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This appendix is a companion to the report. It provides more information about how the study was conducted and its findings.
Assistant Principals: Growth and Implications for School Leadership
A Closer Look at This Expanding K-12 Role
This report documents the proliferation of assistant principals in public schools–where they work, what they do, and what additional support they need.
June 2026
Table of Contents
Overview
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Overview
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Research Approach
Document
- Author(s)
- George Smith, Mariesa Herrmann, Ellen Goldring, Angela Cox, Mollie Rubin, John Carlo Maula, and Alma Vigil
- Publisher(s)
- Mathematica Policy Research
Page Count
20 pages
Summary
How we did this
This study analyzed national survey data from two sources: 1) RAND’s American School Leader Panel, administered in fall 2024 to a nationally representative sample of 1,019 principals in public schools, and 2) the National Teacher and Principal Survey, conducted periodically by the National Center for Education Statistics. The most recent NTPS data are from the 2020-21 school year.
The number of assistant principals in U.S. public schools has grown dramatically over the past three decades, but their specific roles remain unclear and can vary widely from school to school.
Little is known about how principals assign tasks and responsibilities for their assistant principals. It is also unclear whether assistant principals get the on-the-job learning opportunities they need to rise in the ranks and serve as effective principals.
This report aims to address these knowledge gaps by providing findings from nationally representative survey data, including RAND’s American School Leader Panel (ASLP) Omnibus Study (administered in fall 2024) and the National Teacher and Principal Survey, which is produced by the National Center for Education Statistics.
The data show 67 percent of U.S. public schools had at least one assistant principal during the 2024-25 academic year, up from 34 percent in 1990-91. The share of schools with more than one assistant principal grew considerably, and now stands at 25 percent. The growth in assistant principals was evident across all school levels (elementary, middle, and high school) and school characteristics, such as rural, suburban, and urban, as well as in schools that receive aid under the federal Title I program for students from low-income communities and schools that do not.
Assistant principals are most common in middle and high schools, urban schools, and those with high percentages of students of color. The tasks and roles of assistant principals vary widely, but many spend most of their time on student discipline and instructional leadership. In schools with more than one assistant principal, the educators were typically assigned roles and responsibilities by grade level or specific task, such as discipline, instruction, or student services.
Most assistant principals have access to mentoring and participate in various professional development activities. However, assistant principals need more support with leadership skills, using data for school improvement, and instructional leadership. Two out of every three principals said that at least some of their assistant principals were ready to take the helm of their own school.
The study offers specific recommendations for how policymakers and district leaders can support assistant principals. Those include:
- Develop the assistant principal role to strengthen high-quality, equitable teaching and learning and student support.
- Seek ways to ensure assistant principal roles align with school needs and assistant principals’ own career aspirations.
- Strengthen and ensure access to professional development opportunities in the areas of highest need for assistant principals.
- Provide principals with high-quality professional development and support designed to enhance their mentorship and development of assistant principals.
The increase in assistant principals appears intended to address the challenges and complexities of leading schools and the needs of students…
Key Takeaways
- The number of assistant principals nationwide has surged in recent years, reflecting a three-decade upward trend; they now serve in two-thirds of public schools
- Assistant principals are most prevalent in middle and high schools and work primarily in urban schools and on campuses serving high percentages of students of color.
- Most assistant principals have access to mentoring and participate in professional development activities, but they need more support with building leadership skills, using data for school improvement, and providing instructional leadership.
- Most principals (69 percent) reported that at least some of their assistant principals were prepared to lead schools.
- Policymakers and school district leaders can help support assistant principals by
- 1) ensuring their roles align with their career aspirations and the school’s needs,
- 2) strengthening professional development on topics of highest need for assistant principals, and
- 3) helping principals themselves to more effectively mentor and develop the assistant principals they supervise.
Materials and Downloads
What We Don't Know
- How do assistant principals themselves view their work, what they need to thrive, and the biggest challenges in their jobs?
- To what extent do the views of assistant principals on those matters align with what principals report?
- What types of support do principals need to effectively mentor assistant principals?
- How might evaluation systems be aligned with assistant principals’ roles to fairly and effectively deliver feedback that supports their growth and development?
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