(Center of the American Experiment)—The number of principals and assistant principals in Minnesota public elementary and secondary schools has ticked up again, despite declining student enrollment, according to state data from the National Center for Education Statistics (NCES) compiled by American Experiment.
The latest NCES data from fall 2022 reports that Minnesota public schools added over 100 principals and assistant principals from fall 2021 while public school enrollment declined over that same time period.
In fact, from 2000 to 2022, there has been a 49.6 percent increase in principals and assistant principals compared to a 1.8 percent increase in student growth. (As I wrote here, numbers from the Minnesota Department of Education show the state’s public school enrollment for the 2023-24 school year has declined for the fourth consecutive year. Nonpublic school enrollment ticked up just under one percent; homeschool enrollment increased 10 percent.)
Teacher growth over the 22-year period is at 5 percent. (From 2000 to 2019, pre-COVID, teacher growth was 4.1 percent, when student growth was more comparable at 4.5 percent.) Student staff support (nurses, social workers, psychologists, speech therapists, etc.) grew by over 144 percent from 2000 to 2022.
Student mental health concerns have been at the forefront of education-related conversations over the last couple of years and have likely contributed to schools adding more student support roles. But the growth of principals and assistant principals, especially given declining student enrollment, is a bit of a head-scratcher. I welcome thoughts on a potential “why” factor.
This article was originally published at Center of the American Experiment.
Catrin Wigfall
Catrin Wigfall is a Policy Fellow at Center of the American Experiment.
Catrin’s experience in education and policy research began during her time with the Young Leaders Program at The Heritage Foundation. Her interest in education policy led her to spend two years teaching 5th grade general education and 6th grade Latin in Arizona as a Teach for America corps member. She then used her classroom experience to transition back into education policy work at the California Policy Center before joining American Experiment in February 2017.
Catrin graduated summa cum laude from Azusa Pacific University in California, where she earned a Bachelor of Arts degree in Political Science.
