240.

430.

480.

320.

330.

390.

280.

740.

75

Tot

alm

inor

ity0.

440.

660.

790.

530.

580.

571.

031.

411.

04

Age U

nder

350.

410.

430.

230.

340.

290.

260.

791.

270.

4935

-39

0.62

0.62

0.49

0.73

0.60

0.44

1.22

1.76

0.60

40-4

40.

530.

950.

801.

041.

000.

771.

412.

021.

7045

-49

0.67

0.90

0.67

0.72

1.00

0.73

1.15

1.56

3.19

50-5

40.

520.

750.

760.

750.

710.

741.

262.

112.

9355

orov

er0.

560.

760.

690.

680.

860.

581.

131.

381.

52

Aver

age

age

0.11

0.16

0.12

0.13

0.16

0.10

0.23

0.39

0.26

Tabl

eB

6.—

Sta

ndar

der

rors

for

Tabl

eA

6:P

erce

ntag

eof

publ

ican

dpr

ivat

esc

hool

prin

cipa

lsby

scho

olle

vel,

byse

x,ra

ce-e

thni

city

,and

age:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d) Sch

ooll

evel

E

lem

enta

ryS

econ

dary

Com

bine

d

Prin

cipa

lcha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

B-12

PR

IVAT

E

Sex M

ale

1.75

1.57

1.79

4.07

2.54

2.91

2.79

2.23

2.62

Fem

ale

1.75

1.57

1.79

4.07

2.54

2.91

2.79

2.23

2.62

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e—

——

——

——

——

Asi

an/P

acifi

cIs

land

er—

——

——

——

——

Bla

ckno

n-H

ispa

nic

0.67

0.70

0.82

0.89

0.62

0.58

0.99

0.75

0.62

Whi

teno

n-H

ispa

nic

0.88

0.80

1.00

2.98

1.12

0.84

1.59

1.33

1.20

His

pani

c0.

520.

410.

443.

080.

830.

661.

060.

740.

92

Tot

alm

inor

ity0.

880.

801.

002.

981.

120.

841.

591.

331.

20

Age U

nder

351.

081.

221.

092.

091.

000.

712.

212.

072.

1235

-39

1.36

1.14

1.05

2.56

2.12

2.53

2.34

2.50

2.19

40-4

41.

411.

311.

134.

002.

552.

302.

952.

671.

9845

-49

1.47

1.17

1.29

2.67

2.48

1.94

2.32

2.10

1.87

50-5

40.

991.

470.

862.

411.

803.

141.

741.

751.

7155

orov

er1.

151.

311.

523.

232.

081.

512.

261.

481.

96

Aver

age

age

0.26

0.36

0.36

0.81

0.50

0.49

0.56

0.49

0.55

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

orQ

uest

ionn

aire

),19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

Que

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

s).

B-13

Tabl

eB

7.—

Sta

ndar

der

rors

for

Tabl

eA

7:P

erce

ntag

eof

publ

ican

dpr

ivat

esc

hool

prin

cipa

lsw

ithle

ssth

anth

ree

year

sof

expe

rien

ceas

apr

inci

pal,

byse

x,ra

ce-e

thni

city

,and

age:1

987-

88,1

990-

91,a

nd19

93-9

4

Pub

licP

rivat

e

Prin

cipa

lcha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Tot

alnu

mbe

r41

7.9

542.

446

2.2

385.

235

8.5

304.

1

Sex M

ale

1.66

1.51

1.67

3.24

2.76

3.20

Fem

ale

1.66

1.51

1.67

3.24

2.76

3.20

Rac

e-et

hnic

ity

Am

eric

anIn

dian

/Ala

ska

Nat

ive

0.27

0.14

0.21

0.13

0.09

0.22

Asi

an/P

acifi

cIs

land

er0.

190.

260.

220.

320.

050.

39

Bla

ckno

n-H

ispa

nic

0.74

0.91

1.03

0.90

0.98

0.90

Whi

teno

n-H

ispa

nic

1.00

1.22

1.25

1.44

1.21

1.30

His

pani

c0.

730.

670.

741.

040.

700.

74

Tot

alm

inor

ity1.

001.

221.

251.

441.

211.

30

Age U

nder

351.

070.

930.

592.

302.

482.

88

35-3

91.

291.

221.

042.

632.

272.

21

40-4

41.

431.

451.

282.

542.

142.

34

45-4

91.

101.

161.

352.

541.

971.

40

50-5

40.

790.

921.

101.

662.

311.

45

55or

over

0.49

0.61

0.76

0.49

1.32

1.12

Aver

age

age

0.17

0.19

0.18

0.52

0.54

0.58

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

orQ

uest

ionn

aire

),19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

Que

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

s).

B-14

Tabl

eB

8.—

Sta

ndar

der

rors

for

Tabl

eA

8:Av

erag

esa

lary

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

byse

xan

dra

ce-e

thni

city

,by

high

estd

egre

eea

rned

and

year

sof

expe

rien

ceas

apr

inci

pal:19

93-9

4

Prin

cipa

lcha

ract

eris

tics

prin

cipa

lspr

inci

pals

min

ority

Mal

eF

emal

eA

KN

at.

Pac

.Is

l.no

n-H

ispa

nic

non-

His

pani

cH

ispa

nic

Tot

alnu

mbe

rof

All

Tot

alA

m.

Ind.

/A

sian

/B

lack

Whi

te

Sex

Rac

e-et

hnic

ity

PU

BLI

C

All

degr

ees

All

235.

2$1

26.6

$160

.0$2

75.8

$1,7

33.8

$1,4

25.3

$454

.5$1

37.9

$798

.3$4

24.7

Few

erth

an3

year

s46

2.2

332.

447

2.6

544.

81,

772.

71,

740.

989

1.2

339.

41,

328.

870

3.6

3to

9ye

ars

570.

728

3.8

276.

047

6.3

2,18

3.9

2,06

8.6

651.

530

4.0

1,14

1.5

622.

610

year

sor

mor

e48

3.5

303.

431

0.2

643.

32,

854.

61,

414.

286

9.6

330.

81,

306.

970

0.2

Less

than

bach

elor

'sA

ll—

——

——

——

——

—F

ewer

than

3ye

ars

——

——

——

——

——

3to

9ye

ars

——

——

——

——

——

10ye

ars

orm

ore

——

——

——

——

——

Bac

helo

r's

All

167.

61,

506.

51,

675.

52,

239.

4—

——

1,54

1.0

—1,

949.

4F

ewer

than

3ye

ars

75.0

2,22

4.7

4,03

9.9

2,92

5.0

——

—2,

317.

9—

6,44

1.1

3to

9ye

ars

118.

62,

109.

41,

349.

22,

321.

7—

——

2,50

5.1

—3,

646.

110

year

sor

mor

e49

.73,

277.

62,

493.

46,

249.

8—

——

3,44

2.7

—1,

541.

0

Mas

ter'

sA

ll53

6.3

162.

618

5.1

316.

61,

375.

31,

510.

861

4.6

193.

292

5.6

505.

6F

ewer

than

3ye

ars

389.

243

5.3

560.

371

5.1

2,20

1.5

1,86

2.3

1,13

0.9

465.

11,

600.

280

1.6

3to

9ye

ars

478.

232

9.6

308.

756

4.2

2,47

8.8

2,39

6.5

883.

833

7.5

1,30

8.8

823.

510

year

sor

mor

e43

4.6

347.

837

7.6

862.

91,

899.

61,

745.

21,

115.

540

0.6

1,43

7.7

784.

9

Ed.

spec

./pr

of.

dipl

.A

ll45

8.8

306.

039

3.9

420.

84,

752.

02,

788.

197

6.7

323.

81,

967.

392

3.1

Few

erth

an3

year

s23

1.7

607.

289

5.6

748.

78,

336.

11,

972.

61,

653.

970

3.8

2,30

5.4

1,35

7.3

3to

9ye

ars

359.

145

2.4

552.

176

1.3

1,18

7.5

2,75

8.3

1,33

7.4

504.

63,

252.

51,

207.

010

year

sor

mor

e33

2.9

589.

262

0.4

972.

98,

717.

11,

900.

42,

315.

957

2.8

3,60

1.5

2,18

4.0

Doc

tora

teA

ll26

3.3

676.

588

5.8

939.

7—

—92

4.9

781.

92,

754.

096

9.2

Few

erth

an3

year

s10

9.5

946.

41,

400.

61,

424.

5—

—3,

690.

91,

096.

75,

726.

73,

363.

53

to9

year

s20

3.8

1,20

8.1

1,79

7.4

1,55

1.3

——

1,67

9.6

1,43

4.4

5,27

6.2

1,53

6.8

10ye

ars

orm

ore

233.

293

6.1

1,10

3.4

1,31

0.2

——

1,50

4.0

1,09

6.8

3,23

4.3

1,27

6.6

Tabl

eB

8.—

Sta

ndar

der

rors

for

Tabl

eA

8:Av

erag

esa

lary

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

byse

xan

dra

ce-e

thni

city

,by

high

estd

egre

eea

rned

and

year

sof

expe

rien

ceas

apr

inci

pal:19

93-9

4(c

ontin

ued)

Prin

cipa

lcha

ract

eris

tics

prin

cipa

lspr

inci

pals

min

ority

Mal

eF

emal

eA

KN

at.

Pac

.Is

l.no

n-H

ispa

nic

non-

His

pani

cH

ispa

nic

Tot

alnu

mbe

rof

All

Tot

alA

m.

Ind.

/A

sian

/B

lack

Whi

te

Sex

Rac

e-et

hnic

ity

B-15

PR

IVAT

E

All

degr

ees

All

197.

6$3

63.4

$564

.6$6

07.6

$1,9

26.3

$5,7

48.4

$2,4

76.1

$400

.5$1

,957

.7$1

,545

.9F

ewer

than

3ye

ars

304.

189

1.3

1,63

1.9

1,24

9.7

—8,

073.

64,

742.

296

4.8

4,43

6.2

3,45

7.8

3to

9ye

ars

288.

365

3.8

991.

395

4.7

2,25

4.8

40,5

28.7

3,43

5.5

671.

82,

212.

92,

359.

710

year

sor

mor

e30

4.6

475.

681

1.0

793.

411

,268

.710

,963

.03,

531.

849

7.3

3,31

7.7

2,45

7.4

Less

than

bach

elor

'sA

ll25

1.0

2,17

7.0

1,24

2.8

3,43

5.5

——

—2,

354.

9—

—F

ewer

than

3ye

ars

151.

11,

724.

71,

637.

43,

880.

9—

——

1,75

7.1

——

3to

9ye

ars

143.

41,

680.

43,

148.

41,

964.

2—

——

1,94

2.3

——

10ye

ars

orm

ore

204.

45,

737.

92,

078.

0—

——

—5,

768.

8—

—

Bac

helo

r's

All

333.

697

3.4

1,04

0.7

1,38

4.5

——

2,92

0.0

1,04

6.1

3,74

9.3

2,64

0.3

Few

erth

an3

year

s22

1.8

1,22

3.8

1,93

2.8

1,60

6.8

——

4,27

0.2

1,25

6.0

5,25

0.0

3,50

9.6

3to

9ye

ars

234.

51,

704.

31,

471.

72,

587.

1—

—3,

317.

01,

799.

66,

165.

03,

722.

710

year

sor

mor

e13

6.2

1,41

9.0

2,35

0.3

1,70

7.3

——

8,65

8.1

1,49

2.3

—4,

969.

2

Mas

ter'

sA

ll29

2.5

391.

573

3.1

487.

2—

—1,

918.

942

6.1

2,67

7.8

1,57

3.2

Few

erth

an3

year

s18

5.3

835.

31,

232.

993

4.2

——

4,07

0.1

898.

06,

721.

23,

215.

73

to9

year

s18

4.0

827.

31,

408.

979

3.6

——

4,15

7.7

889.

52,

607.

02,

690.

510

year

sor

mor

e20

7.0

673.

891

2.6

1,00

3.2

——

3,92

6.3

665.

04,

652.

82,

842.

3

Ed.

spec

./pr

of.

dipl

.A

ll10

3.2

885.

61,

571.

91,

215.

0—

——

811.

4—

—F

ewer

than

3ye

ars

50.8

2,53

2.3

2,66

2.5

4,02

4.8

——

—2,

532.

3—

—3

to9

year

s85

.21,

415.

82,

781.

21,

607.

0—

——

1,08

0.2

——

10ye

ars

orm

ore

68.0

1,29

0.3

1,97

5.8

1,69

9.2

——

—1,

331.

3—

—

Doc

tora

teA

ll13

8.4

1,50

7.4

1,83

9.7

2,72

5.8

——

—1,

313.

5—

—F

ewer

than

3ye

ars

34.9

5,48

8.2

7,37

4.4

3,37

9.5

——

—4,

084.

1—

—3

to9

year

s78

.82,

159.

22,

220.

55,

910.

5—

——

2,04

9.7

——

10ye

ars

orm

ore

91.7

1,96

1.8

2,78

5.0

3,66

1.3

——

—1,

671.

1—

—

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

pal

Que

stio

nnai

res)

.

B-16

Tabl

eB

9.—

Sta

ndar

der

rors

for

Tabl

eA

9:Av

erag

esa

lary

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

,by

scho

olle

vela

ndco

mm

unity

type

:19

87-8

8,19

90-9

1,an

d19

93-9

4

All

Pub

licP

rivat

e

Sch

oolc

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

Sch

ooll

evel

Ele

men

tary

$201

.2$1

49.8

$171

.6$1

66.4

$147

.3$1

68.5

$356

.6$3

57.1

$444

.3

Sec

onda

ry21

3.9

227.

218

3.1

153.

518

4.1

167.

11,

141.

91,

634.

878

4.1

Com

bine

d64

1.1

594.

985

9.0

369.

438

4.7

510.

689

4.6

825.

61,

110.

3

Com

mun

ityty

pe

Cen

tral

city

373.

428

8.5

292.

420

2.1

273.

824

9.8

514.

561

1.3

555.

4

Urb

anfr

inge

/larg

eto

wn

346.

635

6.2

335.

419

3.2

250.

128

7.5

817.

964

4.0

549.

4

Rur

al24

9.2

186.

222

8.1

178.

214

7.9

178.

270

7.7

763.

183

4.9

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

oran

dP

ublic

Sch

ool

Que

stio

nnai

res)

,19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

and

Pub

lican

dP

rivat

eS

choo

lQue

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

pala

ndP

ublic

and

Priv

ate

Sch

oolQ

uest

ionn

aire

s).

See

foot

note

aten

dof

tabl

e.

B-17

Tabl

eB

10.—

Sta

ndar

derr

ors

for

Tabl

eA

10:

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

bybe

nefit

sre

ceiv

ed,b

yco

mm

unity

type

,sch

ooll

evel

,sex

,and

race

-eth

nici

ty:

1987

-88,

1990

-91,

and

1993

-94

Prin

cipa

l/sch

oolc

hara

cter

istic

sin

sura

nce

insu

ranc

ein

sura

nce

plan

bene

fits

insu

ranc

ein

sura

nce

insu

ranc

epl

anbe

nefit

s

1987

-88

1990

-91

Ben

efits

Ben

efits

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind

11

PU

BLI

C

T

otal

0.45

0.45

0.55

0.67

0.55

0.32

0.58

0.62

0.56

0.58

Sex M

ale

0.48

0.55

0.58

0.78

0.59

0.46

0.73

0.64

0.79

0.66

Fem

ale

0.97

1.47

1.33

1.30

1.26

0.79

1.17

1.30

1.12

1.31

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e4.

835.

574.

514.

726.

257.

337.

177.

468.

688.

40A

sian

/Pac

ific

Isla

nder

5.41

5.92

5.74

6.41

6.59

1.95

3.49

5.70

8.49

7.64

Bla

ckno

n-H

ispa

nic

1.66

2.23

2.50

2.00

1.63

1.78

1.84

1.83

2.10

1.98

Whi

teno

n-H

ispa

nic

0.51

0.52

0.59

0.70

0.64

0.38

0.64

0.69

0.62

0.64

His

pani

c3.

613.

353.

693.

713.

593.

023.

384.

052.

994.

03

Tot

alm

inor

ity1.

351.

671.

381.

551.

381.

231.

531.

631.

721.

77

Com

mun

ityty

peC

entr

alci

ty0.

750.

860.

931.

181.

200.

840.

921.

231.

011.

50U

rban

frin

ge/la

rge

tow

n0.

831.

021.

171.

391.

160.

720.

961.

201.

341.

46R

ural

/sm

allt

own

0.60

0.83

0.81

1.09

0.96

0.54

0.78

0.90

0.88

0.88

Sch

ooll

evel

Ele

men

tary

0.58

0.62

0.68

0.93

0.76

0.42

0.75

0.90

0.76

0.78

Sec

onda

ry0.

640.

760.

841.

120.

820.

570.

680.

870.

761.

02C

ombi

ned

1.28

1.78

1.71

1.88

1.61

1.84

2.15

2.28

2.34

2.00

Tabl

eB

10.—

Sta

ndar

derr

ors

for

Tabl

eA

10:

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

bybe

nefit

sre

ceiv

ed,b

yco

mm

unity

type

,sch

ooll

evel

,sex

,and

race

-eth

nici

ty:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d)

See

foot

note

aten

dof

tabl

e.

B-18

Prin

cipa

l/sch

oolc

hara

cter

istic

sin

sura

nce

insu

ranc

ein

sura

nce

plan

bene

fits

1993

-94

Ben

efits

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind 1

PU

BLI

C

T

otal

0.28

0.49

0.66

0.60

0.60

Sex M

ale

0.30

0.58

0.72

0.68

0.76

Fem

ale

0.63

1.09

1.28

1.20

1.06

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e4.

815.

065.

286.

255.

77A

sian

/Pac

ific

Isla

nder

0.74

3.38

4.36

6.73

9.86

Bla

ckno

n-H

ispa

nic

0.95

1.47

2.05

1.65

1.62

Whi

teno

n-H

ispa

nic

0.31

0.58

0.65

0.71

0.61

His

pani

c1.

664.

193.

563.

934.

29

Tot

alm

inor

ity0.

861.

381.

731.

531.

52

Com

mun

ityty

peC

entr

alci

ty0.

620.

971.

401.

391.

45U

rban

frin

ge/la

rge

tow

n0.

460.

780.

931.

181.

15R

ural

/sm

allt

own

0.50

0.68

0.91

0.90

0.95

Sch

ooll

evel

Ele

men

tary

0.41

0.67

0.85

0.77

0.78

Sec

onda

ry0.

360.

590.

650.

810.

81C

ombi

ned

1.62

2.96

3.08

2.33

2.55

Tabl

eB

10.—

Sta

ndar

derr

ors

for

Tabl

eA

10:

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

bybe

nefit

sre

ceiv

ed,b

yco

mm

unity

type

,sch

ooll

evel

,sex

,and

race

-eth

nici

ty:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d)

See

foot

note

aten

dof

tabl

e.

B-19

Prin

cipa

l/sch

oolc

hara

cter

istic

sin

sura

nce

insu

ranc

ein

sura

nce

plan

bene

fits

insu

ranc

ein

sura

nce

insu

ranc

epl

anbe

nefit

s

1987

-88

1990

-91

Ben

efits

Ben

efits

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind

11

PR

IVAT

E

T

otal

1.66

1.27

1.21

1.28

1.12

1.35

1.14

1.17

1.08

1.53

Sex M

ale

2.02

1.87

2.02

2.17

2.02

2.41

1.85

1.67

2.05

2.49

Fem

ale

2.39

1.73

1.47

1.89

1.63

1.50

1.40

1.79

1.27

1.53

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e—

——

——

——

——

—A

sian

/Pac

ific

Isla

nder

——

——

——

——

——

Bla

ckno

n-H

ispa

nic

6.40

5.99

5.77

5.55

8.45

8.14

6.65

6.29

6.66

9.71

Whi

teno

n-H

ispa

nic

1.77

1.34

1.30

1.39

1.25

1.39

1.14

1.22

1.15

1.60

His

pani

c9.

