The Wallace Foundation has released its second of three influential principal pipeline research reports, The Role of Assistant Principals: Evidence and Insights for Advancing School Leadership (April 2021). This report written by Vanderbilt University and Mathematica researchers, summarized that the number of assistant principals has grown substantially in recent years, and with reexamination, the role of assistant principals could do more to leverage support for educational equity, school improvement, and principal effectiveness. The overarching purpose of the study according to the researchers, was to “shine a spotlight and synthesize the evidence” about assistant principals over the last 20 years. Some of the key findings suggest that assistant principal growth has become more prevalent (83%), educators of color and women face institutional barriers to advancement, assistant principals could help promote improved school climate and student outcomes, and the relationship between assistant principals’ experience and future principal performance is mixed. However, specific roles of assistant principals can matter for school outcomes (e.g., coaching teachers, visibility in the classroom, and paying attention to cultural inclusivity). Far too often assistant principals get pigeonholed into roles that limit their pathway to a principalship which is further amplified by ambiguous performance expectations and inadequate systems of support. The researchers acknowledge that the evidence base is still nascent. The next Wallace Foundation report will examine Principal Preparation and Professional Development due out later this year. To access the full Role of the Assistant Principals research report, visit the Wallace Foundation Knowledge Center at: The Role of Assistant Principals: Evidence and Insights for Advancing School Leadership (wallacefoundation.org)
