Access to Qualified, Well-Supported Principals Across Alternative Educational Settings and Neighborhood Schools

Abstract

Principals bear primary responsibility for supporting teachers. Principal leadership is especially important in alternative educational settings (AES; e.g., alternative schools, self-contained special education schools) that serve students with more substantial learning and behavioral needs, often with less-qualified and experienced teachers. We examined principals’ qualifications (i.e., principal certifications, preparation, and experience) and professional learning opportunities across AES and neighborhood schools. Analyzing data from the 2011–2012 Schools and Staffing Survey, we found that AES principals are, on average, less qualified than neighborhood school principals in terms of their experience, preparation, and administrative certification. Furthermore, AES principals have less access to professional development opportunities. Results are consistent with prior investigations that indicate an inequitable distribution of personnel resources in AES compared with neighborhood schools.