377.

2810

.71

12.3

48.

905.

298.

758.

637.

146.

98

Tot

alm

inor

ity5.

144.

404.

704.

214.

785.

605.

614.

754.

645.

23

Com

mun

ityty

peC

entr

alci

ty1.

972.

211.

922.

241.

992.

091.

891.

771.

971.

73U

rban

frin

ge/la

rge

tow

n2.

861.

752.

242.

511.

902.

011.

981.

892.

242.

51R

ural

/sm

allt

own

3.98

2.67

2.30

3.32

2.69

2.84

2.14

2.61

3.40

3.41

Sch

ooll

evel

Ele

men

tary

1.92

1.57

1.47

1.53

1.62

1.72

1.34

1.48

1.48

1.81

Sec

onda

ry2.

803.

854.

454.

433.

912.

372.

742.

882.

933.

14C

ombi

ned

3.06

2.28

2.59

2.59

2.89

2.82

2.34

2.13

2.25

2.77

Tabl

eB

10.—

Sta

ndar

derr

ors

for

Tabl

eA

10:

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

bybe

nefit

sre

ceiv

ed,b

yco

mm

unity

type

,sch

ooll

evel

,sex

,and

race

-eth

nici

ty:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d)

B-20

Prin

cipa

l/sch

oolc

hara

cter

istic

sin

sura

nce

insu

ranc

ein

sura

nce

plan

bene

fits

1993

-94

Ben

efits

Med

ical

Den

tal

Life

Ret

irem

ent

In-k

ind 1

PR

IVAT

E

T

otal

1.41

1.17

1.02

0.96

1.34

Sex M

ale

2.12

1.41

1.33

1.55

2.02

Fem

ale

1.88

1.74

1.52

1.37

2.02

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e20

.01

10.4

118

.35

13.1

914

.88

Asi

an/P

acifi

cIs

land

er18

.40

14.9

512

.79

15.0

218

.40

Bla

ckno

n-H

ispa

nic

4.88

4.52

4.26

4.63

4.82

Whi

teno

n-H

ispa

nic

1.55

1.25

1.07

1.15

1.40

His

pani

c6.

977.

787.

857.

167.

15

Tot

alm

inor

ity3.

793.

783.

903.

224.

38

Com

mun

ityty

peC

entr

alci

ty1.

811.

671.

641.

581.

40U

rban

frin

ge/la

rge

tow

n2.

492.

402.

021.

992.

47R

ural

/sm

allt

own

2.60

1.92

1.84

2.27

2.80

Sch

ooll

evel

Ele

men

tary

1.92

1.63

1.38

1.43

1.66

Sec

onda

ry3.

373.

583.

212.

652.

75C

ombi

ned

2.76

1.99

2.27

2.26

2.78

In-k

ind

bene

fits

incl

ude

hous

ing,

mea

ls,

tuiti

on,

and

tran

spor

tatio

n.1 —

Too

few

case

sfo

ra

relia

ble

estim

ate.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

oran

dP

ublic

and

Priv

ate

Sch

oolQ

uest

ionn

aire

s),

1990

-91

(Pub

lican

dP

rivat

eS

choo

lAdm

inis

trat

oran

dS

choo

lQue

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

pala

ndS

choo

lQue

stio

nnai

res)

.

B-21

Tabl

e B

11.—

Sta

ndar

d err

ors

for

Tabl

e A

11:

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s by

hig

hest

deg

ree

earn

ed, b

ysc

hool

leve

l, sc

hool

siz

e, m

inor

ity e

nrol

lmen

t, fr

ee-lu

nch

reci

pien

ts, d

istr

ict s

ize,

and

com

mun

ity ty

pe: 19

87-8

8,19

90-9

1, a

nd 1

993-

94

Sch

ool c

hara

cter

istic

sB

ache

lor’s

Bac

helo

r’sM

aste

r’spr

of.

dipl

.D

octo

rate

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

prof

. di

pl.

Doc

tora

te

Hig

hest

deg

ree

Pub

licP

rivat

e

Less

tha

nE

d. S

p./

Less

tha

nE

d. S

p./

1987

-198

8

Sch

ool l

evel

Ele

men

tary

0.06

0.34

0.77

0.68

0.47

1.25

1.69

1.88

1.13

0.63

Sec

onda

ry0.

080.

221.

000.

930.

490.

273.

713.

652.

611.

53C

ombi

ned

0.00

0.75

2.05

1.63

1.31

2.05

3.21

3.05

1.32

1.39

Sch

ool s

ize

Less

tha

n 15

0—

1.98

2.19

1.86

1.36

1.82

2.23

2.42

1.14

0.67

150-

499

—0.

210.

680.

700.

520.

601.

881.

911.

480.

7350

0-74

9—

0.22

1.27

1.15

0.76

—1.

324.

944.

212.

7075

0 or

mor

e0.

110.

181.

261.

310.

67—

2.29

5.23

4.21

3.67

Min

ority

enr

ollm

ent

Less

tha

n 20

%0.

050.

330.

800.

660.

451.

261.

932.

010.

820.

6720

-50%

0.00

0.65

1.60

1.28

0.97

1.36

3.20

3.66

2.73

1.55

Mor

e th

an 5

0%—

0.25

1.48

1.41

0.81

0.78

3.58

3.83

2.70

1.53

Fre

e-lu

nch

reci

pien

tsLe

ss t

han

20%

0.06

0.42

0.94

0.82

0.55

1.14

1.76

1.73

0.93

0.64

20-4

9%—

0.38

1.09

1.02

0.54

0.40

3.43

4.99

4.40

1.06

50%

or

mor

e0.

180.

401.

371.

490.

802.

064.

325.

233.

912.

98

Dis

tric

t si

zeLe

ss t

han

1,00

0—

0.95

1.26

1.33

0.70

(*)

(*)

(*)

(*)

(*)

1,00

0-4,

999

—0.

420.

920.

930.

62(*

)(*

)(*

)(*

)(*

)5,

000-

9,99

9—

0.55

1.68

1.62

0.95

(*)

(*)

(*)

(*)

(*)

10,0

00 o

r m

ore

—0.

240.

990.

950.

73(*

)(*

)(*

)(*

)(*

)

Com

mun

ity t

ype

Cen

tral

city

—0.

381.

361.

260.

751.

161.

692.

181.

180.

79U

rban

frin

ge/la

rge

tow

n—

0.23

1.08

0.99

0.60

1.10

2.47

2.49

1.79

0.64

Rur

al/s

mal

l tow

n0.

090.

450.

710.

731.

002.

603.

703.

551.

450.

53

Tabl

e B

11.—

Sta

ndar

d err

ors

for

Tabl

e A

11:

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s by

hig

hest

deg

ree

earn

ed, b

ysc

hool

leve

l, sc

hool

siz

e, m

inor

ity e

nrol

lmen

t, fr

ee-lu

nch

reci

pien

ts, d

istr

ict s

ize,

and

com

mun

ity ty

pe: 19

87-8

8,19

90-9

1, a

nd 1

993-

94 (

cont

inue

d)

Sch

ool c

hara

cter

istic

sB

ache

lor’s

Bac

helo

r’sM

aste

r’spr

of.

dipl

.D

octo

rate

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

prof

. di

pl.

Doc

tora

te

Hig

hest

deg

ree

Pub

licP

rivat

e

Less

tha

nE

d. S

p./

Less

tha

nE

d. S

p./

See

foo

tnot

e at

end

of

tabl

e.

B-22

1990

-199

1

Sch

ool l

evel

Ele

men

tary

0.00

0.28

0.95

0.78

0.58

1.65

1.48

1.58

1.09

0.58

Sec

onda

ry—

0.31

0.98

0.85

0.68

—2.

213.

152.

142.

33C

ombi

ned

—0.

822.

421.

961.

942.

182.

722.

301.

161.

57

Sch

ool s

ize

Less

tha

n 15

0—

1.17

2.19

1.52

1.21

2.49

2.08

1.76

1.11

0.76

150-

499

—0.

291.

080.

960.

630.

121.

401.

831.

150.

8750

0-74

90.

000.

301.

521.

240.

88—

1.98

3.61

3.50

1.86

750

or m

ore

0.00

0.33

1.25

1.10

0.81

0.00

1.63

5.13

3.65

3.02

Min

ority

enr

ollm

ent

Less

tha

n 20

%—

0.34

1.03

0.81

0.56

1.87

1.67

1.65

0.90

0.54

20-5

0%—

0.28

1.50

1.21

0.72

1.36

2.48

2.69

1.95

1.45

Mor

e th

an 5

0%0.

000.

441.

651.

641.

101.

463.

133.

332.

182.

44

Fre

e-lu

nch

reci

pien

tsLe

ss t

han

20%

—0.

291.

110.

950.

83(a

)(a

)(a

)(a

)(a

)20

-49%

—0.

401.

180.

950.

62(a

)(a

)(a

)(a

)(a

)50

% o

r m

ore

—0.

311.

331.

450.

84(a

)(a

)(a

)(a

)(a

)

Dis

tric

t si

zeLe

ss t

han

1,00

0—

0.75

1.64

1.67

0.77

(*)

(*)

(*)

(*)

(*)

1,00

0-4,

999

—0.

461.

241.

200.

62(*

)(*

)(*

)(*

)(*

)5,

000-

9,99

90.

00—

2.14

2.07

1.36

(*)

(*)

(*)

(*)

(*)

10,0

00 o

r m

ore

0.00

0.22

1.14

1.06

0.81

(*)

(*)

(*)

(*)

(*)

Com

mun

ity t

ype

Cen

tral

city

—0.

221.

441.

320.

840.

941.

812.

121.

151.

05U

rban

frin

ge/la

rge

tow

n0.

000.

411.

581.

261.

031.

192.

132.

331.

401.

29R

ural

/sm

all t

own

—0.

350.

880.

810.

463.

572.

772.

611.

321.

03

Tabl

e B

11.—

Sta

ndar

d err

ors

for

Tabl

e A

11:

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s by

hig

hest

deg

ree

earn

ed, b

ysc

hool

leve

l, sc

hool

siz

e, m

inor

ity e

nrol

lmen

t, fr

ee-lu

nch

reci

pien

ts, d

istr

ict s

ize,

and

com

mun

ity ty

pe: 19

87-8

8,19

90-9

1, a

nd 1

993-

94 (

cont

inue

d)

Sch

ool c

hara

cter

istic

sB

ache

lor’s

Bac

helo

r’sM

aste

r’spr

of.

dipl

.D

octo

rate

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

prof

. di

pl.

Doc

tora

te

Hig

hest

deg

ree

Pub

licP

rivat

e

Less

tha

nE

d. S

p./

Less

tha

nE

d. S

p./

B-23

1993

-94

Sch

ool l

evel

Ele

men

tary

—0.

280.

890.

750.

431.

451.

461.

730.

590.

60S

econ

dary

0.00

0.23

0.70

0.59

0.48

—1.

282.

872.

521.

87C

ombi

ned

0.00

0.44

2.80

2.23

1.53

2.28

2.74

2.41

0.97

1.16

Sch

ool s

ize

Less

tha

n 15

00.

001.

071.

771.

551.

431.

892.

291.

910.

740.

8915

0-49

9—

0.30

1.10

1.05

0.40

0.46

1.07

1.30

0.78

0.63

500-

749

0.00

0.28

1.43

1.31

0.76

0.30

2.61

2.77

1.66

1.26

750

or m

ore

0.00

0.18

1.30

1.11

0.97

—1.

392.

921.

521.

74

Min

ority

enr

ollm

ent

Less

tha

n 20

%0.

000.

300.

920.

830.

511.

451.

701.

580.

480.

7320

-50%

0.00

0.62

1.62

1.17

0.87

1.93

2.90

3.62

1.53

0.96

Mor

e th

an 5

0%—

0.38

1.44

1.14

1.02

1.39

2.81

3.39

1.97

1.10

Fre

e-lu

nch

reci

pien

tsLe

ss t

han

20%

0.00

0.24

1.01

1.01

0.73

0.00

1.33

1.91

1.30

1.24

20-4

9%0.

000.

401.

091.

110.

512.

244.

305.

772.

240.

8550

% o

r m

ore

—0.

431.

371.

190.

900.

697.

296.

652.

052.

20

Dis

tric

t si

zeLe

ss t

han

1,00

0—

0.57

1.90

1.46

1.18

(*)

(*)

(*)

(*)

(*)

1,00

0-4,

999

0.00

0.36

1.13

1.19

0.67

(*)

(*)

(*)

(*)

(*)

5,00

0-9,

999

0.00

1.08

1.70

1.35

0.86

(*)

(*)

(*)

(*)

(*)

10,0

00 o

r m

ore

0.00

0.05

1.26

0.98

0.76

(*)

(*)

(*)

(*)

(*)

Com

mun

ity t

ype

Cen

tral

city

0.00

0.29

1.33

1.17

0.81

0.71

1.60

1.52

0.80

0.72

Urb

an f

ringe

/larg

e to

wn

0.00

0.48

1.51

1.27

1.00

2.70

2.07

2.80

1.02

1.14

Rur

al/s

mal

l tow

n—

0.33

1.04

0.83

0.43

2.92

3.11

2.56

0.90

0.86

(a)

Item

not

incl

uded

on

SA

SS

inst

rum

ent

that

yea

r.

(*)

Item

not

app

licab

le t

o pr

ivat

e sc

hool

prin

cipa

ls.

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

87-8

8 (S

choo

l Adm

inis

trat

or,

Pub

lic S

choo

l, an

dT

each

er D

eman

d an

d S

hort

age

Que

stio

nnai

res)

, 19

90-9

1 (P

ublic

and

Priv

ate

Sch

ool A

dmin

istr

ator

, P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

eQ

uest

ionn

aire

s),

and

1993

-94

(Pub

lic a

nd P

rivat

e S

choo

l Prin

cipa

l, P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

e Q

uest

ionn

aire

s).

B-24

Tabl

eB

12.—

Sta

ndar

derr

ors

for

Tabl

eA

12:

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

byhi

ghes

tdeg

ree

earn

ed,b

yra

ce-e

thni

city

and

sex:

1987

-88,

1990

-91,

and

1993

-94

Prin

cipa

lcha

ract

eris

tics

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

Pro

f.D

octo

rate

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

Pro

f.D

octo

rate

Hig

hest

degr

ee

Pub

licP

rivat

e

Less

than

Ed.

Sp.

/Le

ssth

anE

d.S

p./

1987

-88

Tot

al0.

040.

250.

510.

490.

350.

931.

551.

560.

900.

56R

ace-

ethn

icity

Am

eric

anIn

dian

/Ala

ska

Nat

ive

——

5.97

5.69

4.50

——

22.2

0—

—A

sian

/Pac

ific

Isla

nder

—1.

315.

987.

314.

76—

12.5

311

.29

8.11

8.23

Bla

ckno

n-H

ispa

nic

——

2.14

2.10

1.21

—4.

896.

344.

104.

62W

hite

non-

His

pani

c—

0.28

0.52

0.45

0.39

0.98

1.71

1.61

0.97

0.56

His

pani

c—

1.82

4.15

2.76

2.04

—8.

728.

74—

2.06

Sex

Mal

e—

0.19

0.54

0.56

0.33

1.44

1.94

2.05

1.00

0.82

Fem

ale

—0.

721.

221.

100.

811.

182.

171.

861.

350.

71

1990

-91

Tot

al—

0.23

0.70

0.52

0.44

1.19

1.13

1.12

0.76

0.60

Rac

e-et

hnic

ityA

mer

eric

anIn

dian

/Ala

ska

Nat

ive

——

8.57

6.03

7.01

——

22.7

0—

—A

sian

/Pac

ific

Isl.

—2.

829.

146.

163.

43—

12.5

415

.74

7.55

14.6

8B

lack

non-

His

pani

c—

—2.

191.

961.

706.

147.

627.

472.

465.

93W

hite

non-

His

pani

c—

0.22

0.78

0.64

0.44

1.28

1.23

1.24

0.79

0.60

His

pani

c—

2.14

3.86

3.58

2.18

1.76

6.96

6.48

4.16

2.70

Sex

Mal

e—

0.28

0.65

0.57

0.36

2.22

1.73

1.61

1.02

1.07

Fem

ale

—0.

381.

501.

121.

100.

811.

411.

721.

260.

62

Tabl

eB

12.—

Sta

ndar

derr

ors

for

Tabl

eA

12:

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

byhi

ghes

tdeg

ree

earn

ed,b

yra

ce-e

thni

city

and

sex:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d)

Prin

cipa

lcha

ract

eris

tics

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

Pro

f.D

octo

rate

Bac

helo

r’sB

ache

lor’s

Mas

ter’s

Pro

f.D

octo

rate

Hig

hest

degr

ee

Pub

licP

rivat

e

Less

than

Ed.

Sp.

/Le

ssth

anE

d.S

p./

B-25

1993

-94

Tot

al—

0.21

0.65

0.57

0.33

1.00

1.27

1.28

0.41

0.54

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e—

0.52

6.42

6.84

2.79

0.00

19.6

918

.84

——

Asi

an/P

acifi

cIs

land

er—

1.57

8.15

8.57

7.32

—13

.09

17.7

5—

2.45

Bla

ckno

n-H

ispa

nic

——

1.91

1.59

1.50

4.67

5.27

4.98

3.03

1.86

Whi

teno

n-H

ispa

nic

—0.

220.

790.

670.

351.

091.

321.

360.

450.

56H

ispa

nic

—2.

263.

302.

461.

41—

9.03

7.63

4.60

6.15

Sex

Mal

e—

0.22

0.91

0.68

0.42

1.86

1.79

1.87

0.57

0.97

Fem

ale

—0.

421.

141.

090.

601.

171.

631.

890.

740.

45

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

orQ

uest

ionn

aire

),19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

Que

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

s).

See

foo

tnot

e at

end

of

tabl

e.

B-26

Tabl

e B

13.—

Sta

ndar

d err

ors

for

Tabl

e A

13:

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s pa

rtic

ipat

ing

in tr

aini

ng o

rde

velo

pmen

t pro

gram

s, b

y re

gion

, com

mun

ity ty

pe, s

choo

l lev

el, s

ex, a

nd r

ace-

ethn

icity

: 19

87-8

8, 1

990-

91, a

nd19

93-9

4

Tra

inin

g or

dev

elop

men

t pr

ogra

m

Pro

gram

for

Tra

inin

g in

eva

luat

ion

Tra

inin

g in

Adm

inis

trat

ive

aspi

ring

prin

cipa

lsan

d su

perv

isio

nm

anag

emen

t te

chni

ques

inte

rnsh

ip

Prin

cipa

l/sch

ool c

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

PU

BLI

C

Tot

al(a

)0.

690.

560.

360.

440.

460.

570.

600.

570.

580.

740.

74

Sex M

ale

(a)

0.81

0.74

0.42

0.47

0.60

0.62

0.59

0.66

0.62

0.85

0.90

Fem

ale

(a)

1.55

1.15

0.80

1.18

0.87

1.12

1.29

1.15

1.16

1.12

1.15

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

(a)

7.06

5.52

3.30

3.24

4.75

5.90

6.35

3.03

6.73

6.70

5.77

Asi

an/P

acifi

c Is

land

er(a

)8.

027.

384.

562.

322.

084.

485.

167.

747.

599.

669.

08B

lack

non

-His

pani

c(a

)2.

372.

161.

291.

471.

561.

461.

891.

942.

112.

642.

31W

hite

non

-His

pani

c(a

)0.

720.

670.

380.

500.

540.

600.

620.

620.

550.

740.

85H

ispa

nic

(a)

4.28

4.31

2.07

2.35

2.11

3.77

3.31

3.56

4.14

4.28

4.21

Tot

al m

inor

ity(a

)2.

251.

960.

971.

121.

191.

311.

461.

471.

911.

922.

