A quantitative analysis of the production, selection, and career paths of Texas public school administrators

Using state-wide, longitudinal data on Texas public school educators employed between the 1991-1991 and 2010-2011 school years, this study explores the disproportionate selection of campus leaders based on ethnicity and gender. Through a combination of descriptive and inferential techniques, this study illustrates how trends in the production, selection, and career paths of administratively-certified educators at the various intersections of ethnicity and gender have changed over time. Controlling for a variety of individual work history and campus characteristics, this study also explores how an administratively-certified educator’s ethnicity and gender affect their probability of procuring a campus leadership position.