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Among public school principals who stopped working as a principal in 2016–17, some 32 percent had retired; 32 percent were working in kindergarten through grade 12 education, but not in a school; 27 percent were working in a kindergarten through grade 12 school, but not as a principal; and 8 percent were working at a job outside of kindergarten through grade 12 education.
In the United States, which includes the 50 states and District of Columbia, more than four-fifths (82 percent) of public school principals in 2015–16 stayed in the same position at the same school in 2016–17, while 6 percent moved to a position as principal at another school and 10 percent stopped working as a principal. These three groups are referred to as “stayers,” “movers,” and “leavers,” respectively, in this indicator.1 Mobility or attrition status refers to a principal’s status as a stayer, mover, or leaver.
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NOTE: Of those who were public school principals, stayers were public school principals who stayed in the same position at the same school in the following year; movers were public school principals who moved to work as a principal at a different school in the following year; and leavers were public school principals who stopped working as a principal in the following year. Principals who were no longer at the same school but whose occupational status was unknown are not shown. Although rounded numbers are displayed, the figures are based on unrounded data. Detail does not sum to totals because some data are not shown.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey (SASS), “Public School Principal Data File,” 2007–08 and 2011–12; SASS Principal Follow-up Survey (PFS), “Public School Principal Status Data File,” 2008–09 and 2012–13; National Teacher and Principal Survey (NTPS), “Public School Principal Data File,” 2015–16; and NTPS Principal Follow-up Survey (PFS), “Public School Principal Status Data File,” 2016–17. See Digest of Education Statistics 2018, table 212.20.
NOTE: Of those who were public school principals in 2015–16, leavers were public school principals who stopped working as a principal in 2016–17. Detail does not sum to totals because category of “deceased” is not shown. Although rounded numbers are displayed, the figures are based on unrounded data.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), “Public School Principal Data File,” 2015–16; and NTPS Principal Follow-up Survey (PFS), “Public School Principal Status Data File,” 2016–17. See Digest of Education Statistics 2018, table 212.30.
! Interpret data with caution. The coefficient of variation (CV) for this estimate is between 30 and 50 percent.
1 Education specialist degrees or certificates are generally awarded for 1 year’s work beyond the master’s level. Includes certificate of advanced graduate studies.
NOTE: Of those who were public school principals in 2015–16, stayers were public school principals who stayed in the same position at the same school from 2015–16 to 2016–17; movers were public school principals who moved to work as a principal at a different school; and leavers were public school principals who stopped working as a principal in 2016–17. Although rounded numbers are displayed, the figures are based on unrounded data. Detail does not sum to totals because some data are not shown.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), “Public School Principal Data File,” 2015–16; and NTPS Principal Follow-up Survey (PFS), “Public School Principal Status Data File,” 2016–17. See Digest of Education Statistics 2018, table 212.20.
NOTE: Of those who were public school principals in 2015–16, stayers were public school principals who stayed in the same position at the same school from 2015–16 to 2016–17; movers were public school principals who moved to work as a principal at a different school; and leavers were public school principals who stopped working as a principal in 2016–17. The percent minority enrollment is the combined percentage of students in the school who are Black, Hispanic, Asian, Pacific Islander, American Indian/Alaska Native, or of Two or more races. Although rounded numbers are displayed, the figures are based on unrounded data.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), “Public School Principal Data File,” 2015-16; and NTPS Principal Follow-up Survey (PFS), “Public School Principal Status Data File,” 2016–17. See Digest of Education Statistics 2018, table 212.20.
NOTE: Of those who were public school principals in 2015–16, stayers were public school principals who stayed in the same position at the same school from 2015–16 to 2016–17; movers were public school principals who moved to work as a principal at a different school; and leavers were public school principals who stopped working as a principal in 2016–17. Although rounded numbers are displayed, the figures are based on unrounded data.
SOURCE: U.S. Department of Education, National Center for Education Statistics, National Teacher and Principal Survey (NTPS), “Public School Principal Data File,” 2015–16; and NTPS Principal Follow-up Survey (PFS), “Public School Principal Status Data File,” 2016–17. See Digest of Education Statistics 2018, table 212.20.
1 Not discussed as stayers, movers, and leavers are an additional 2 percent of public school principals who were no longer at the same school but their current occupational status was unknown.
2 Among public school principals who were movers in 2016–17, some 3 percent of public school principals moved to a public school in an unknown district or to a school with unknown control.
3 Among public school principals who were leavers in 2016–17, some 1 percent of public school principals had died.
4 Mobility or attrition status refers to a principal’s status as a stayer, mover, or leaver.
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