05

Com

mun

ity t

ype

Cen

tral

city

(a)

1.68

1.43

0.82

0.95

0.79

1.14

1.21

1.10

1.42

1.52

1.48

Urb

an f

ringe

/larg

e to

wn

(a)

1.54

1.25

0.65

1.24

0.94

1.00

1.80

1.18

0.93

1.54

1.15

Rur

al/s

mal

l tow

n(a

)1.

010.

800.

600.

680.

710.

860.

860.

830.

831.

101.

04

Sch

ool l

evel

Ele

men

tary

(a)

0.92

0.72

0.45

0.61

0.57

0.77

0.81

0.79

0.74

0.94

1.00

Sec

onda

ry(a

)1.

010.

860.

620.

600.

720.

870.

860.

760.

911.

010.

80C

ombi

ned

(a)

1.94

2.99

1.60

1.15

1.26

1.75

1.66

1.85

1.96

2.83

3.02

Tabl

e B

13.—

Sta

ndar

d err

ors

for

Tabl

e A

13: P

erce

ntag

e of

pub

lic a

nd p

riva

te s

choo

l pri

ncip

als

part

icip

atin

g in

trai

ning

or

deve

lopm

ent p

rogr

ams,

by

regi

on, c

omm

unity

type

, sch

ool l

evel

, sex

, and

rac

e-et

hnic

ity:

1987

-88,

199

0-91

, and

1993

-94

(con

tinue

d)

Tra

inin

g or

dev

elop

men

t pr

ogra

m

Pro

gram

for

Tra

inin

g in

eva

luat

ion

Tra

inin

g in

Adm

inis

trat

ive

aspi

ring

prin

cipa

lsan

d su

perv

isio

nm

anag

emen

t te

chni

ques

inte

rnsh

ip

Prin

cipa

l/sch

ool c

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

B-27

PR

IVA

TE

Tot

al(a

)1.

291.

191.

511.

481.

171.

581.

380.

981.

131.

091.

02

Sex M

ale

(a)

1.92

1.80

2.18

2.56

1.48

1.91

2.40

1.51

1.38

1.38

1.25

Fem

ale

(a)

1.49

1.57

1.88

1.65

1.70

2.44

1.95

1.38

1.70

1.49

1.41

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

(a)

19.5

815

.24

20.9

619

.39

13.3

122

.38

20.6

813

.31

12.7

920

.63

17.9

1A

sian

/Pac

ific

Isla

nder

(a)

10.6

615

.00

10.6

516

.45

12.8

29.

3316

.59

10.4

513

.79

0.00

12.9

6B

lack

non

-His

pani

c(a

)9.

215.

657.

168.

345.

827.

569.

564.

736.

069.

465.

69W

hite

non

-His

pani

c(a

)1.

271.

271.

451.

501.

201.

661.

421.

131.

191.

101.

00H

ispa

nic

(a)

6.78

8.21

14.5

45.

677.

619.

796.

565.

458.

457.

936.

98

Tot

al m

inor

ity(a

)5.

194.

337.

634.

894.

374.

595.

833.

584.

525.

364.

36

Com

mun

ity t

ype

Cen

tral

city

(a)

1.74

1.48

1.94

1.80

1.56

2.43

2.10

1.52

1.59

1.67

1.72

Urb

an f

ringe

/larg

e to

wn

(a)

1.95

2.17

1.93

1.99

2.23

2.01

1.90

2.15

2.10

1.71

1.70

Rur

al/s

mal

l tow

n(a

)2.

632.

213.

023.

692.

623.

523.

402.

602.

562.

031.

82

Sch

ool l

evel

Ele

men

tary

(a)

1.46

1.64

1.70

1.75

1.79

1.96

1.88

1.60

1.58

1.48

1.24

Sec

onda

ry(a

)2.

882.

785.

363.

682.

234.

193.

552.

263.

982.

251.

93C

ombi

ned

(a)

2.38

2.55

3.42

3.53

2.27

2.37

2.48

2.77

1.91

2.16

1.43

(a)

Item

not

incl

uded

on

SA

SS

inst

rum

ent

that

yea

r.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

198

7-88

(S

choo

l Adm

inis

trat

or a

nd P

ublic

and

Priv

ate

Sch

ool Q

uest

ionn

aire

s),

1990

-91

(Pub

lic a

nd P

rivat

e S

choo

l Adm

inis

trat

or a

nd S

choo

l Que

stio

nnai

res)

, an

d 19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal a

nd S

choo

lQ

uest

ionn

aire

s).

B-28

Tabl

eB

14.—

Sta

ndar

derr

ors

for

Tabl

eA

14:

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

byse

x,by

field

ofst

udy

for

bach

elor

'san

dhi

gher

degr

ees

earn

ed:1

987-

88,1

990-

91,a

nd19

93-9

4

Fie

ldof

stud

y

All

Sex

Mal

eF

emal

e

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

PU

BLI

C

Edu

catio

nar

eas

Ear

lych

ildho

od0.

110.

180.

180.

080.

100.

140.

410.

570.

43E

lem

enta

ry0.

500.

610.

640.

630.

850.

771.

021.

471.

43S

econ

dary

0.33

0.34

0.40

0.41

0.39

0.52

0.33

0.42

0.46

Sub

ject

area

educ

atio

nE

nglis

h0.

180.

290.

200.

180.

320.

170.

470.

570.

52In

dust

riala

rts

0.17

0.16

0.12

0.22

0.22

0.19

0.11

0.08

0.08

Mat

hem

atic

s0.

120.

160.

140.

160.

220.

200.

130.

220.

22P

hysi

cale

duca

tion

0.36

0.38

0.40

0.48

0.48

0.54

0.37

0.41

0.31

Sci

ence

0.15

0.17

0.22

0.19

0.25

0.29

0.20

0.15

0.20

Soc

ials

tudi

es0.

240.

310.

350.

300.

450.

510.

250.

480.

32H

ome

econ

omic

s0.

070.

110.

13—

—0.

000.

280.

380.

36O

ther

0.39

0.51

0.50

0.41

0.48

0.55

0.98

1.16

1.03

Spe

cial

educ

atio

n0.

220.

340.

300.

240.

320.

220.

650.

820.

72C

urric

ulum

and

inst

ruct

ion

0.35

0.41

0.32

0.31

0.42

0.36

0.87

0.89

0.80

Edu

catio

nala

dmin

istr

atio

n0.

640.

760.

740.

650.

990.

701.

221.

391.

55E

duca

tiona

lpsy

chol

ogy

0.13

0.10

0.15

0.14

0.08

0.20

0.24

0.27

0.23

Cou

nsel

ing

and

guid

ance

0.29

0.28

0.36

0.39

0.30

0.46

0.65

0.63

0.59

Non

educ

atio

nar

eas

Gen

eral

Eng

lish

0.18

0.32

0.26

0.19

0.24

0.23

0.43

0.85

0.57

Mat

hem

atic

s0.

060.

180.

150.

010.

250.

170.

000.

200.

22A

gric

ultu

re0.

17—

—0.

21—

—0.

19—

—M

ilitar

ysc

ienc

e0.

19—

—0.

20—

—0.

36—

—P

sych

olog

y—

0.18

0.32

—0.

180.

42—

0.40

0.40

Hom

eec

onom

ics

0.14

——

0.17

——

0.23

——

Rel

igio

n,th

eolo

gy0.

09—

——

——

0.35

——

Oth

er0.

320.

360.

350.

380.

430.

440.

570.

730.

65F

orei

gnla

ngua

ge0.

120.

170.

160.

120.

160.

170.

330.

430.

42N

atur

alsc

ienc

e0.

310.

240.

240.

390.

310.

300.

300.

430.

40S

ocia

lsci

ence

0.48

0.46

0.46

0.56

0.58

0.59

0.70

0.68

0.77

Tabl

eB

14.—

Sta

ndar

derr

ors

for

Tabl

eA

14:

Per

cent

age

ofpu

blic

and

priv

ate

scho

olpr

inci

pals

byse

x,by

field

ofst

udy

for

bach

elor

'san

dhi

gher

degr

ees

earn

ed:1

987-

88,1

990-

91,a

nd19

93-9

4(c

ontin

ued)

Fie

ldof

stud

y

All

Sex

Mal

eF

emal

e

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

B-29

PR

IVAT

E

Edu

catio

nar

eas

Ear

lych

ildho

od0.

470.

430.

310.

360.

110.

120.

780.

840.

59E

lem

enta

ry1.

231.

201.

091.

271.

521.

011.

981.

811.

84S

econ

dary

0.64

0.48

0.47

0.92

0.75

0.82

0.73

0.74

0.52

Sub

ject

area

educ

atio

nE

nglis

h0.

420.

410.

280.

540.

300.

320.

700.

750.

50In

dust

riala

rts

——

——

——

——

—M

athe

mat

ics

0.30

0.32

0.26

0.46

0.50

0.48

0.38

0.46

0.21

Phy

sica

ledu

catio

n0.

400.

300.

420.

690.

570.

830.

390.

310.

37S

cien

ce—

0.30

0.22

—0.

350.

38—

0.48

0.24

Soc

ials

tudi

es0.

350.

450.

420.

540.

580.

710.

440.

740.

58H

ome

econ

omic

s—

——

——

——

——

Oth

er0.

780.

980.

501.

051.

690.

551.

221.

091.

03S

peci

aled

ucat

ion

0.68

0.48

0.42

0.89

0.64

0.68

1.01

0.80

0.83

Cur

ricul

uman

din

stru

ctio

n0.

360.

530.

280.

490.

660.

460.

440.

740.

37E

duca

tiona

ladm

inis

trat

ion

1.06

1.15

0.78

1.42

1.73

1.49

1.62

1.34

1.12

Edu

catio

nalp

sych

olog

y—

0.16

0.22

—0.

320.

23—

0.20

0.32

Cou

nsel

ing

and

guid

ance

0.30

0.40

0.29

0.47

0.65

0.36

0.40

0.53

0.41

Non

educ

atio

nar

eas

Gen

eral

Eng

lish

0.64

0.54

0.38

0.80

0.52

0.63

0.86

0.82

0.49

Mat

hem

atic

s—

0.38

0.26

—0.

490.

34—

0.54

0.34

Agr

icul

ture

0.44

——

0.63

——

0.55

——

Milit

ary

scie

nce

0.55

0.00

0.00

0.65

0.00

0.00

0.77

0.00

0.00

Psy

chol

ogy

—0.

370.

58—

0.51

0.40

—0.

600.

93H

ome

econ

omic

s0.

83—

—1.

56—

—0.

97—

—R

elig

ion,

theo

logy

—0.

860.

49—

1.52

0.85

—0.

600.

42O

ther

0.96

0.66

0.85

1.69

1.03

1.24

1.01

0.81

1.03

For

eign

lang

uage

0.29

0.28

0.18

0.35

0.22

0.29

0.52

0.54

0.32

Nat

ural

scie

nce

0.33

0.52

0.37

0.52

0.88

0.66

0.37

0.51

0.34

Soc

ials

cien

ce1.

030.

700.

531.

600.

960.

881.

290.

990.

92

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

NO

TE

:M

ultip

lere

spon

ses

are

poss

ible

beca

use

mos

tprin

cipa

lsha

vem

ore

than

one

degr

ee.

Res

pons

eop

tions

for

field

sof

stud

yva

ried

slig

htly

betw

een

1987

-88

and

1990

-91

inst

rum

ents

.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

orQ

uest

ionn

aire

),19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

Que

stio

nnai

res)

,an

d19

93-9

4(P

ublic

and

Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

s).

B-30

Tabl

e B

15.—

Sta

ndar

d err

ors

for

Tabl

e A

15:

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s by

sex

, by

prio

r ex

peri

ence

inte

achi

ng a

nd o

ther

spe

cifie

d ed

ucat

ion

role

s: 19

87-8

8, 1

990-

91, a

nd 1

993-

94

Exp

erie

nce

area

All

Sex

Mal

eF

emal

e

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

PU

BLI

C

Tea

cher

0.15

0.16

0.17

0.16

0.18

0.25

0.32

0.26

0.33

Dep

artm

ent

head

0.50

0.68

0.52

0.55

0.75

0.56

1.02

1.35

0.89

Cur

ricul

um s

peci

alis

t or

coo

rdin

ator

(a)

(a)

0.54

(a)

(a)

0.52

(a)

(a)

1.13

Ass

ista

nt p

rinci

pal o

r pr

ogra

m0.

510.

780.

660.

630.

920.

861.

191.

471.

30di

rect

orG

uida

nce

coun

selo

r0.

370.

380.

380.

450.

460.

400.

770.

660.

69Li

brar

y m

edia

spe

cial

ist/l

ibra

rian

(a)

(a)

0.17

(a)

(a)

0.14

(a)

(a)

0.35

Ath

letic

coa

ch0.

520.

700.

600.

620.

920.

720.

600.

440.

50S

tude

nt c

lub

spon

sor

0.50

0.58

0.60

0.58

0.69

0.61

0.90

1.10

1.12

Oth

er(a

)0.

660.

64(a

)0.

690.

70(a

)1.

841.

29

PR

IVA

TE

Tea

cher

1.15

1.06

1.10

2.04

1.98

1.88

0.73

0.80

1.37

Dep

artm

ent

head

1.22

1.21

0.83

1.40

1.61

1.30

1.58

1.55

1.11

Cur

ricul

um s

peci

alis

t or

coo

rdin

ator

(a)

(a)

0.73

(a)

(a)

0.78

(a)

(a)

1.08

Ass

ista

nt p

rinci

pal o

r pr

ogra

m1.

301.

110.

801.

781.

511.

501.

791.

831.

39di

rect

orG

uida

nce

coun

selo

r0.

660.

700.

561.

181.

140.

840.

660.

790.

84Li

brar

y m

edia

spe

cial

ist/l

ibra

rian

(a)

(a)

0.24

(a)

(a)

0.14

(a)

(a)

0.44

Ath

letic

coa

ch1.

010.

840.

681.

681.

551.

300.

520.

740.

58S

tude

nt c

lub

spon

sor

1.07

0.92

0.84

1.40

1.49

1.21

1.53

1.34

1.00

Oth

er(a

)1.

030.

94(a

)1.

441.

40(a

)1.

381.

42

(a)

Item

not

incl

uded

on

SA

SS

inst

rum

ent

that

yea

r.

NO

TE

: M

ultip

le r

espo

nses

are

pos

sibl

e be

caus

e m

ost

prin

cipa

ls h

ave

mor

e th

an o

ne p

rior

expe

rienc

e.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

87-8

8 (S

choo

l Adm

inis

trat

or Q

uest

ionn

aire

), 1

990-

91(P

ublic

and

Priv

ate

Sch

ool A

dmin

istr

ator

Que

stio

nnai

res)

, an

d 19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal Q

uest

ionn

aire

s).

B-31

Tabl

eB

16.—

Sta

ndar

derr

ors

for

Tabl

eA

16:

Aver

age

year

sof

expe

rien

cein

educ

atio

nfo

rpubl

ican

dpr

ivat

esc

hool

prin

cipa

ls,b

yse

lect

edsc

hool

and

prin

cipa

lcha

ract

eris

tics:

1987

-88,

1990

-91,

and

1993

-94

Sch

ool/p

rinci

palc

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

Pro

fess

iona

lexp

erie

nce

ined

ucat

ion

Aver

age

year

sas

teac

hers

Aver

age

year

sas

prin

cipa

ls

PU

BLI

C

Tot

al0.

060.

080.

080.

090.

140.

10

Sch

ooll

evel

Ele

men

tary

0.08

0.12

0.10

0.12

0.17

0.14

Sec

onda

ry0.

130.

110.

100.

160.

240.

12C

ombi

ned

0.26

0.27

0.42

0.27

0.40

0.28

Sch

ools

ize

Less

than

150

0.30

0.22

0.26

0.36

0.43

0.32

150-

499

0.09

0.14

0.12

0.14

0.19

0.17

500-

749

0.12

0.21

0.16

0.17

0.29

0.19

750

orm

ore

0.12

0.16

0.14

0.17

0.18

0.19

Min

ority

enro

llmen

tLe

ssth

an20

%0.

070.

110.

100.

110.

190.

1620

-50%

0.18

0.19

0.19

0.22

0.26

0.25

Mor

eth

an50

%0.

150.

220.

210.

190.

220.

18

Fre

e-lu

nch

reci

pien

tsLe

ssth

an20

%0.

080.

120.

140.

120.

230.

2120

-49%

0.10

0.12

0.14

0.16

0.18

0.22

50%

orm

ore

0.17

0.17

0.19

0.21

0.22

0.20

Dis

tric

tsiz

eLe

ssth

an1,

000

0.16

0.19

0.17

0.24

0.23

0.27

1,00

0-4,

999

0.12

0.16

0.14

0.17

0.27

0.23

5,00

0-9,

999

0.20

0.23

0.27

0.27

0.36

0.37

10,0

00or

mor

e0.

100.

170.

130.

170.

180.

18

Com

mun

ityty

peC

entr

alci

ty0.

130.

190.

190.

180.

230.

24U

rban

frin

ge/la

rge

tow

n0.

100.

160.

160.

170.

240.

22R

ural

/sm

allt

own

0.10

0.10

0.10

0.15

0.19

0.17

Sex M

ale

0.06

0.09

0.10

0.10

0.17

0.16

Fem

ale

0.15

0.16

0.15

0.17

0.16

0.12

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

610.

630.

620.

700.

800.

67A

sian

/Pac

ific

Isla

nder

0.82

0.97

1.01

0.78

0.71

0.61

Bla

ckno

n-H

ispa

nic

0.25

0.28

0.25

0.24

0.32

0.21

Whi

teno

n-H

ispa

nic

0.06

0.09

0.08

0.09

0.16

0.12

His

pani

c0.

410.

570.

530.

370.

470.

37

Tot

alm

inor

ity0.

210.

250.

210.

210.

260.

16

Tabl

eB

16.—

Sta

ndar

derr

ors

for

Tabl

eA

16:

Aver

age

year

sof

expe

rien

cein

educ

atio

nfo

rpubl

ican

dpr

ivat

esc

hool

prin

cipa

ls,b

yse

lect

edsc

hool

and

prin

cipa

lcha

ract

eris

tics:

1987

-88,

1990

-91,

and

1993

-94

(con

tinue

d)

Sch

ool/p

rinci

palc

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

Pro

fess

iona

lexp

erie

nce

ined

ucat

ion

Aver

age

year

sas

teac

hers

Aver

age

year

sas

prin

cipa

ls

B-32

PR

IVAT

E

Tot

al0.

230.

150.

190.

180.

200.

21

Sch

ooll

evel

Ele

men

tary

0.25

0.27

0.24

0.23

0.30

0.27

Sec

onda

ry0.

660.

450.

400.

570.

360.

36C

ombi

ned

0.46

0.33

0.33

0.31

0.36

0.34

Sch

ools

ize

Less

than

150

0.34

0.25

0.32

0.23

0.30

0.36

150-

499

0.23

0.21

0.23

0.31

0.30

0.21

500-

749

0.45

0.55

0.38

0.71

0.55

0.41

750

orm

ore

0.67

0.69

0.41

0.77

0.79

0.40

Min

ority

enro

llmen

tLe

ssth

an20

%0.

250.

220.

260.

220.

240.

3020

-50%

0.65

0.47

0.41

0.59

0.51

0.42

Mor

eth

an50

%0.

370.

470.

460.

410.

470.

41

Sex M

ale

0.26

0.22

0.21

0.26

0.29

0.26

Fem

ale

0.26

0.20

0.26

0.21

0.26

0.27

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e2.

513.

832.

872.

603.

372.

96A

sian

/Pac

ific

Isla

nder

1.45

1.64

1.45

1.24

2.08

2.86

Bla

ckno

n-H

ispa

nic

0.97

1.92

0.81

0.72

0.79

1.04

Whi

teno

n-H

ispa

nic

0.24

0.17

0.18

0.20

0.18

0.22

His

pani

c1.

300.

770.

831.

261.

011.

43

Tot

alm

inor

ity0.

691.

000.

600.

640.

700.

75

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

87-8

8(S

choo

lAdm

inis

trat

or,

Pub

lican

dP

rivat

eS

choo

l,an

dT

each

erD

eman

dan

dS

hort

age

Que

stio

nnai

res)

,19

90-9

1(P

ublic

and

Priv

ate

Sch

oolA

dmin

istr

ator

,P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

eQ

uest

ionn

aire

s),

and

1993

-94

(Pub

lican

dP

rivat

eS

choo

lPrin

cipa

l,P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

eQ

uest

ionn

aire

s).

See

foo

tnot

e at

end

of

tabl

e.

B-33

Tabl

e B

17.—

Sta

ndar

d err

ors

for

Tabl

e A

17:

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s w

ho v

iew

var

ious

issue

s as

seri

ous

prob

lem

s in

thei

r sc

hool

s, b

y sc

hool

leve

l: 1987

-88,

199

0-91

, and

199

3-94

Sch

ool p

robl

ems

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Sch

ool l

evel

Ele

men

tary

Sec

onda

ryC

ombi

ned

PU

BLI

C

Tea

cher

abs

ente

eism

0.16

0.15

0.18

0.31

0.27

0.15

0.72

0.49

0.34

Stu

dent

tar

dine

ss0.

250.

320.

290.

520.

450.

470.

610.

870.

64S

tude

nt a

bsen

teei

sm0.

310.

410.

270.

680.

760.

491.

581.

281.

00S

tude

nts

cutti

ng c

lass

0.07

0.03

0.00

0.37

0.30

0.38

0.49

0.31

0.33

Stu

dent

dro

ppin

g ou

t(a

)0.

120.

10(a

)0.

640.

45(a

)0.

920.

75S

tude

nt a

path

y(a

)0.

400.

38(a

)0.

740.

55(a

)1.

641.

28P

hysi

cal c

onfli

cts

amon

g st

uden

ts0.

270.

250.

280.

250.

250.

250.

610.

650.

74R

obbe

ry o

r th

eft

0.11

0.19

0.14

0.13

0.17

0.12

0.60

0.28

0.26

Van

dalis

m o

f sc

hool

pro

pert

y0.

120.

210.

250.

170.

200.

140.

550.

190.

30S

tude

nt p

regn

ancy

0.06

0.08

0.06

0.52

0.64

0.46

0.94

0.89

0.68

Stu

dent

use

of

alco

hol

0.09

0.15

0.06

0.75

0.88

0.48

0.92

1.06

0.90

Stu

dent

dru

g ab

use

0.07

0.11

0.05

0.52

0.39

0.41

0.60

0.60

0.68

Stu

dent

pos

sess

ion

of w

eapo

ns—

—0.

08—

—0.

15—

—0.

33S

tude

nt d

isre

spec

t fo

r te

ache

rs(a

)0.

290.

32(a

)0.

380.

34(a

)0.

731.

00V

erba

l abu

se o

f te

ache

rs0.

130.

200.

200.

230.

320.

230.

750.

820.

69La

ck o

f ac

adem

ic c

halle

nge

(a)

0.27

0.20

(a)

0.39

0.30

(a)

1.26

0.54

Lack

of

pare

nt in

volv

emen

t(a

)0.

510.

51(a

)0.

720.

65(a

)2.

041.

43P

aren

tal a

lcoh

ol/d

rug

abus

e(a

)0.

530.

43(a

)0.

430.

48(a

)1.

120.

90P

over

ty(a

)0.

650.

74(a

)0.

740.

64(a

)1.

521.

96R

acia

l ten

sion

(a)

0.14

0.21

(a)

0.16

0.18

(a)

0.67

0.36

Stu

dent

s co

me

unpr

epar

ed t

o le

arn

(a)

(a)

0.58

(a)

(a)

0.51

(a)

(a)

1.22

Poo

r nu

triti

on(a

)(a

)0.

36(a

)(a

)0.

32(a

)(a

)0.

88P

oor

stud

ent

heal

th(a

)(a

)0.

31(a

)(a

)0.

19(a

)(a

)1.

06S

tude

nt p

robl

ems

with

Englis

h la

ngua

ge(a

)(a

)0.

47(a

)(a

)0.

29(a

)(a

)0.

44C

ultu

ral c

onfli

ct(a

)0.

17(a

)(a

)0.

27(a

)(a

)0.

61(a

)P

hysi

cal a

buse

of

teac

hers

——

(a)

——

(a)

—0.

21(a

)

Tabl

e B

17.—

Sta

ndar

d err

ors

for

Tabl

e A

17:

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s w

ho v

iew

var

ious

issue

s as

seri

ous

prob

lem

s in

thei

r sc

hool

s, b

y sc

hool

leve

l: 1987

-88,

199

0-91

and

199

3-94

(co

ntin

ued)

Sch

ool p

robl

ems

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Sch

ool l

evel

Ele

men

tary

Sec

onda

ryC

ombi

ned

B-34

PR

IVA

TE

Tea

cher

abs

ente

eism

——

——

——

——

—S

tude

nt t

ardi

ness

0.35

0.45

0.29

3.40

0.72

1.41

0.49

0.50

0.24

Stu

dent

abs

ente

eism

——

0.00

——

1.16

——

0.28

Stu

dent

s cu

tting

cla

ss—

—0.

00—

——

——

0.05

Stu

dent

dro

ppin

g ou

t(a

)—

0.00

(a)

——

(a)

—0.

04S

tude

nt a

path

y(a

)0.

250.

29(a

)0.

741.

64(a

)0.

910.

97P

hysi

cal c

onfli

cts

amon

g st

uden

ts—

——

——

0.98

——

0.34

Rob

bery

or

thef

t—

——

——

——

——

Van

dalis

m o

f sc

hool

pro

pert

y—

—0.

31—

—1.

170.

42—

0.14

Stu

dent

pre

gnan

cy—

—0.

00—

—1.

16—

——

Stu

dent

use

of

alco

hol

——

——

1.02

3.30

—0.

300.

38S

tude

nt d

rug

abus

e—

——

——

3.48

——

0.24

Stu

dent

pos

sess

ion

of w

eapo

ns0.

00—

—0.

00—

—0.

00—

—S

tude

nt d

isre

spec

t fo

r te

ache

rs(a

)—

0.19

(a)

—1.

46(a

)—

0.91

Ver

bal a

buse

of

teac

hers

—0.

320.

11—

0.66

0.78

—1.

011.

00La

ck o

f ac

adem

ic c

halle

nge

(a)

——

(a)

——

(a)

——

Lack

of

pare

nt in

volv

emen

t(a

)0.

450.

32(a

)1.

601.

48(a

)0.

860.

86P

aren

tal a

lcoh

ol/d

rug

abus

e(a

)0.

160.

21(a

)1.

582.

14(a

)1.

470.

72P

over

ty(a

)0.

720.

46(a

)1.

071.

63(a

)1.

350.

84R

acia

l ten

sion

(a)

——

(a)

——

(a)

——

Stu

dent

s co

me

unpr

epar

ed t

o le

arn

(a)

(a)

0.24

(a)

(a)

1.17

(a)

(a)

1.03

Poo

r nu

triti

on(a

)(a

)0.

37(a

)(a

)0.

00(a

)(a

)0.

70P

oor

stud

ent

heal

th(a

)(a

)0.

10(a

)(a

)0.

00(a

)(a

)0.

76S

tude

nt p

robl

ems

with

Englis

h la

ngua

ge(a

)(a

)0.

33(a

)(a

)0.

32(a

)(a

)0.

26C

ultu

ral c

onfli

ct(a

)—

(a)

(a)

—(a

)(a

)—

(a)

Phy

sica

l abu

se o

f te

ache

rs—

0.05

(a)

0.00

—(a

)—

0.16

(a)

(a)

Item

not

incl

uded

on

SA

SS

que

stio

nnai

re t

hat

year

.

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal

Que

stio

nnai

res)

.

B-35

Tabl

e B

18.—

Sta

ndar

d err

ors

for

Tabl

e A

18:

Per

cent

age

of p

ublic

and

pri

vate

ele

men

tary

sch

ool p

rinc

ipal

s w

ho v

iew

cer

tain

issu

es a

s ser

ious

pro

blem

s in

thei

r sc

hool

s, b

y se

lect

ed s

choo

l cha

ract

eris

tics:

19

93-9

4

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

ele

men

tary

sch

ools

Sch

ool c

hara

cter

istic

sP

over

tyun

prep

ared

to

lear

nin

volv

emen

tdr

ug a

buse

apat

hyS

tude

nts

com

eLa

ck o

f pa

rent

Par

ent

alco

hol/

Stu

dent

PU

BLI

CT

otal

0.74

0.59

0.51

0.43

0.38

Min

ority

enr

ollm

ent

Less

tha

n 20

%0.

600.

550.

510.

320.

4220

% t

o 50

%1.

411.

341.

431.

181.

20M

ore

than

50%

2.34

1.80

1.20

1.33

0.85

Sch

ool s

ize

Less

tha

n 15

02.

191.

221.

221.

271.

0615

0 to

499

0.83

0.68

0.78

0.66

0.54

500

to 7

491.

301.

341.

010.

660.

8675

0 or

mor

e2.

641.

831.

981.

591.

38

Dis

tric

t si

zeLe

ss t

han

1,00

01.

520.

931.

221.

131.

081,

000-

4,99

91.

230.

970.

810.

720.

795,

000-

9,99

92.

131.

781.

941.

031.

2610

,000

or

mor

e1.

311.

201.

060.

860.

68

Com

mun

ity t

ype

Cen

tral

city

1.81

1.51

1.25

1.18

0.78

Urb

an f

ringe

/larg

e to

wn

1.07

1.06

1.02

0.69

0.64

Rur

al/s

mal

l tow

n1.

010.

860.

700.

670.

75

PR

IVA

TE

Tot

al0.

460.

240.

320.

210.

29M

inor

ity e

nrol

lmen

tLe

ss t

han

20%

0.28

0.72

0.03

0.00

0.00

20%

to

50%

0.69

0.21

0.67

0.38

—M

ore

than

50%

1.93

1.16

1.56

1.08

1.50

Sch

ool s

ize

Less

tha

n 15

00.

770.

460.

520.

430.

4615

0 to

499

0.55

0.32

0.36

—0.

3650

0 to

749

—0.

00—

0.00

0.00

750

or m

ore

—0.

00—

0.00

0.00

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

NO

TE

: P

robl

ems

liste

d ar

e th

e fiv

e m

ost

freq

uent

ly id

entif

ied

in e

lem

enta

ry s

choo

ls,

in o

rder

of

freq

uenc

y.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal,

Pub

lic S

choo

l,an

d T

each

er D

eman

d an

d S

hort

age

Que

stio

nnai

res)

.

B-36

Tabl

e B

19.—

Sta

ndar

d err

ors

for

Tabl

e A

19:

Per

cent

age

of p

ublic

and

pri

vate

sec

onda

ry s

choo

l pri

ncip

als

who

vie

w c

erta

inis

sues

as

serio

us p

robl

ems

in th

eir

scho

ols,

by

sele

cted

sch

ool c

hara

cter

istic

s:

1993

-94

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

sec

onda

ry s

choo

ls

Sch

ool c

hara

cter

istic

sin

volv

emen

tS

tude

nt a

path

yal

coho

l use

Pov

erty

unpr

epar

ed t

o le

arn

Lack

of

pare

ntS

tude

ntS

tude

nts

com

e

PU

BLI

CT

otal

0.65

0.55

0.48

0.64

0.51

Min

ority

enr

ollm

ent

Less

tha

n 20

%0.

770.

660.

560.

660.

5520

% t

o 50

%1.

451.

651.

301.

091.

58M

ore

than

50%

2.08

1.53

0.98

1.68

1.46

Sch

ool s

ize

Less

tha

n 15

02.

522.

072.

021.

911.

8315

0 to

499

1.21

1.12

1.29

1.20

1.42

500

to 7

491.

251.

191.

321.

421.

0675

0 or

mor

e0.

880.

770.

710.

820.

73

Dis

tric

t si

zeLe

ss t

han

1,00

01.

661.

091.

430.

861.

271,

000-

4,99

91.

181.

160.

891.

151.

105,

000-

9,99

91.

770.

981.

151.

540.

9210

,000

or

mor

e1.

281.

101.

111.

270.

82

Com

mun

ity t

ype

Cen

tral

city

1.54

1.23

0.88

1.72

1.18

Urb

an f

ringe

/larg

e to

wn

1.35

1.14

0.96

1.01

0.91

Rur

al/s

mal

l tow

n0.

850.

790.

750.

840.

83

PR

IVA

TE

Tot

al1.

481.

643.

301.

631.

17M

inor

ity e

nrol

lmen

tLe

ss t

han

20%

0.20

—1.

18—

—20

% t

o 50

%3.

194.

29—

4.02

0.60

Mor

e th

an 5

0%6.

927.

0916

.40

6.72

—

Sch

ool s

ize

Less

tha

n 15

02.

963.

668.

613.

922.

9815

0 to

499

2.18

2.11

1.17

1.91

—50

0 to

749

0.00

0.00

2.85

0.00

—75

0 or

mor

e0.

000.

002.

190.

000.

00

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

NO

TE

: P

robl

ems

liste

d ar

e th

e fiv

e m

ost

freq

uent

ly id

entif

ied

in s

econ

dary

sch

ools

, in

ord

er o

f fr

eque

ncy.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal,

Pub

lic S

choo

l, an

dT

each

er D

eman

d an

d S

hort

age

Que

stio

nnai

res)

.

B-37

Tabl

e B

20.—

Sta

ndar

d err

ors

for

Tabl

e A

20:

Per

cent

age

of p

ublic

and

pri

vate

com

bine

d sc

hool

pri

ncip

als

who

vie

w c

erta

inis

sues

as

serio

us p

robl

ems

in th

eir

scho

ols,

by

sele

cted

sch

ool c

hara

cter

istic

s:

1993

-94

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

com

bine

d sc

hool

s

Sch

ool c

hara

cter

istic

sin

volv

emen

tP

over

tyap

athy

unpr

epar

ed t

o le

arn

drug

abu

seLa

ck o

f pa

rent

Stu

dent

Stu

dent

s co

me

Par

ent

alco

hol/

PU

BLI

CT

otal

1.43

1.96

1.28

1.22

0.90

Min

ority

enr

ollm

ent

Less

tha

n 20

%1.

572.

151.

521.

301.

0820

% t

o 50

%3.

413.

022.

551.

781.

78M

ore

than

50%

4.09

4.10

3.31

3.42

2.66

Sch

ool s

ize

Less

tha

n 15

02.

552.

962.

372.

301.

9015

0 to

499

2.25

2.71

1.87

1.67

1.24

500

to 7

492.

723.

103.

102.

440.

6675

0 or

mor

e3.

592.

562.

362.

231.

19

Dis

tric

t si

zeLe

ss t

han

1,00

01.

842.

301.

661.

501.

611,

000-

4,99

93.

424.

332.

452.

351.

985,

000-

9,99

94.

493.

002.

723.

221.

6410

,000

or

mor

e4.

014.

323.

333.

242.

05

Com

mun

ity t

ype

Cen

tral

city

3.16

4.53

3.78

3.36

2.15

Urb

an f

ringe

/larg

e to

wn

3.13

3.27

3.77

1.75

2.06

Rur

al/s

mal

l tow

n1.

612.

231.

371.

291.

20

PR

IVA

TE

Tot

al0.

860.

840.

971.

030.

72M

inor

ity e

nrol

lmen

tLe

ss t

han

20%

1.02

—1.

011.

17—

20%

to

50%

2.26

3.52

2.29

1.40

2.97

Mor

e th

an 5

0%3.

314.

993.

545.

001.

76

Sch

ool s

ize

Less

tha

n 15

01.

221.

161.

251.

541.

0815

0 to

499

1.28

1.53

1.38

—0.

0050

0 to

749

0.00

0.00

—0.

000.

0075

0 or

mor

e0.

000.

000.

000.

000.

00

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

NO

TE

: P

robl

ems

liste

d ar

e th

e fiv

e m

ost

freq

uent

ly id

entif

ied

in c

ombi

ned

scho

ols,

in o

rder

of

freq

uenc

y.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal,

Pub

lic S

choo

l, an

dT

each

er D

eman

d an

d S

hort

age

Que

stio

nnai

res)

.

B-38

Tabl

e B

21.—

Sta

ndar

d err

ors

for

Tabl

e A

21:

Per

cent

age

of p

ublic

ele

men

tary

sch

ool p

rinc

ipal

s w

ho v

iew

cer

tain

issue

s as

seri

ous

prob

lem

s in

thei

r sc

hool

s, b

y se

x, a

ge, e

xper

ienc

e, a

nd r

ace-

ethn

icity

of p

rinc

ipal

s:

1993

-94

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

pub

lic e

lem

enta

ry s

choo

ls

Prin

cipa

l cha

ract

eris

tics

Pov

erty

unpr

epar

ed t

o le

arn

invo

lvem

ent

drug

abu

seap

athy

Stu

dent

s co

me

Lack

of

pare

ntP

aren

t al

coho

l/S

tude

nt

Tot

al0.

740.

580.

510.

430.

38S

exM

ale

0.73

0.63

0.65

0.46

0.60

Fem

ale

1.35

1.02

0.68

0.72

0.50

Age

Und

er 3

53.

682.

342.

913.

262.

2435

-39

2.54

2.00

1.69

2.20

1.14

40-4

41.

390.

991.

130.

620.

9245

-49

1.53

1.18

0.97

0.89

0.93

50-5

41.

501.

201.

251.

160.

7155

and

ove

r1.

711.

181.

211.

280.

92

Exp

erie

nce

as a

prin

cipa

lF

ewer

tha

n 3

year

s1.

651.

041.

271.

050.

823

to 9

yea

rs1.

120.

890.

840.

740.

6110

yea

rs o

r m

ore

0.97

0.98

0.90

0.84

0.75

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

6.33

4.82

3.56

2.06

2.67

Asi

an/P

acifi

c Is

land

er6.

886.

153.

80—

—B

lack

non

-His

pani

c2.

441.

791.

781.

591.

11W

hite

non

-His

pani

c0.

730.

600.

600.

440.

44H

ispa

nic

6.01

4.53

3.97

3.52

2.12

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

NO

TE

: P

robl

ems

liste

d ar

e th

e fiv

e m

ost

freq

uent

ly id

entif

ied

in e

lem

enta

ry s

choo

ls,

in o

rder

of

freq

uenc

y.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal Q

uest

ionn

aire

).

B-39

Tabl

e B

22.—

Sta

ndar

d err

ors

for

Tabl

e A

22:

Per

cent

age

of p

ublic

sec

onda

ry s

choo

l pri

ncip

als

who

vie

w c

erta

in iss

ues

asse

riou

s pr

oble

ms

in th

eir

scho

ols,

by

sex,

age

, exp

erie

nce,

and

rac

e-et

hnic

ity o

f pri

ncip

als:

19

93-9

4

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

pub

lic s

econ

dary

sch

ools

Prin

cipa

l cha

ract

eris

tics

invo

lvem

ent

Stu

dent

apa

thy

Stu

dent

alc

ohol

use

Pov

erty

unpr

epar

ed t

o le

arn

Lack

of

pare

ntS

tude

nts

com

e

Tot

al0.

650.

550.

480.

640.

51S

exM

ale

0.63

0.61

0.51

0.62

0.55

Fem

ale

2.29

2.02

1.41

2.17

1.55

Age

Und

er 3

52.

713.

553.

193.

051.

9035

-39

2.65

1.86

1.91

2.18

2.15

40-4

41.

291.

601.

271.

601.

1745

-49

1.29

0.94

0.88

0.93

1.00

50-5

41.

641.

361.

351.

071.

2555

and

ove

r1.

791.

801.

521.

991.

42

Exp

erie

nce

as a

prin

cipa

lF

ewer

tha

n 3

year

s1.

741.

421.

131.

361.

363

to 9

yea

rs0.

820.

910.

831.

030.

8310

yea

rs o

r m

ore

1.11

0.86

0.84

0.93

0.81

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

5.61

4.24

4.28

4.96

3.69

Asi

an/P

acifi

c Is

land

er6.

259.

554.

103.

455.

12B

lack

non

-His

pani

c2.

731.

770.

522.

922.

09W

hite

non

-His

pani

c0.

650.

580.

530.

560.

56H

ispa

nic

6.18

5.13

2.29

5.08

4.29

NO

TE

: P

robl

ems

liste

d ar

e th

e fiv

e m

ost

freq

uent

ly id

entif

ied

in s

econ

dary

sch

ools

, in

ord

er o

f fr

eque

ncy.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal Q

uest

ionn

aire

).

B-40

Tabl

e B

23.—

Sta

ndar

d err

ors

for

Tabl

e A

23:

Per

cent

age

of p

ublic

com

bine

d sc

hool

pri

ncip

als

who

vie

w c

erta

in iss

ues

asse

riou

s pr

oble

ms

in th

eir

scho

ols,

by

sex,

age

, exp

erie

nce,

and

rac

e-et

hnic

ity o

f pri

ncip

als:

19

93-9

4

Fiv

e m

ost

freq

uent

ly id

entif

ied

prob

lem

s in

pub

lic c

ombi

ned

scho

ols

Prin

cipa

l cha

ract

eris

tics

invo

lvem

ent

Pov

erty

Stu

dent

apa

thy

unpr

epar

ed t

o le

arn

drug

abu

seLa

ck o

f pa

rent

Stu

dent

s co

me

Par

ent

alco

hol/

Tot

al1.

431.

961.

281.

220.

90S

ex Mal

e1.

662.

101.

571.

331.

01F

emal

e2.

443.

292.

652.

291.

99

Age U

nder

35

8.61

6.20

6.31

3.91

—35

-39

2.87

4.21

1.97

1.99

2.42

40-4

42.

644.

373.

383.

331.

8045

-49

2.31

3.18

2.25

1.83

1.79

50-5

44.

344.

143.

032.

612.

5855

and

ove

r4.

064.

023.

803.

502.

49

Exp

erie

nce

as a

prin

cipa

lF

ewer

tha

n 3

year

s3.

303.

903.

703.

491.

993

to 9

yea

rs2.

342.

751.

531.

471.

5910

yea

rs o

r m

ore

2.33

2.35

1.91

1.71

1.50

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

9.44

10.7

5—

—6.

72A

sian

/Pac

ific

Isla

nder

—12

.32

0.00

—0.

00B

lack

non

-His

pani

c5.

634.

875.

695.

372.

43W

hite

non

-His

pani

c1.

511.

961.

211.

060.

94H

ispa

nic

7.23

16.9

4—

17.3

8—

— T

oo f

ew c

ases

for

a r

elia

ble

estim

ate.

NO

TE

: Pro

blem

s lis

ted

are

the

five

mos

t fr

eque

ntly

iden

tifie

d in

com

bine

d sc

hool

s, in

ord

er o

f fr

eque

ncy.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal Q

uest

ionn

aire

).

B-41

Tabl

e B

24.—

Sta

ndar

d err

ors

for

Tabl

e A

24:

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s w

ho r

ated

spe

cific

educ

atio

nal g

oals

as

first

, sec

ond,

or

thir

d m

ost i

mpo

rtan

t for

stu

dent

s to

ach

ieve

, by

scho

ol le

vel,

com

mun

ityty

pe, a

nd m

inor

ity e

nrol

lmen

t: 1

993-

94

Goa

ls

Sch

ool c

hara

cter

istic

slit

erac

yex

celle

nce

voc.

sk

illsha

bits

grow

thre

latio

nsva

lues

ness

/re

ligio

us d

ev.

Bui

ldin

gE

ncou

ragi

ngP

rom

otin

gP

rom

otin

gP

rom

otin

gP

rom

otin

gP

rom

otin

gP

rom

otin

gba

sic

acad

emic

occu

patio

nal/

wor

kpe

rson

alhu

man

mor

alm

ultic

ultu

ral a

war

e-

PU

BLI

C

Tot

al0.

600.

670.

400.

750.

610.

540.

300.

55

Sch

ool l

evel

Ele

men

tary

0.71

0.95

0.53

1.01

0.91

0.77

0.40

0.72

Sec

onda

ry1.

000.

970.

700.

800.

880.

570.

390.

42C

ombi

ned

3.07

2.59

2.76

3.17

2.50

1.57

1.18

3.40

Com

mun

ity t

ype

Cen

tral

city

1.29

1.36

0.68

1.25

1.50

1.45

0.72

1.23

Urb

an f

ringe

/larg

e to

wn

1.36

1.38

0.62

1.48

1.23

1.28

0.63

0.95

Rur

al/s

mal

l tow

n0.

930.

960.

641.

010.

820.

730.

440.

58

Min

ority

enr

ollm

ent

Less

tha

n 20

%0.

750.

990.

590.

980.

800.

710.

380.

6020

% t

o 50

%1.

441.

600.

961.

911.

781.

280.

751.

30M

ore

than

50%

1.65

1.59

0.96

1.30

1.55

1.38

0.82

1.06

PR

IVA

TE

T

otal

0.87

1.27

0.77

1.30

1.22

0.72

0.90

1.37

Sch

ool l

evel

Ele

men

tary

1.53

1.90

1.19

1.49

1.80

0.90

1.17

1.89

Sec

onda

ry3.

003.

370.

902.

692.

683.

441.

902.

74C

ombi

ned

2.31

2.88

1.92

3.11

2.38

1.94

2.25

2.88

Com

mun

ity t

ype

Cen

tral

city

1.46

1.48

1.01

1.86

1.69

0.90

1.70

1.77

Urb

an f

ringe

/larg

e to

wn

2.04

2.61

1.87

2.24

2.30

1.88

1.62

2.18

Rur

al/s

mal

l tow

n2.

202.

821.

543.

022.

611.

772.

473.

19

Min

ority

enr

ollm

ent

Less

tha

n 20

%1.

271.

691.

241.

591.

781.

031.

231.

8820

% t

o 50

%3.

473.

031.

283.

322.

851.

731.

882.

97M

ore

than

50%

3.60

3.31

1.68

2.99

2.37

2.46

2.55

2.52

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal a

nd S

choo

lQ

uest

ionn

aire

s).

B-42

Tabl

e B

25.—

Sta

ndar

d err

ors

for

Tabl

e A

25:

Mea

n ra

tings

by p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s re

gard

ing

thei

r in

fluen

cein

est

ablis

hing

cur

ricu

lum

, hir

ing

new

teac

hers

, and

set

ting

disc

iplin

e po

licy,

by

sex,

rac

e-et

hnic

ity

, and

age

: 19

87-8

8, 1

990-

91, a

nd 1

993-

94

Prin

cipa

l cha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Act

ivity

are

a

Est

ablis

hing

cur

ricul

umH

iring

new

tea

cher

sS

ettin

g di

scip

line

polic

y

PU

BLI

C

Tot

al0.

010.

020.

020.

020.

020.

020.

010.

010.

01

Sex M

ale

0.01

0.02

0.02

0.02

0.02

0.02

0.01

0.02

0.02

Fem

ale

0.03

0.04

0.03

0.04

0.04

0.03

0.02

0.03

0.02

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

0.16

0.23

0.15

0.19

0.18

0.13

0.17

0.14

0.12

Asi

an/P

acifi

c Is

land

er0.

150.

320.

130.

220.

260.

100.

150.

090.

09B

lack

non

-His

pani

c0.

060.

080.

040.

070.

070.

050.

060.

060.

04W

hite

non

-His

pani

c0.

010.

020.

020.

020.

020.

010.

010.

020.

01H

ispa

nic

0.08

0.13

0.09

0.11

0.11

0.10

0.08

0.09

0.08

Age U

nder

35

0.07

0.10

0.08

0.10

0.09

0.10

0.05

0.06

0.08

35-3

90.

040.

050.

040.

040.

060.

030.

030.

040.

0340

-44

0.02

0.04

0.04

0.04

0.03

0.03

0.02

0.02

0.03

45-4

90.

040.

040.

030.

040.

040.

020.

030.

020.

0250

-54

0.04

0.04

0.04

0.05

0.04

0.03

0.04

0.04

0.03

55 o

r ov

er0.

030.

050.

050.

050.

050.

050.

030.

040.

04

Tabl

e B

25.—

Sta

ndar

d err

ors

for

Tabl

e A

25:

Mea

n ra

tings

by p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s re

gard

ing

thei

r in

fluen

cein

est

ablis

hing

cur

ricu

lum

, hir

ing

new

teac

hers

, and

set

ting

disc

iplin

e po

licy,

by

sex,

rac

e-et

hnic

ity

, and

age

: 19

87-8

8, 1

990-

91, a

nd 1

993-

94 (

cont

inue

d)

Prin

cipa

l cha

ract

eris

tics

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

1987

-88

1990

-91

1993

-94

Act

ivity

are

a

Est

ablis

hing

cur

ricul

umH

iring

new

tea

cher

sS

ettin

g di

scip

line

polic

y

B-43

PR

IVA

TE

Tot

al0.

030.

030.

030.

040.

040.

030.

030.

030.

02

Sex M

ale

0.05

0.05

0.05

0.06

0.06

0.06

0.05

0.04

0.03

Fem

ale

0.05

0.04

0.05

0.04

0.03

0.04

0.03

0.02

0.02

Rac

e-et

hnic

ityA

mer

ican

Ind

ian/

Ala

ska

Nat

ive

0.69

0.50

0.16

0.19

0.04

1.01

0.37

0.22

0.02

Asi

an/P

acifi

c Is

land

er0.

300.

440.

310.

050.

140.

220.

070.

150.

00B

lack

non

-His

pani

c0.

130.

260.

120.

170.

150.

100.

190.

120.

08W

hite

non

-His

pani

c0.

030.

030.

030.

040.

040.

030.

030.

030.

02H

ispa

nic

0.17

0.21

0.12

0.16

0.18

0.08

0.15

0.16

0.08

Age U

nder

35

0.08

0.16

0.16

0.14

0.16

0.19

0.07

0.07

0.12

35-3

90.

080.

050.

100.

080.

040.

110.

070.

040.

0740

-44

0.06

0.05

0.06

0.07

0.07

0.04

0.08

0.04

0.03

45-4

90.

070.

070.

060.

060.

070.

050.

060.

090.

0450

-54

0.09

0.07

0.07

0.06

0.07

0.03

0.05

0.04

0.03

55 a

nd o

ver

0.06

0.08

0.06

0.09

0.05

0.06

0.06

0.04

0.03

NO

TE

: P

rinci

pals

wer

e as

ked

to r

ate

how

muc

h ac

tual

influ

ence

the

y ha

d on

eac

h ac

tivity

on

a sc

ale

of 1

to

6, w

here

1 r

epre

sent

ed n

one

and

6 re

pres

ente

d a

grea

t d

eal.

The

199

3-94

que

stio

nnai

res

used

a 0

to

5 sc

ale,

and

199

3-94

sco

res

in t

his

tabl

e ha

ve b

een

adju

sted

to

the

1 to

6 s

cale

.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

198

7-88

(S

choo

l Adm

inis

trat

or Q

uest

ionn

aire

), 1

990-

91(P

ublic

and

Priv

ate

Sch

ool A

dmin

istr

ator

Que

stio

nnai

res)

, an

d 19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal Q

uest

ionn

aire

s).

B-44

Tabl

e B

26.—

Sta

ndar

d err

ors

for

Tabl

e A

26:

Mea

n ra

tings

by p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s re

gard

ing

thei

r in

fluen

cein

est

ablis

hing

cur

ricu

lum

, hir

ing

new

teac

hers

, and

set

ting

disc

iplin

e po

licy,

by

sele

cted

sch

ool c

hara

cter

istic

s:

1987

-88,

199

0-91

, and

199

3-94

Sch

ool c

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

Act

ivity

are

aE

stab

lishi

ng c

urric

ulum

Hiri

ng n

ew t

each

ers

Set

ting

disc

iplin

e po

licy

PU

BLI

C

Tot

al0.

010.

020.

020.

020.

020.

020.

010.

010.

01

Sch

ool l

evel

Ele

men

tary

0.02

0.03

0.02

0.02

0.02

0.02

0.01

0.02

0.02

Sec

onda

ry0.

020.

030.

020.

030.

020.

010.

040.

020.

02C

ombi

ned

0.04

0.08

0.07

0.06

0.07

0.06

0.01

0.05

0.04

Sch

ool s

ize

Less

tha

n 15

00.

060.

050.

050.

070.

060.

060.

050.

040.

0415

0-49

90.

020.

030.

030.

030.

030.

020.

020.

020.

0250

0-74

90.

030.

040.

030.

030.

040.

030.

020.

030.

0375

0 or

mor

e0.

030.

040.

030.

020.

040.

030.

020.

040.

02

Min

ority

enr

ollm

ent

Less

tha

n 20

%0.

020.

020.

030.

020.

020.

020.

010.

020.

0220

%-5

0%0.

040.

050.

040.

050.

040.

030.

040.

030.

03M

ore

than

50%

0.03

0.05

0.04

0.03

0.04

0.04

0.04

0.04

0.03

Dis

tric

t si

zeLe

ss t

han

1,00

00.

040.

040.

040.

050.

040.

030.

040.

030.

051,

000-

4,99

90.

020.

030.

040.

030.

030.

030.

020.

020.

035,

000-

9,99

90.

040.

050.

050.

040.

040.

040.

030.

040.

0310

,000

or

mor

e0.

030.

040.

030.

030.

040.

0420

.00.

030.

03

Tabl

e B

26.—

Sta

ndar

d err

ors

for

Tabl

e A

26:

Mea

n ra

tings

by p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s re

gard

ing

thei

r in

fluen

cein

est

ablis

hing

cur

ricu

lum

, hir

ing

new

teac

hers

, and

set

ting

disc

iplin

e po

licy,

by

sele

cted

sch

ool c

hara

cter

istic

s:

1987

-88,

199

0-91

, and

199

3-94

(co

ntin

ued)

Sch

ool c

hara

cter

istic

s19

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

419

87-8

819

90-9

119

93-9

4

Act

ivity

are

aE

stab

lishi

ng c

urric

ulum

Hiri

ng n

ew t

each

ers

Set

ting

disc

iplin

e po

licy

B-45

PR

IVA

TE

Tot

al0.

030.

030.

030.

040.

030.

030.

030.

030.

02

Sch

ool l

evel

Ele

men

tary

0.04

0.04

0.04

0.04

0.04

0.04

0.03

0.02

0.02

Sec

onda

ry0.

100.

070.

060.

050.

050.

030.

060.

050.

03C

ombi

ned

0.07

0.06

0.08

0.09

0.08

0.07

0.07

0.05

0.05

Sch

ool s

ize

Less

tha

n 15

00.

050.

050.

060.

070.

070.

060.

060.

040.

0415

0-49

90.

040.

030.

030.

020.

020.

020.

030.

030.

0250

0-74

90.

090.

080.

050.

040.

030.

030.

060.

050.

0375

0 or

mor

e0.

120.

100.

040.

050.

050.

030.

050.

060.

03

Min

ority

enr

ollm

ent

Less

tha

n 20

%0.

040.

040.

050.

040.

040.

050.

040.

030.

0320

%-5

0%0.

090.

090.

070.

130.

050.

060.

080.

030.

03M

ore

than

50%

0.06

0.11

0.05

0.05

0.11

0.04

0.07

0.06

0.03

NO

TE

: P

rinci

pals

wer

e as

ked

to r

ate

how

muc

h ac

tual

influ

ence

the

y ha

d on

eac

h ac

tivity

on

a sc

ale

of 1

to

6, w

here

1 r

epre

sent

ed n

one

and

6 re

pres

ente

d a

grea

t d

eal.

The

199

3-94

que

stio

nnai

res

used

a 0

to

5 sc

ale,

and

199

3-94

sco

res

in t

his

tabl

e ha

ve b

een

adju

sted

to

the

1 to

6 s

cale

.

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

87-8

8 (S

choo

l Adm

inis

trat

or,

Pub

lic a

nd P

rivat

eS

choo

l, an

d T

each

er D

eman

d an

d S

hort

age

Que

stio

nnai

res)

, 19

90-9

1 (P

ublic

and

Priv

ate

Sch

ool A

dmin

istr

ator

, P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

e Q

uest

ionn

aire

s),

and

1993

-94

(Pub

lic a

nd P

rivat

e S

choo

l Prin

cipa

l, P

ublic

and

Priv

ate

Sch

ool,

and

Tea

cher

Dem

and

and

Sho

rtag

e Q

uest

ionn

aire

s).

B-46

Tabl

e B

27.—

Sta

ndar

d err

ors

for

Tabl

e A

27:

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s by

pla

ns to

rem

ain

prin

cipa

ls,

by s

choo

l lev

el, m

inor

ity e

nrol

lmen

t, sc

hool

siz

e, a

nd c

omm

unity

type

: 19

93-9

4

Sch

ool c

hara

cter

istic

sA

s lo

ng a

s ab

leU

ntil

elig

ible

to

retir

ebe

tter

com

espo

ssib

leU

ndec

ided

Pla

ns t

o re

mai

n pr

inci

pal

Unl

ess

som

ethi

ngLe

ave

as s

oon

as

PU

BLI

C

Tot

al0.

740.

560.

620.

200.

61

Sch

ool l

evel

Ele

men

tary

0.91

0.73

0.83

0.27

0.76

Sec

onda

ry0.

820.

730.

650.

320.

78C

ombi

ned

2.06

3.16

2.86

0.40

1.75

Min

ority

enr

ollm

ent

Less

tha

n 20

%0.

930.

840.

760.

340.

9520

% t

o 50

%1.

461.

461.

190.

411.

47M

ore

than

50%

1.39

1.22

1.34

0.60

0.99

Sch

ool s

ize

Less

tha

n 15

01.

771.

521.

541.

421.

7315

0 to

499

1.23

0.92

1.01

0.32

0.92

500

to 7

491.

341.

241.

240.

371.

3275

0 or

mor

e1.

301.

240.

930.

391.

07

Com

mun

ity t

ype

Cen

tral

city

1.18

1.10

1.13

0.57

1.06

Urb

an f

ringe

/larg

e to

wn

1.25

1.11

0.91

0.37

1.16

Rur

al/s

mal

l tow

n0.

980.

790.

910.

310.

84

Tabl

e B

27.—

Sta

ndar

d err

ors

for

Tabl

e A

27:

Per

cent

age

of p

ublic

and

pri

vate

sch

ool p

rinc

ipal

s by

pla

ns to

rem

ain

prin

cipa

ls,

by s

choo

l lev

el, m

inor

ity e

nrol

lmen

t, sc

hool

siz

e, a

nd c

omm

unity

type

: 19

93-9

4 (c

ontin

ued)

Sch

ool c

hara

cter

istic

sA

s lo

ng a

s ab

leU

ntil

elig

ible

to

retir

ebe

tter

com

espo

ssib

leU

ndec

ided

Pla

ns t

o re

mai

n pr

inci

pal

Unl

ess

som

ethi

ngLe

ave

as s

oon

as

B-47

PR

IVA

TE

Tot

al1.

020.

680.

530.

391.

05

Sch

ool l

evel

Ele

men

tary

1.52

0.81

0.83

0.53

1.61

Sec

onda

ry3.

281.

261.

070.

493.

72C

ombi

ned

2.67

1.81

1.23

0.87

2.00

Min

ority

enr

ollm

ent

Less

tha

n 20

%1.

380.

960.

670.

411.

4120

% t

o 50

%3.

211.

261.

320.

952.

83M

ore

than

50%

2.90

1.42

1.95

1.08

2.92

Sch

ool s

ize

Less

tha

n 15

01.

821.

190.

770.

571.

8415

0 to

499

1.59

0.87

0.82

0.64

1.55

500

to 7

492.

831.

332.

341.

323.

3475

0 or

mor

e3.

212.

022.

220.

703.

22

Com

mun

ity t

ype

Cen

tral

city

1.51

0.98

0.83

0.54

1.46

Urb

an f

ringe

/larg

e to

wn

1.93

0.96

1.00

0.76

1.75

Rur

al/s

mal

l tow

n2.

391.

791.

020.

652.

54

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

and

Priv

ate

Sch

ool P

rinci

pal

Que

stio

nnai

res)

.

B-48

Tabl

e B

28.—

Sta

ndar

d err

ors

for

Tabl

e A

28:

Per

cent

age

of p

ublic

sch

ool p

rinc

ipal

s by

pla

ns to

rem

ain

prin

cipa

ls, b

y ag

e an

dye

ars

of e

xper

ienc

e as

a p

rinc

ipal

with

in s

ex: 19

93-9

4

Prin

cipa

l cha

ract

eris

tics

as a

ble

Unt

il e

ligib

le t

o re

tire

bette

r co

mes

poss

ible

Und

ecid

ed

Pla

ns t

o re

mai

n pr

inci

pal

As

long

Unl

ess

som

ethi

ngLe

ave

as s

oon

as

MA

LE Tot

al0.

870.

700.

720.

270.

80

Age

Und

er 3

53.

404.

063.

700.

534.

7635

-39

2.55

1.71

2.67

0.97

1.77

40-4

41.

951.

161.

650.

591.

7145

-49

1.41

1.37

1.28

0.37

1.19

50-5

41.

421.

631.

620.

611.

1755

and

ove

r2.

271.

530.

920.

932.

85

Exp

erie

nce

Few

er t

han

3 ye

ars

1.96

1.36

1.63

0.66

1.50

3 to

9 y

ears

1.13

0.98

1.22

0.43

1.32

10 y

ears

or

mor

e1.

271.

030.

790.

491.

19

FE

MA

LE

Tot

al1.

201.

061.

110.

36

Age

Und

er 3

56.

175.

166.

080.

004.

4735

-39

4.55

2.65

4.32

0.55

3.95

40-4

42.

271.

982.

560.

302.

2745

-49

1.94

2.00

1.83

0.20

1.93

50-5

42.

772.

671.

740.

692.

5455

and

ove

r3.

152.

671.

472.

533.

19

Exp

erie

nce

Few

er t

han

3 ye

ars

1.75

1.63

1.96

0.29

1.93

3 to

9 y

ears

1.82

1.54

1.51

0.70

1.85

10 y

ears

or

mor

e2.

502.

481.

610.

522.

36

SO

UR

CE

: U

.S.

Dep

artm

ent

of E

duca

tion,

Nat

iona

l Cen

ter

for

Edu

catio

n S

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

19

93-9

4 (P

ublic

Sch

ool P

rinci

pal Q

uest

ionn

aire

).

B-49

Section 2 • Affiliation/TypologyTables for Private Schools

B-50

Tabl

eB

29.—

Sta

ndar

derr

ors

for

Tabl

eA

29:P

erce

ntag

eof

priv

ate

scho

olpr

inci

pals

bypr

ivat

esc

hool

affiliat

ion,

byse

x,ra

ce-e

thni

city

,hig

hest

degr

eeea

rned

,ave

rage

age,

sala

ry,a

ndye

ars

asa

prin

cipa

l:1993

-94

Prin

cipa

lcha

ract

eris

tics

Col

lege

s/S

chs.

Cat

holic

Frie

nds

Epi

scop

alS

chs.

Day

Sch

s.Je

wis

hS

ynod

Luth

eran

Priv

ate

scho

olaf

filiatio

nA

ssoc

.N

at.

Soc

.S

olom

onLu

ther

an,

Wis

cons

inM

ilitar

yH

ebre

wD

ayS

chec

hter

Oth

erM

isso

uri

Eva

ngel

ical

Tot

alnu

mbe

r10

.365

.21.

111

.211

.24.

126

.339

.911

.7

Sex M

ale

2.12

0.98

6.26

4.80

6.57

0.00

5.96

4.33

0.02

Fem

ale

2.12

0.98

6.26

4.80

6.57

0.00

5.96

4.33

—

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

000.

280.

000.

000.

000.

000.

000.

000.

00A

sian

/Pac

ific

Isla

nder

0.00

0.00

0.00

0.00

0.00

0.00

0.00

—0.

00B

lack

non-

His

pani

c0.

000.

48—

—0.

00—

0.00

——

Whi

teno

n-H

ispa

nic

0.00

0.81

0.75

2.17

0.75

0.00

1.46

2.02

0.01

His

pani

c0.

000.

590.

00—

—0.

00—

—0.

00

Tot

alm

inor

ity0.

000.

81—

——

——

2.02

—

Hig

hest

degr

eeea

rned

Less

than

bach

elor

’s0.

00—

—0.

001.

560.

003.

68—

—B

ache

lor’s

—1.

142.

234.

853.

080.

004.

266.

433.

43M

aste

r’s18

.82

1.52

5.93

5.30

5.44

0.00

6.35

6.60

3.23

Ed.

spec

./pr

of.

dipl

.6.

071.

021.

324.

087.

210.

005.

121.

64—

Doc

tora

te—

0.44

1.98

3.61

4.05

0.00

5.47

—0.

00

Av

erag

eag

e1.

760.

260.

640.

821.

100.

001.

201.

041.

01

Aver

age

sala

ry$7

70.4

7$3

29.8

0$1

,382

.97

$1,7

19.7

2$2

,700

.95

$0.0

0$2

,547

.16

$1,0

06.7

7$6

20.4

7

Aver

age

year

sas

prin

cipa

l1.

250.

210.

150.

830.

990.

001.

361.

290.

81

Tabl

eB

29.—

Sta

ndar

derr

ors

for

Tabl

eA

29:P

erce

ntag

eof

priv

ate

scho

olpr

inci

pals

bypr

ivat

esc

hool

affiliat

ion,

byse

x,ra

ce-e

thni

city

,hig

hest

degr

eeea

rned

,ave

rage

age,

sala

ry,a

ndye

ars

asa

prin

cipa

l:1993

-94

(con

tinue

d)

B-51

Prin

cipa

lcha

ract

eris

tics

Chu

rch

Luth

eran

Adv

entis

tIn

tern

atio

nal

Sch

ools

,In

t.C

hild

ren

Mon

tess

ori

Sch

ools

*S

choo

ls

Priv

ate

scho

olaf

filiatio

n

Eva

ngel

ical

Sev

enth

-C

hris

tian

Ass

ocia

tion

Priv

.S

choo

lsA

ssoc

iatio

nof

Oth

erLu

ther

anO

ther

Day

Sch

ools

,of

Chr

istia

nE

xcep

tiona

lIn

depe

nden

tP

rivat

e

Nat

.A

ssoc

.N

atio

nal

Tot

alnu

mbe

r2.

20.

343

.961

.772

.015

.832

.724

.321

2.7

Sex M

ale

1.70

1.51

8.63

9.34

4.60

6.23

2.37

3.71

2.92

Fem

ale

1.70

1.51

8.63

9.34

4.60

6.23

2.37

3.71

2.92

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e—

—0.

00—

—0.

000.

000.

47A

sian

/Pac

ific

Isla

nder

0.00

0.00

——

0.00

0.00

4.87

2.26

0.27

Bla

ckno

n-H

ispa

nic

0.06

0.00

2.48

—2.

033.

37—

—1.

11W

hite

non-

His

pani

c0.

220.

152.

673.

262.

133.

425.

062.

581.

54H

ispa

nic

—0.

000.

00—

0.00

—0.

00—

0.91

Tot

alm

inor

ity0.

22—

2.67

3.26

2.13

3.42

5.06

2.58

1.54

Hig

hest

degr

eeea

rned

Less

than

bach

elor

’s—

——

0.00

3.12

0.00

3.25

—2.

76B

ache

lor’s

1.66

1.97

6.71

8.77

5.01

1.70

6.19

2.32

3.16

Mas

ter’s

2.08

1.21

6.66

8.61

4.65

6.22

6.57

3.69

2.68

Ed.

spec

./pr

of.

dipl

.0.

87—

——

1.21

6.01

4.33

1.86

1.04

Doc

tora

te0.

40—

—1.

781.

194.

105.

083.

071.

34

Aver

age

age

0.70

0.20

2.79

1.14

0.99

1.06

0.94

0.43

0.74

Aver

age

sala

ry$8

07.2

6$1

,121

.04

$1,5

51.5

0$2

,243

.99

$1,2

65.3

7$1

,794

.41

$2,0

30.2

2$2

,771

.85

$1,0

66.0

9

Aver

age

year

sas

prin

cipa

l0.

440.

211.

090.

910.

690.

690.

900.

450.

49

*R

elig

ious

,mi

litar

y,M

onte

ssor

i,an

dsp

ecia

ledu

catio

nsc

hool

sth

atar

em

embe

rsof

the

Nat

iona

lAss

ocia

tion

ofIn

depe

nden

tSch

ools

are

repo

rted

unde

rth

ese

clas

sific

atio

ns.

—T

oofe

wca

ses

for

are

liabl

ees

timat

e.

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

93-9

4(P

rivat

eS

choo

lPrin

cipa

land

Sch

ool

Que

stio

nnai

res)

.

B-52

Tabl

eB

30.—

Sta

ndar

derr

ors

for

Tabl

eA

30:

Per

cent

age

ofpr

ivat

esc

hool

prin

cipa

lsby

priv

ate

scho

olty

pe,b

yse

x,ra

ce-e

thni

city

,hig

hest

degr

eeea

rned

,ave

rage

age,

sala

ry,a

ndye

ars

asa

prin

cipa

l:1993

-94

Prin

cipa

lcha

ract

eris

tics

All

Par

ochi

ales

anor

der

All

Chr

istia

nat

edia

ted

All

Reg

ular

emph

asis

educ

atio

n

Priv

ate

scho

olty

polo

gyC

atho

licO

ther

religi

ous

Non

sect

aria

n

Dio

c-P

rivat

eva

tive

Affili

-U

naffi

l-S

peci

alS

peci

alC

onse

r-

Tot

alnu

mbe

r21

.311

0.5

98.4

51.1

254.

118

9.9

160.

525

1.5

223.

517

3.4

136.

710

9.8

Sex M

ale

1.02

1.49

2.24

3.42

1.91

2.83

2.97

4.05

1.90

3.23

3.25

5.48

Fem

ale

1.02

1.49

2.24

3.42

1.91

2.83

2.97

4.05

1.90

3.23

3.25

5.48

Rac

e-et

hnic

ityA

mer

ican

Indi

an/A

lask

aN

ativ

e0.

26—

——

0.14

——

——

——

—A

sian

/Pac

ific

Isla

nder

0.00

0.00

0.00

0.00

0.20

0.00

0.51

0.49

0.65

0.24

2.07

1.14

Bla

ckno

n-H

ispa

nic

0.44

0.68

0.44

—0.

901.

421.

161.

781.

062.

370.

820.

37W

hite

non-

His

pani

c0.

741.

080.

992.

440.

931.

661.

571.

861.

912.

923.

093.

83H

ispa

nic

0.55

0.83

0.87

2.11

0.34

—0.

40—

1.24

0.88

2.21

3.55

Tot

alm

inor

ity0.

741.

080.

992.

440.

931.

661.

571.

861.

912.

923.

093.

83

Hig

hest

degr

eeea

rned

Less

than

bach

elor

’s—

—0.

000.

002.

042.

881.

765.

272.

254.

303.

40—

Bac

helo

r’s1.

031.

531.

412.

092.

183.

863.

424.

193.

285.

084.

874.

56M

aste

r’s1.

501.

801.

893.

781.

643.

003.

192.

923.

284.

965.

527.

53E

d.sp

ec./

prof

.di

pl.

1.01

1.10

1.95

2.75

0.66

1.03

0.89

1.34

1.22

1.71

2.50

4.10

Doc

tora

te0.

420.

450.

672.

580.

711.

101.

161.

221.

622.

102.

485.

00

Aver

age

age

0.25

0.36

0.40

0.81

0.46

0.53

0.84

1.20

0.50

0.97

0.81

0.96

Aver

age

sala

ry$3

18.5

0$3

94.0

4$4

84.1

2$1

,484

.66

$504

.47

$821

.52

$644

.25

$1,1

60.1

6$1

,084

.23

$1,9

68.3

6$2

,052

.06

$1,2

18.3

2

Aver

age

year

sas

prin

cipa

l0.

220.

310.

360.

500.

270.

420.

490.

520.

580.

990.

600.

70

—T

oofe

wca

ses

for

are

liabl

ees

timat

e

SO

UR

CE

:U

.S.

Dep

artm

ento

fEdu

catio

n,N

atio

nalC

ente

rfo

rE

duca

tion

Sta

tistic

s,S

choo

lsan

dS

taffi

ngS

urve

y:19

93-9

4(P

rivat

eS

choo

lPrin

cipa

land

Sch

ool

Que

stio

nnai

res)

.

B-53

Tabl

eB

31.—

Sta

ndar

derr

ors

for

Tabl

eA

31:P

erce

ntag

eof

priv

ate

scho

olpr

inci

pals

bybe

nefit

srec

eive

d,by

priv

ate

scho

olty

pe:

1993

-94

Pri

ncip

alch

arac

teri

stic

sM

edic

alin

sura

nce

Den

tali

nsu

ranc

eLi

fein

sura

nce

Ret

irem

entp

lan

In-k

ind

bene

fits

1

Tota

l1

.41

1.1

71

.02

0.9

61

.34

Cat

holic

1.1

61

.26

1.5

51

.10

1.5

3P

aro

chia

l1

.70

2.0

01

.78

1.6

81

.86

Dio

cesa

n2

.49

2.5

82

.72

2.7

32

.48

Pri

vate

ord

er2

.56

2.9

53

.41

3.7

03

.10

Oth

erre

ligio

us

2.2

31

.35

1.5

41

.42

2.1

2C

ons

erva

tive

Chr

istia

n3

.47

2.0

52

.89

2.6

03

.12

Affi

liate

d2

.89

3.1

22

.01

3.3

33

.33

Una

ffilia

ted

4.7

43

.11

2.4

83

.40

4.9

4

No

nsec

tari

an3

.52

3.4

52

.93

2.5

33

.73

Reg

ula

r4

.87

4.6

53

.90

3.4

25

.18

Spe

cial

emph

asis

4.8

54

.40

4.6

03

.77

5.9

2S

peci

aled

uca

tion

4.8

85

.36

5.1

05

.19

7.1

9

In-k

ind

bene

fits

incl

ude

hous

ing,

mea

ls,

tuiti

on,

and

tran

spor

tatio

n.1 S

OU

RC

E:

U.S

.D

epar

tmen

tofE

duca

tion,

Nat

iona

lCen

ter

for

Edu

catio

nS

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

1993

-94

(Priv

ate

Sch

oolP

rinci

palQ

uest

ionn

aire

).

B-55

Section 3 • State Tables for PublicSchools

B-56

Tabl

eB

32.—

Sta

ndar

derr

ors

for

Tabl

eA

32:

Per

cent

age

ofpu

blic

scho

olpr

inci

pals

byse

xan

dra

ce-e

thni

city

,by

state

:19

93-9

4

Sta

tepr

inci

pals

Aver

age

age

Mal

eF

emal

eA

KN

at.

Isl.

non-

His

pani

cno

n-H

ispa

nic

His

pani

cm

inor

ityT

otal

Am

.In

d./

Asi

an/P

ac.

Bla

ckW

hite

Tot

al

Sex

Rac

e-et

hnic

ity

Tot

al23

5.2

0.70

0.70

0.08

0.14

0.45

0.54

0.33

0.54

0.09

Ala

bam

a12

.52.

502.

500.

800.

002.

812.

980.

952.

980.

39A

lask

a5.

7

2.54

2.54

1.96

0.77

0.38

2.26

0.56

2.26

0.28

Ariz

ona

7.3

3.87

3.87

0.56

0.69

1.49

3.21

3.23

3.21

0.43

Ark

ansa

s8.

53.

563.

56—

0.00

2.69

2.93

0.00

2.93

0.54

Cal

iforn

ia73

.7

3.50

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000.

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onne

ctic

ut9.

8

2.79

2.79

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1.27

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003.

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bia

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41

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rgia

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180.

003.

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o10

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283.

280.

00—

0.00

0.78

0.65

0.78

0.61

Illin

ois

60.3

2.41

2.41

——

1.58

1.55

0.77

1.55

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ana

18.3

3.98

3.98

—0.

002.

362.

581.

522.

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51

Iow

a20

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00—

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52.

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Ken

tuck

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ana

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2.31

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ne8.

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0.00

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Mar

ylan

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63.

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33—

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assa

chus

etts

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82—

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002.

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45M

inne

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Mis

siss

ippi

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Tabl

eB

32.—

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ndar

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ors

for

Tabl

eA

32:

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cent

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blic

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amps

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York

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Ore

gon

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241.

782.

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61P

enns

ylva

nia

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ness

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Tex

as51

.43.

223.

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460.

591.

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44U

tah

10.4

2.30

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ont

10.8

4.00

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rgin

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001.

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56W

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nsin

23.7

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001.

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min

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oofe

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ses

for

are

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UR

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tion

Sta

tistic

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).

B-58

Tabl

eB

33.—

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ndar

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for

Tabl

eA

33:

Per

cent

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Hig

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3650

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589.

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3.89

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3.95

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293.

7

Tabl

eB

33.—

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for

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cent

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foot

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aten

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tabl

e.

B-60

Tabl

eB

34.—

Sta

ndar

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ors

for

Tabl

eA

34:

Per

cent

age

ofpu

blic

scho

olpr

inci

pals

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men

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efits

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Ret

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1

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l0

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00

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82

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ska

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21

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8A

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Tabl

eB

34.—

Sta

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Tabl

eA

34:

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cent

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men

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B-61

Mis

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ri1

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a1

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9N

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amps

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3

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94

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13

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ico

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63

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62

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3.9

6N

ewY

ork

1.5

23

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52

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3.3

5N

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83

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43

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53

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land

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84

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3

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olin

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uth

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see

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34

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75

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6Te

xas

1.9

03

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33

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7U

tah

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42

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42

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5

Ver

mo

nt3

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95

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54

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gini

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4.5

12

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44

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Was

hing

ton

0.0

01

.10

4.1

33

.31

3.9

5W

estV

irgi

nia

2.9

44

.30

4.0

93

.24

3.7

4W

isco

nsin

0.0

02

.31

3.7

22

.59

2.9

8W

yom

ing

1.1

03

.20

2.6

12

.11

3.5

2

In-k

ind

bene

fits

incl

ude

hous

ing,

mea

ls,

tuiti

on,

and

tran

spor

tatio

n.1 S

OU

RC

E:

U.S

.D

epar

tmen

tofE

duca

tion,

Nat

iona

lCen

ter

for

Edu

catio

nS

tatis

tics,

Sch

ools

and

Sta

ffing

Sur

vey:

1993

-94

(Pub

licS

choo

lPrin

cipa

lQue

stio

nnai

re).

C-1

Appendix C • Technical Notes

The Schools and Staffing Survey (SASS), an ples of respondents. These instruments in-integrated survey of American schools, school cluded:districts, principals, teachers, and student rec-ords, is funded by the National Center for Edu- •Teacher Demand and Shortage Question-cation Statistics (NCES) of the U.S. Department naire for Public School Districts (LEAs),of Education. First conductedduring the 1987- which collected information on student en-88 school year, SASS is designed to provide rollment and district programs and policiesperiodic data on public and private schools in from public school districts;the United States. Since the1990-91 schoolyear, SASS has also included Indian schools •Public, Private, andIndian School Principalsupported by the Bureau of Indian Affairs, U.S. Questionnaires,which collected informationDepartment of the Interior. Major categories of on principals’ demographic characteristics,data collected in SASS include the character- education, experiences, compensation, andistics of schools and principals, school programs perceptions of school problems;and policies, and the opinions and attitudes ofprincipals about policies and working condi- •Public, Private,andIndian School Question-tions. naires, which collected information on

The analytical power of the data is enhanced by grade, student demographic characteristics,the ability to link survey data for individual local and measures of school type;education agencies (LEAs), schools, principals,teachers, and, since the1993-94 school year, •Public, Private,andIndian School Teacherstudent-level records. The use of comparable Questionnaires, which collected informationquestions in eachround of SASS makes it on teachers’ education and training, teachingpossible to monitor changes in the nation’s edu- assignments, experience, certification, per-cational system. The first SASS was admin- ceptions and attitudes about teaching, andistered during the 1987-88 school year, with a workplace conditions;teacher followup survey conductedduring 1988-89. The two subsequent SASS administrationswere at three-year intervals (1990-91 and 1993-94). The next SASSround (1998-99) and sub-sequent administrations are planned for five-year intervals.

The 1993-94 SASS consisted of separate sur-veys administered simultaneously to linked sam-

1

school programs and policies, enrollment by

2

Since 1987, NCES has published several reports that include1

these instruments (e.g., NCES Report 94-674,SASS and PSSQuestionnaires, 1993-94). Copies of the questionnairesmay be obtained by writing to the NCES Education SurveysProgram at the address given at the end of Chapter 1.

Because private and Indian schools do not typically operate2

under a district-like administrative structure, these instrumentsalso contained several items on personnel policies andadministrative practices that were included in theTeacherDemand and Shortage Questionnaire for Public SchoolDistricts.

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• Student Records Questionnaire,which col- teachers, and the LEAs that are responsible forlected student records data from a subsample administering the public schools. The 1993-94of students from surveyed schools on demo- sample consisted of approximately9,000 publicgraphic information, current enrollment sta- schools and 3,000 private schools.tus, educational activities, support servicesreceived, and student performance measures(e.g., GPA); and

• Teacher Followup Survey,which surveyed a

sample of teachers one year after the SASSadministration, oversampling those whohave left the profession, and collected dataon activities and plans, attitudes aboutteaching, and job satisfaction.

The analyses for this report on public and pri-vate school principals use five SASS instru-ments: thePublic School, Private School,Public School Principal, andPrivate SchoolPrincipal Questionnaires,and the TeacherDemand and Shortage Questionnaire for PublicSchool Districts. Data collected with theStudent Records Questionnaireand theTeacherFollowup Surveywere excluded from analyses.Additionally, since less then 0.1 percent ofAmerican students attendIndian schoolsoperated by theBureau of Indian Affairs, theseschools (170 schools in 1993-94), wereexcluded from this report.3

Overview of the Design of SASS

Schools and Staffing Survey continues to be thelargest and most thorough national integratedsurvey of districts, schools, principals, andteachers everundertaken in this country. Thetarget populations for the SASS surveys includeelementary and secondary schools, principalsand classroomteachers in these schools, former

Evolution of the SASS Design

The first administration of SASS in 1987-88integrated three existing NCES survey pro-grams: the Teacher Demand and Shortage Sur-vey, the Public and Private School Surveys, andthe Teacher Surveys. The 1987-88 SASSincluded a public school sample of 9,317schools selected from the Quality EducationData (QED) file of public schools. The privateschool sample included 3,513 schools selectedprimarily from the QED file of private schoolssupplemented with private school associationlists and targeted area samplesfrom telephonedirectories.

Since that first administration, NCES has imple-mented a number of changes in the surveydesign and context to improve study estimatesand to better reflect changes in the educationalenvironment. Some of the most importantchanges that relate to this report are highlightedbelow:4

• Beginning with the 1990-91 SASS, the sam-pling frame for public schools was the NCESCommon Core of Data (CCD), an annualcensus of LEAs and schools. For privateschools, the sampling frame for the 1990-91SASSwas the NCES 1989-90 Private SchoolUniverse Survey, augmented with state lists

Readers are referred to the following report on Indian Sample Design and Estimation(Technical Report NCES 96-3

schools foradditional information: Pavel, D.M., & Curtin, 089). Washington, DC: U.S. Department of Education,T.R. (1996).Characteristics of American Indian and Alaska Office of Educational Research and Improvement, or Jabine,Native Education: Results from the 1990-91 and 1993-94T.B. (1994).Quality Profile for SASS: Aspects of the QualitySchools andStaffing Survey[NCES 97-451]. Washington, of Data in the Schools and Staffing Surveys (SASS)(NCESDC: U.S. Department of Education, Office of Educational 94-340). Washington, DC: U.S. Department of Education,Research and Improvement. Office of Educational Research and Improvement.

Additional information on changes in SASS design can be4

found in Abramson, R., Cole, C., Jackson, B., Parmer, R., &Kaufman, S.(1996). 1993-94 Schools and Staffing Survey:

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and private school association lists. The Metropolitan Statistical Area (SMSA) codes,frame for the 1993-94 SASS was the aug- and Census codes for urban and rural areas.mented 1990-91 Private School Universe Analyses of 1987-88 data were conductedSurvey. using locale code-based urbanicity measures

Notably for public schools, the QED and SASS.CCD data sources apply slightly differentdefinitions of the school unit. The QED file • All school administrators in 1987-88defined schools in terms of their physical responded to items about free/reduced pricelocation; the CCD file used for subsequent lunches, an item frequently used as aproxySASS surveys described schools as “admin- for school wealth. However, the 1990-91istrative units with principals.” Thus, in Private School Questionnaire omitted theinstances where multiple schools share a free/reduced-price lunch item. We excludedsingle campus, the estimated number of this measurefrom analyses for privateschools increases using the CCD definition. schools.

• Separate School Administrator Question- • All data files have been adjusted for com-naires were developed for public and private plete refusals. For individual questionnaireschool principals in the 1990-91 SASS. In items that should have been answered but1993-94, the instrument was renamed to refer were not, values for the1987-88, 1990-91,to principals instead of school administrators. and 1993-94 SASS were imputed using data

• Since 1987-88, a number of revisions to the related SASSquestionnaires, (3) the samplingSchool Principal Questionnaires have been frame, or (4) a similar respondent.implemented. Question formats (e.g., thegeneral education background of principals inthe 1987-88 and 1990-91), item selection(e.g., lists of principal perceived schoolproblems have grown over time), and itemwording (e.g., years of experience beforebecoming principal) have changed since1987-88. We do notattempt to describe thesechanges here; however, these occurrencesare noted in the report text, whereappropriate.

• The measure of community type or “urban-icity” for the 1987-88 SASS involved admin-istrator self-reports. Since the release of the1987-88 SASS data, the locale code definedfor the 1990-91 and 1993-94 SASS wasadded to the 1987-88 data; this report’sanalyses use this new measure of communitytype. In 1990-91 and 1993-94, communitytype was derived from a locale code based onschool mailing address mapped to Bureau ofthe Census population density data, Standard

as defined for the 1990-91 and 1993-94

5

from (1) other questionnaire items, (2)

Sample Selection

The initial sampling units for SASS wereschools. The sampling structure was designed6

to provide separate data for public and privateschools, with detail by state for thepublic sectorand by private school association for the privatesector. After schools were selected, eachpublicand private school in the sample was sent aletter requesting that school personnel providea list of all teachers in the school. The returnedlists, supplemented by telephone followup,served as the sampling frame for the teachersurvey. The same sample was used for the

District and school files for the 1987-88 SASS were imputed5

before they were released. Administrator and teacher files wereimputed during 1994, and the imputed values were added tothe 1987-88 SASS database.For a detailed description of the sample design for the 1993-6

94 SASS, see Abramson et al. (1996).

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public and private school principal survey.Each for the Teacher Demand and Shortage Ques-LEA that administered one or more of the tionnaires.sample schools in the public sector became partof the sample for theTeacher Demand and Survey Operations ProceduresShortage Questionnaire.

Selection of schools. Since the 1990-91 SASS,the public school sampling frame has been theCCD file. The CCD is based on census datacollected annually by NCES from state educa-tion agencies and is believed to be the mostcomplete list of public schools available. Theframe includes regular public schools,militarybase schools operated by the Department ofDefense, and nonregular schools such as specialeducation, vocational, and alternative schools.The public school sampling frame for the 1987-88 SASSwas the school file developed by QED.

For private schools in the 1987-88 SASS, theQED private school frame was supplementedwith lists obtained from several private schoolassociations and by an area sample of 123counties or groups of counties in which tele-phone directories, governmentoffices, and otherlocal sources were utilized to identify omittedprivate schools. The sampling frame for privateschools in the 1990-91 SASS was the NCES1989-90 Private School Universe Survey, aug-mented with state lists and private school asso-ciation lists. The 1993-94 SASS private school7

frame consisted of the 1991-92 Private SchoolUniverse Survey, augmented with private schoolassociation lists and lists from an area frame.8

Selection of local education agencies.All LEAsthat had at least one school selected for theschool sample were included in the LEA sample

Survey operations for the 1987-88, 1990-91,and 1993-94 SASS, including sample selection,data collection, and dataprocessing, werecarried out under an interagency agreement bythe U.S. Bureau of the Census, according tospecifications provided by NCES. At the start ofeach school year, introductory letters containinga Teacher Listing Sheet were mailed to sampleschools. These Teacher Listing Sheets, designedto enumerate the instructional staff at eachschool, served as the sampling frame for theteacher sample. Shortly after the listing sheetsare distributed, Teacher Demand and ShortageQuestionnaires were mailed to the local edu-cation agencies representing the sampled publicschools and School Principal Questionnaireswere sent to the principals of the selectedpublicand private schools. School Teacher Question-naires for teachers selectedfrom lists providedby the sample public and private schools werealso mailed at that time. Completed question-naires were returned by mail to the CensusBureau. Telephone followup interviews of non-respondents to the questionnaires were con-ducted by CensusBureau field representatives.

Weighting

Weights of the sample units were developed toproduce national and state estimates for teach-ers, administrators, schools, and local educationagencies. The basic weights were the inverse of9

the probability of selection. The weights werealso adjusted for nonresponse and to ensure thatsample totals (based on responding, nonre-sponding, and out-of-scope cases) were com-parable to the frame totals.

Gerald, E., McMillen, M., & Kaufman, S. (1993).Private7

School Universe Survey, 1989-90[NCES 93-122].Washington, DC: U.S. Department of Education, Office ofEducational Research and Improvement.

Broughman, S., Gerald, E. Bynum L.T., & Stoner, K.8

(1993).Private School Universe Survey, 1991-92[NCES 94-350]. Washington, DC: U.S. Department of Education, Office For a detailed description of the weighting process for 1993-of Educational Research and Improvement. 94, see Abramson et al. (1996).

9

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Standard Errors cipal totals, and all other estimates presented,

The estimates presented in the text and tables ofthis report are based on samples and are subjectto sampling variability. Standard errors wereestimated using a balanced repeated replicationsprocedure that incorporated the design featuresof this complex sample survey. The standard10

errors indicate the accuracy of each estimate. Ifall possible samples of the same size weresurveyed under the same conditions, an intervalof 1.96 standard error units below to 1.96standard error units above a particular statisticwould include the true population value inapproximately 95 percent of the cases. Note,however, that the standard errors do not takeinto account the effects of biases due to itemnonresponse, measurement error, data process-ing error, or other possible systematic errors.Standard errors for the estimates presented inthe text and tables of this report are included inappendix B.

Accuracy of Estimates

Some principals, schools, and districts did notreturn questionnaires, which resulted in missingdata. These missing data, however, should haverelatively little impact on the estimates ofpercentages, means, and counts that this reportpresents because ofnonresponse adjustmentstrategies employed by SASS. Where analyses11

required examining data across questionnaires(e.g., when analyses included variables fromboth the Principal Questionnaireand theTeacher Demand and Shortage Questionnairefor Public School Districts), district nonre-sponse reduced the sample size of respondentsbecause principals located in districts that didnot return a questionnaire could not be includedin the analyses. Thus, in these cases, the prin-

were based on a subset of the total number ofprincipals.

The accuracy of any statistic is determined bythe joint effects of sampling andnonsamplingerrors. Both types of error affect the estimatespresented in this report.12

Nonsampling Error

Both universe and sample surveys are subject tononsampling errors. Two types of nonsamplingerrors occur—nonobservation error and mea-surement error—and both are extremely dif-ficult to estimate.

Nonobservation error may be due to non-coverage, which occurs when members of thepopulation of interest are excludedfrom thesampling frame and, therefore, are not includedin the survey sample. Nonobservation error alsooccurs when sampled units (for example,teachers or administrators) refuse to answersome or all of the survey questions. These typesof error are referred to as questionnaire non-response (where the entire questionnaire ismissing) and item nonresponse (where onlysome items of the questionnaire are missing).Sample weight adjustment techniques were usedto compensate for questionnaire nonresponse;

See, e.g., Wolter, K.M. (1985).Introduction to Variance10

Estimation.New York: Springer-Verlag.Sampling weights are adjusted for instrument nonresponse.11 A summary of the data quality for SASS is presented by12

Jabine (1994).

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imputation procedures were used to compensate balanced repeated replications variance estima-for item nonresponse in SASS. tion program developed to calculate standard13

Measurement error occurs when mistakes aremade when data are edited, coded, or enteredResponse Rates and Imputationinto computers (processing errors), when theresponses that subjectsprovide differ from the“true” responses (response errors), and whenmeasurement instruments fail to measure thecharacteristics they are intended to measure.Sources of response errors include differences inthe ways that respondents interpret questions,faulty respondent memory, and mistakesrespondents make when recording their answers.Because estimating the magnitude of thesevarious types of nonsampling errors wouldrequire special experiments or access to inde-pendent data, information on the scope of theseerrors is seldom available.

Sampling Error

Sampling error occurs when members of a pop-ulation are selected (sampled), and only samplemembers respond to survey questions. Estimatesthat are based on sample responses will differsomewhat from the data that would have beenobtained if a complete census of the relevantpopulation had been taken using the samesurvey instruments, instructions, and proce-dures. The estimated standard error of a statisticis a measure of the variation due to samplingand can be used to examine the precisionobtained in a particular sample. All estimatesand standard errors were calculated using a

errors based upon complex survey designs.

The final weighted questionnaire response ratesare reported in table C1 for the various SASSyears. Table C2 provides the item-responserates for the SASS instruments by year. Valueswere imputed for items with missing data by(1) using data from other items on thequestionnaire or a related component of theSASS (e.g., a school record to impute districtdata); (2) extracting datafrom the sample framesuch as the CCD; or (3) extracting datafrom arespondent with similar characteristics.14

The reader should note that all data on prin-cipals in this report are imputed. For earlierreports, imputed data on principals for 1987-88were not available; unimputed data were used.Thus, differences may exist between the 1987-88 estimates reported here and those in previousreports.

Statistical Procedures

The comparisons in the text were tested forstatistical significance to ensure that the dif-ferences are larger than might be expectedfromsampling variation. These statistical tests werebased on Student’st statistic. Generally,whether a difference is considered significant isdetermined by calculating at value for the dif-ference between a pair of means or percentages,and comparing this value to published tables ofvalues at certain critical levels, called alphalevels. The alpha level is an a priori statement ofthe probability of inferring that a differenceexists when, in fact, it does not (i.e., theobserved difference results from sample varia-

A discussion of these nonresponse adjustment procedures13

is presented in the following references:Gruber, K.J.,Rohr, C.L., & Fondelier, S.E. (1994).1990-91

Schools andStaffing Survey: Data File User’s Manual(Vol. 1: Survey Documentation)(NCES 93-144-I).Washington, DC: U.S. Department of Education, Office ofEducational Research and Improvement.

Gruber, K.J.,Rohr, C.L., & Fondelier, S.E. (1996).1993-94Schools andStaffing Survey: Data File User’s Manual(Vol. 1: Survey Documentation)(NCES 96-142). For a description of the imputation procedures, seeWashington, DC: U.S. Department of Education, Office of Abramson et al. (1996) (pp 90-108) and Gruber et al. (1994)Educational Research and Improvement. (pp. 71-78).

14

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Table C1.—Weighted andunweighted percent response rates bySASS instrument:1987-88, 1990-91, and 1993-94

Unweighted Weighted

Questionnaire 1987-88 1990-91 1994-94 1987-88 1990-91 1993-94

Teacher demand and shortagefor public school districts

89.4 93.7 93.1 90.8 93.5 93.9

Public school principal 94.2 96.9 96.6 94.4 96.7 96.6

Private school principal 81.2 91.1 90.3 79.3 90.0 87.6

Public school 91.9 95.0 92.0 91.9 95.3 92.3

Private school 79.6 85.1 84.1 78.6 83.9 83.2

Public school teacher* 86.5 91.5 88.9 86.4 90.3 88.2

Private school teacher* 77.0 83.1 80.6 79.1 84.3 80.2

* The response rates for public and private school teachers exclude the schools that did not provide teacher lists. Theoverall or effective response rates for public school teachers, including those that could not be sampled fromnonresponding schools, were 83 percent, 86 percent, and 85 percent, respectively, for the 1987-88 through 1993-94SASS. Overall response rates for private school teachers were 70 percent, 75 percent, and 73 percent for the SASSadministrations.

tion rather than a “true” difference between two the number of comparisons increases, so doesmeans). the risk of making such an error in inference.

In order to make proper inferences and interpre- To guard against errors of inference based upontations from the statistics, several points must be multiple comparisons, theBonferroni procedurekept in mind. First, comparisons resulting in to correct significance tests for multiple con-large t statistics may appear to merit special trasts was used. This method corrects the sig-note. However, this is not always the case nificance (or alpha) level for the total number ofbecause the size of thet statistic depends not contrasts made with a particular classificationonly on the observed difference in means or per- variable. For each classification variable, therecentages being compared, but also on the stan- are (K*(K-1)/2) possible contrasts (or non-dard error of the difference. Thus, a small dif- redundant pairwise comparisons), where K isference between two groups with a much the number ofcategories. For example, race-smaller standard error could result in a larget ethnicity has five categories (i.e., Americanstatistic, but this small difference is not neces-Indian/Alaska Native, Asian/Pacific Islander,sarily noteworthy. Second, when multiple statis- Hispanic, and White and Blacknon-Hispanic).tical comparisons are made on the same data, it With K=5, there are5*(5-1)/2 or 10 possiblebecomes increasingly likely that an indication of comparisons among the race-ethnicity cate-a population difference is erroneous. Even when gories. The Bonferroni procedure divides thethere is no difference in the population, at an alpha level for a singlet test by the number ofalpha level of .05, there is still a 5 percent possible pairwise comparisons in order to pro-chance of concluding that an observedt valuerepresenting one comparison in the sample islarge enough to be statistically significant. As

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Tabl

eC

2.—

Unw

eigh

ted

item

-res

pons

era

tes

for

SA

SS

ques

tionn

air

es,b

yye

ar

Qu

estio

nnai

reR

ange

ofi

tem

-res

pons

era

tes

Per

cent

ofi

tem

sw

ithre

spo

nse

rate�

90

perc

ent

Per

cent

ofi

tem

sw

itha

resp

ons

era

te<

75

perc

ent

19

87

-88

19

90

-91

19

93

-94

19

87

-8

81

99

0-9

11

99

3-9

41

98

7-8

81

99

0-9

11

99

3-9

4

Teac

her

dem

and

and

sho

rtag

e4

0-

10

0%

85

-10

0%

67

-10

0%

74

%9

0%

91

%1

2%

0%

1%

Pu

blic

scho

olp

rinc

ipal

70

-10

09

0-1

00

65

-10

08

61

00

92

20

4

Pri

vate

scho

olp

rinc

ipal

72

-10

08

0-1

00

55

-10

08

99

89

02

06

Pu

blic

scho

ol

43

-10

05

6-1

00

83

-10

06

47

78

311

10

Pri

vate

scho

ol

11-1

00

67

-10

06

1-1

00

56

77

77

85

3

Pu

blic

scho

olt

each

er6

4-1

00

76

-10

07

1-1

00

90

84

91

10

0

Pri

vate

scho

olt

each

er6

0-1

00

71

-10

06

9-1

00

89

79

89

11

1

tP1P2

se21 � se2

2

C-9

vide a new alpha that is corrected for the fact confidentiality, we also suppressed cells withthat multiple contrasts are being made. fewer than three responses. The decision rules

The formula used to compute thet statistic was C3.as follows:

where P and P are the estimates to be com-1 2pared and se and se are their corresponding1 2standard errors. This formula is valid only forindependent estimates. When the estimates werenot independent (for example, when comparingthe percentages of respondents in different agegroups), a covariance term was added to thedenominator of the t-test formula. Because theactual covariance terms were not known, it wasassumed that the estimates were perfectlynegatively correlated.Consequently, 2*(se *se )

1 2was added to the denominator of the t-testformula.

The standard errors were calculated using theWESVAR program, a user-writtenprocedure forthe Statistical Analysis System (SAS). This15

analytic software uses a balanced repeatedreplications method to calculate standard errorsbased upon complex survey designs.

Decision Rules forSuppression of Estimates

Estimates based on very small sample sizes arehighly sensitive to sampling and measurementerror and tend to have large standard errors.Since many of the crosstabular presentations inthis report include cells based on small numbersof respondents, we have suppressed estimatesbased on very small sample sizes and footnoteeach cell with the note, “Too few cases for areliable estimate.” To protect respondent

for estimate suppression are presented in table

Variable Definitions

Public School District

A public school district (or LEA) was defined asa government agency administratively respons-ible for providing public elementary and/orsecondary instruction and educational supportservices. The agency or administrative unit wasrequired to operate under a public board ofeducation. Districts that did not operate schoolsbut hired teachers for other districts wereincluded. A district was considered out of scopeif it did not employ elementary or secondaryteachers of any kind.

Public School

A public school is defined as an institution thatprovides educational services for at least one ofgrades 1-12 (or comparable ungraded), has oneor more teachers to give instruction, is locatedin one or more buildings, receivespublic fundsas primary support, has an assigned admin-istrator, and is operated by an education agency.Schools in juvenile detention centers andschools located onmilitary bases and operatedby the Department of Defense were included;schools funded by the Bureau of Indian Affairswere not included.

Private School

A private school was defined as a school not inthe public system that provides instruction forany of grades 1 through 12 where the instructionwas not given in a private home.

WESVAR is a proprietary computer program available from15

Westat, Inc., 1650 Research Boulevard, Rockville, MD 20850.

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Table C3.—Decision rules for estimatesuppression

For Total Columns:

1. If n < 10, then suppress all totals and counts;

2. If 10� n < 30, then do

A. If C.V. of the N < 20%, then report all totals and counts;

B. If C.V. of the estimate� 20%, then suppress all totals and counts;

3. If n� 30, then report all totals and counts.

For Percentages and Proportions:

1. If n � 30, then doden

A. If n � 2, then suppress percentage;num

B. If n > 2, then report percentage;num

2. If 10 < n < 30, then doden

A. If n � 2, then suppress percentage;num

B. If n > 2, then donum

1. If C.V. of denominator < 20%, then report percentage;2. If C.V. of the denominator� 20%, then suppress;

3. IF n < 10, then suppress.den

Where n = unweighted count for cell,N = weighted number,NU = universe total for that cell (or the weighted count if not available), andC.V. = coefficient of variation for the estimate (i.e., the ratio of the standard

error to the value of the statistic).

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Community Type

Community type was derived from the seven-category “urbanicity” code (locale) developed School Levelby Johnson. The locale code was based on the16

school’s mailing address matched toBureau of Elementary.A school that had grade 6 or lower,the Census data files containing population or “ungraded” and had no grade higher than thedensity data, SMSA codes, and a Census code 8th.defining urban and rural areas. This approach,first employed during the 1990-91 SASS, isSecondary.A school that had no grade lowerbelieved to provide a moreaccurate description than the 7th, or “ungraded” and had grade 7 orof the community than the respondents’ self- higher.reported community type used during initialanalyses of the 1987-88 SASS. For this report,Combined.A school that had grades higher than17

community type for the 1987-88 instruments the 8th and lower than the 7th. Schools in whichwas updated to reflect the current locale def- students are ungraded (i.e., nonclassified byinition. The locale codes were aggregated into standard grade levels) are also classified asthree community types. combined.

Central city.A large central city (the centralcity of an SMSA with population�400,000 or apopulation density�6,000 persons per squaremile) or a mid-size city (a central city of anSMSA, but not designated as a large cen-tral city).

Urban fringe and large town.The communitytype is defined to include the urban fringe of alarge or mid-size city or a large town (a placenot within an SMSA, but with a population�25,000 and defined as urban by the U.S.Census Bureau).

Rural area and small town.This category wasdefined to include both rural areas (populationof <2,500 and defined as rural by the U.S.Census Bureau) and small towns (a place

not within an SMSA, with a population of<25,000, but�2,500).

School Size

Less than 150, 150 to 499, 500 to 749, and 750or more. Size categories were based on thenumber of students (by head count) who wereenrolled in grades K-12 in the school on thePublic and Private School Questionnaires.

Private School Typology

Private schools were assigned to one of threemajor categories, and within each major cate-gory, to one of three subcategories. The cate-gories and subcategories are:18

• Catholic: parochial, diocesan, and privateorder;

• Other religious:affiliated with theConser-vative Christian SchoolAssociation, affili-ated with a national denomination, and unaf-filiated;

Johnson, F. (1989).Assigning Type of Local Codes to the16

1987-88 CCD Public Schools Universe(Data SeriesTechnical Report SP-CCD-87188-7.4). Washington, DC: U.S.Department of Education, Office of Educational Research andImprovement.

Johnson, F.H. (1993). Comparisons of School Locale For additional information, see McMillen, M., & Benson, P.17

Settings: Self-Reported Versus Assigned.American Statistical (1991). Diversity of Private Schools(NCES 92-082).Association, Proceedings of the Section on Survey ResearchWashington, DC: U.S. Department of Education, Office ofMethods,2, 686-691. Educational Research and Improvement.

18

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• Nonsectarian:regular education, specialpro-gram emphasis (e.g., military school), andspecial education.

Region cipals with no teaching experience. Based on

Four geographic regions corresponding to areas percent ofpublic school principals reported zerodefined by the U.S. Bureau of the Census were years of teaching experience for the respectiveemployed in the report. The areas and states are survey years 1987-88, 1990-91, and 1993-94.defined below. The corresponding percentages for private prin-

• Northeast: Connecticut, Maine, Massa-chusetts, New Hampshire, New York, NewJersey, Pennsylvania, Rhode Island, andVermont;

• South:Alabama, Arkansas, Delaware, Flori-da, Georgia, Kentucky, Louisiana, Maryland,Mississippi, North Carolina, Oklahoma, SouthCarolina, Tennessee, Texas, Virginia, WestVirginia, and the District of Columbia;

• Midwest: Illinois, Indiana, Iowa, Kansas,Michigan, Minnesota, Missouri, Nebraska,North Dakota, Ohio, South Dakota, and Wis-consin;

• West:Alaska, Arizona, California, Colorado,Hawaii, Idaho, Montana, Nevada, NewMexico, Oregon, Utah, Washington, andWyoming.

Highest Degree Earned

Less than bachelor’s degree, bachelor’sdegree, master’s degree, education specialist/professional diploma, doctoral degree.Thehighest degree earned by administrators is arecoding of the various academic degreesreported in the Public and Private SchoolPrincipal Questionnaires. The educationspecialist or professional diploma (Ed.S.)typically involves one additional year of studybeyond the master’s degree.

Years of Teaching Experience

Averages for years of teaching experience priorto becoming a principal include data for prin-

weighted data, 1.1 percent, 1.3 percent, and 1.2

cipals were 11.0, 13.0, and 12.2.

Average Salary

Average salary for public and private schoolprincipals is defined as the weighted meanannual salary for the positions, before taxes anddeductions, as reported by the survey respon-dents. Unpaid positions (i.e., annual salary = $0)were excluded from the calculations; all othersalaries were included. Based on weighted data,0.1 percent of public school principals (69)reported receiving no salary for survey year1987-88. No public school principals reportedreceivingno salary in years1990-91 or 1993-94.The corresponding percentages for private prin-cipals were 8.5, 9.9, and 7.4. Respondent-reported salaries, whether for 12 months, 10months, or other periods, were consideredannual salaries in our calculations.

In-kind Benefits

In-kind benefits are a composite of the employ-ment benefits public and private school prin-cipals report receivingfrom their schools. Thebenefits include free housing or housing con-tributions, meals including free and reducedprice lunches, tuition for children and reim-bursement for personal tuition and course fees,child care, and car and transportation expenses.General medical, dental, and life insurance andpension contributions are not included as in-kind benefits.

C-13

District Size

Less than 1,000, 1,000 to 4,999, 5,000 to 9,999,and 10,000 and more.This four-category mea-sure of district size is based on the district headcount estimates reported in the Teacher Demandand Shortage Questionnaire for Public SchoolDistricts.

Race-ethnicity

Responses to two questions on the Public andPrivate School Principal Questionnaires deter-mined race-ethnicity of principals. The firstquestion asked respondents for their race:American Indian or Alaska Native, Asian orPacific Islander, Black, or White. Respondentswere then asked, “Are you of Hispanic Origin?”For this report, the five race-ethnicity categoriesresulted from combining responses to the twoquestions. Respondents who indicated they wereof Hispanic origin were classified as Hispanic New Administratorregardless of their race. Respondents whoindicated they were not of Hispanic origin were “New” administrators were defined as havingpartitioned into one of the four racecategories. been administrators for three years or less.

AgePrincipal age was calculated by subtractingrespondent year of birth from the base year of

the respective survey (i.e., 1987 for the 1987-88SASS, 1990 for the1990-91 SASS, and 1993 forthe 1993-94 SASS). However, all NCES CD-ROMs (public use and restricted use for allthree survey years) calculated respondent ageusing the latter year(1988, 1991, and 1994).Therefore, use of the age variable on the CD-ROMs in constructing age categories will yieldresults different from those in this report.Average age will differ by one year.

Minority Enrollment

Less than 20 percent, 20 to 50 percent, 50 per-cent and more.Based on the student demo-graphic information contained in the Public andPrivate School Questionnaires, the variable isthe sum of all racial-ethnic groups other thanwhite non-Hispanic calculated as a percentageof students of all race-ethnic groups.

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Appendix D • Schools and StaffingSurvey (SASS) Data Products

The following SASS data products may be • Teacher Supply in the U.S.: Sources of Newlyobtained free of charge while supplies last from: Hired Teachers in Public and Private

U.S. Department of EducationNational Center for Education Statistics • Characteristics of AmericanIndian andSASS Data Products Alaska Native Education, Resultsfrom the555 New Jersey Avenue, NW, Room 422 1990–91 SASS (NCES 95-735)Washington, DC 20208-5651

Reports Teacher Turnover, Aspects of Teacher Sup-

• Characteristics of AmericanIndian andAlaska Native Education, Resultsfrom the1993–94 SASS (NCES 97-451)

• Out-of-Field Teaching and EducationalEquality (NCES 96-040)

• Schools and Staffing in the United States: AStatistical Profile: 1993–94 (NCES 96-124)

• Private School Universe Survey, 1993–94(NCES 96-143)

• SASSby State,1993-94 Schools and StaffingSurvey: Selected State Results (NCES 96-312)

• Comparing Key Organizational Qualities ofAmerican Public and Private SecondarySchools (NCES 96-322)

• Schools and Staffing in the United States:Selected Data for Public and Private Schools,1993-94 (E.D. Tab, NCES 95-191)

• Private Schools in the United States: AStatistical Profile, 1990–91 (NCES 95-330)

Schools, 1988–1991(NCES 95-348)

• Teacher Supply, Teacher Qualifications and

ply and Demand in the U.S., 1990–91 (NCES95-744)

• The Patterns of Teacher Compensation(NCES 95-829)

• Characteristics of Stayers, Movers, andLeavers: Results from the Teacher FollowupSurvey, 1991-92 (E.D. Tab, NCES 94-337)

• SASS by State (NCES94-343)

• Private School Universe Survey, 1991-92(NCES 94-350)

• Qualifications of the Public School TeacherWorkforce: 1988 and 1991 (NCES 94-665)

• America s Teachers: Profile of a Profession(NCES 93-025)

• Private School Universe Survey, 1989-90(NCES 93-122)

• Selected Tables on Teacher Supply andDemand (E.D. Tab, NCES 93-141)

D-2

• Schools and Staffing in the United States: A • Sources of Newly Hired Teachers in PublicStatistical Profile, 1990-91 (NCES 93-146) and Private Schools, 1988–94

• Schools and Staffing in the United States: • Characteristics of Students' Programs: Re-Selected Data for Public and Private Schools, sults from Their Student Records, 1993–941990-91 (E.D. Tab, NCES 93-453)

• Schools and Staffing in the United States: A Leavers: Resultsfrom the Teacher FollowupStatistical Profile, 1987-88 (NCES 92-120) Survey, 1994-95

• Characteristics of Stayers, Movers, and • Public School Districts in the United States:Leavers: Results from the Teacher Followup A Statistical Profile, 1987-88, 1990-91, andSurvey, 1988-89 (E.D. Tab, NCES 91-128) 1993-94

Forthcoming Reports Issue Briefs

• America's Teachers: Profile of a Profession, • Are High School Teachers TeachingCore1993–94 Subjects Without College Majors or Minors

• The State of Teaching as a Profession,1990–91 • Where Do Minority Principals Work? (NCES

• The Effects of Professionalization on Teach-ers: A Multi-Level Analysis, 1990–91 • What Academic Programs are Offered Most

• Time Spent TeachingCore Academic Sub- Indian and Alaska Native Students? (NCESjects in Elementary Schools: Comparisons 96-841)Across Community School, Teacher, andStudent Characteristics • How Safe are the Public Schools: What Do

• Job Satisfaction Among America's Teachers:Effects of Workplace, Conditions, Back- • Extended Day Programs in Elementary andground Characteristics, and Teacher Combined Schools (NCES 96-843)Compensation, 1993–94

• A Profile of Administration Policies and Teacher Applicants? (NCES96-844)Practices for Limited English ProficiencyStudents: Screening Methods, Teacher Train- • Private School Graduation Requirementsing, and Program Support, 1993–94 (NCES 95-145)

• Proficiency Students: Screening Methods, • How Much Time Do Public and PrivateTeacher Training, and Program Support, School Teachers Spend in Their Work?1993-94 (NCES 95-709)

• Private Schools in the U.S.: A Statistical • Migration and Attrition of Public and PrivateProfile, 1993–94 School Teachers:1991–92 (NCES 95-770)

• Characteristics of Stayers, Movers, and

in Those Subjects? (NCES96-839)

96-840)

Frequently in Schools Serving American

Teachers Say? (NCES96-842)

• What Criteria are Used in Considering

D-3

• Which Types of Schools Have the HighestVideoTeacher Turnover? (NCES 95-778)

• Libraries/Media Centers in Schools: AreThere Sufficient Resources? (NCES 95-779)

• Who Influences Decisionmaking AboutSchool Curriculum: What Do Principals Say?(NCES 95-780)

• Public and Private School Principals: AreThere Too Few Women? (NCES 94-192)

• Sources of Newly Hired Teachers in Publicand Private Schools, 1988-91 (NCES 94-481)

• What are the Most Serious Problems inSchools? (NCES 93-149)

• Teacher Salaries—Are They Competitive?(NCES 93-450)

• Teaching and Administrative Work Exper-ience of Public School Principals (NCES93-452)

• Teacher Attrition and Migration (NCES92-148)

Forthcoming Issue Briefs

• Are Limited English Proficient (LEP) Stu-dents Being Taught by Teachers with LEPTraining? (Issue Brief, NCES 97-907)

• How Widespread is Site-Based Decision-making in the Public Schools? (Issue Brief,NCES 97-908)

• Public School Choice Programs, 1993-94:Availability and Student Participation (NCESIssue Brief, 97-909)

• Teachers’ Sense of Community: How DoPublic and Private Schools Compare? (NCES97-910)

• Americas Teachers: Profile of a Profession

Methods

• 1993-94 Schools and Staffing Survey: SampleDesign and Estimation (Technical Report,NCES 96-089)

• An Exploratory Analysis of Nonrespondents,Schools and Staffing Survey 1990–91 (NCES96-338)

• Design Effects and Generalized VarianceFunctions for the 1990–91 Schools andStaffing Surveys (SASS), Volume I—User'sManual (NCES 95-342I)

• Design Effects and Generalized VarianceFunctions for the 1990–91 Schools andStaffing Surveys (SASS), Volume II—Technical Report (NCES 95-340II)

• A Quality Profile for SASS: Aspects of theQuality of Data in the Schools and StaffingSurveys (Methodological Report, NCES94-340)


• Modeling Teacher Supply and Demand, withCommentary (Research and DevelopmentReport, NCES 93-461)


CD-ROMs

• Schools and Staffing Survey: 1993–94 Elec-tronic Codebook and Public Use Data

D-4

• Schools and Staffing Survey: 1990–91 Elec-Forthcoming CD-ROMstronic Codebook and Public Use Data

• Schools and Staffing Survey, 1987–88 Micro-data and Documentation

• Schools and Staffing Survey Compendium:1987–88, 1990–91, 1993–94 and TFS1988–89, 1991–92, 1994–95 (Winter 1996)

Index

AAge, of principals

Average, 6, 7, 12–13By district size, 13Distribution, 5, 12–14With less than three years as principals, 13

Athletic coach, prior experience as, iv, 19, 21,38

BBenefits, of principals

Distribution, iii, 9–10, 12By race-ethnicity, 12, 37By sex, 9–10

CCareer plans, of principals

By age, 35By community type, 35By school level, 35By school size, 35By sex, 35By years of experience as principals, 35Career continuation plans, 29, 33–35

Curriculum specialist or coordinator, priorexperience as, iv, 19, 21–22

DDental insurance,seeBenefits

EEducational administration, principals’ degrees

in, iv, 19–20, 38Educational attainment, of principals

By community type, 17By salary, 16–17By school level, 17–18Degrees held, 15–18Field of study, iv, 19–20, 38

Educational goals, of principalsBy community type, 32By school level, 32Goals selected, 29–31

Elementary education, principals’ degrees in,ii, 19–20, 38

Experience, of principalsAs teachers, iv, 19, 21–23As principals, 22–23By race-ethnicity, 22By sex, 19, 22–23Other education roles, iv, 19, 21–22, 38

IInfluence, of principals

Perception of their influence, 29–30, 32–33By district size, 33By school level, 32–33By sex, 32

Inkind benefits,seeBenefitsInservice training, of principals

By community type, 17By race-ethnicity, 17By sex, 17Participation in programs, 15, 17

LLife insurance,seeBenefits

MMedical insurance,seeBenefits

NNew principals, 8–9, 12–13Number, of principals

By region, 5–6Total, 5–6

I-1

PParent involvement, lack of, iv, 26–28, 38Problems in schools, principals’ perceptionsof,

By community type, 27–28By minority enrollment, 38By school level, iv, 25–28, 38Serious problems identified, iv, 25–28, 38

Poverty, of students, iv, 25–28, 38

RRace-ethnicity, of principals

By community type, 11By district size, 11By region, 10By student free lunch eligibility, 11Distribution, iii, 6–7, 10–12, 37Percent minority, iii, 10–12, 37With less than three years as principals, 12

Retirement, principals’ plans for,seeCareerPlans

Retirement plans,seeBenefits

SSalaries, of principals

Average, iii, 7, 9–10, 13, 37By education level, 9, 11, 13, 37–38By sex, iv, 9–10, 37By race-ethnicity, iv, 12–13, 37

School levelPercentage of principals by, 6–7

School reform, iii, 1–2, 37Sex, of principals

Distribution, iii, 6–10, 37By district size, 6–7By community type, 6By school level, 7–10By student free lunch eligibility, 6With less than three years as principals, 8–9

Student drug abuse, iv, 26–27, 38Student use of alcohol, iv, 26–27, 38

WWeapons, student possession of, iv, 26–27, 38

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