News Briefs | FYI
August 10, 2026
More research needed on assistant principal role
The number of assistant principals is increasing, but more research could be done to fully understand how to support this leadership role, according to a new report.
“Assistant Principals: Growth and Implications for School Leadership,” published in June by The Wallace Foundation, documents the proliferation of assistant principals in the U.S. over the last three decades.
In 1990-91, only 34 percent of schools had an AP. Today, 67 percent of schools have at least one assistant principal, according to 2024-25 data used in the report. The percentage of schools with multiple APs is also rising, from 11 percent in 1990-91 to 25 percent in 2024-25.
Assistant principals are usually found at the middle and high school levels, and are also more common in urban schools, and schools with high percentages of students of color, according to the data. They spend most of their time each week on discipline (29 percent) and instructional leadership (25 percent), according to survey responses.
The report draws on data from two national representative sources: RAND’s American School Leader Panel Omnibus Study (administered in fall 2024) and the National Teacher and Principal Survey (from the National Center for Education Statistics). The authors note that since this data is taken from principals about the assistant principal role, more research containing the perspectives of actual assistant principals would be helpful.
Questions also remain about what supports principals need to effectively mentor assistant principals and how to “fairly and effectively” evaluate the assistant principal role. The report states most APs are evaluated using the same system as principals, which may not align with their role, according to the report.
The report makes four recommendations: Develop the AP role to strengthen high-quality, equitable teaching; ensure that assistant principal roles align with school needs and assistant principals’ own career aspirations; strengthen PD for APs; and provide principals with supports to mentor APs.
“Continued growth in the number of assistant principals reinforces the importance of the role in supporting principals and strengthening schools,” the report authors write. “Assistant principals are especially critical in not just management and oversight duties but also instructional leadership and support of high-need schools and students.”
Read the full report at wallacefoundation.org/report/assistant-principals-growth-and-implications-school-leadership-closer-look-expanding-k-12.
New tool helps school leaders track teacher trends across U.S.
The National Council on Teacher Quality has launched a new, free resource for helping school leaders access data, insights and trends on teacher-related policies.
The District Policy Pathfinder showcases teacher policies from 133 school districts across the country, including the largest in each state, and offers evidence-based answers to districts’ toughest human capital management questions.
Pathfinder, formerly the NCTQ Teacher Contract Database, includes 112 data points across seven policy topic areas such as teacher salaries, benefits, leave, and evaluation — with more being added in the coming year.
According to a press release from NCTQ, districts without easy access to comparative policy data are often left negotiating in the dark, relying on secondhand examples from peers or guesswork about what similar districts offer. That makes it harder to catch where their own policies have fallen behind at the bargaining table.
Pathfinder can help school leaders answer questions such as:
- How teachers’ buying power has changed over the last decade, adjusted for inflation.
- How districts structure teacher pay, benefits, and contract provisions — and whether it is aligned to best practice.
- What share of health care premiums a district covers for teachers.
- Users can also find exemplary policy language and contract provisions, and compare policies among similar districts.
To help with inquiries, Pathfinder’s Compass chatbot (currently in beta) delivers answers that link directly back to the original source documents (like districts’ contracts, handbooks, and salary schedules).
NCTQ says its analysts collect data from public sources and supplements it with data from the National Center for Education Statistics. The data is then verified before being published on the Pathfinder.
“District Policy Pathfinder and Compass make complex contract, policy, and procedural information easier to navigate, bringing together information that would otherwise take hours to find in a way that supports thoughtful, informed decision-making,” said Jessica Doherty, director of performance evaluation at Hillsborough County Public Schools in Florida, in a news release.
WestEd receives grant to study EL policies in California
WestEd has received a $1 million grant to study the impact California’s English learner reclassification policies are having on student outcomes.
The three-year grant awarded by the federal government’s Institute of Education Sciences will support evidence-based decision-making around whether the California Department of Education should retain, remove, or revise current reclassification criteria.
California currently uses four reclassification criteria: Assessment of English Language Proficiency, Teacher Evaluations, Parent Consultation, and Basic Skills. According to a project abstract, having four criteria may be “unnecessarily rigorous” and the variation in implementation across LEAs may result in inequities.
“The extent of local discretion required to implement the criteria may result in some LEAs using criteria that are too lenient, which may lead to higher reclassification rates but negative impacts on students’ outcomes post-reclassification,” according to the IES website. “It may also result in some LEAs using reclassification criteria that are too stringent, retaining students in EL status beyond the appropriate amount of time, with negative impacts on outcomes.”
The study results will help the CDE make a case for what changes to reclassification would result in more equitable implementation and outcomes for students.
The study will look at data from current and former EL students in California public K–12 schools between 2017-18 and 2025-26. Researchers will analyze how long it takes for students to be reclassified, whether LEA reclassification policy decisions are associated with certain outcomes, a new tool called OPTEL that was developed to provide more standardized reclassification, and other aspects of reclassification policies.
FYI
ACSA member authors can feature books at Summit
Calling all ACSA authors! If you’re a member of ACSA and are attending Leadership Summit, ACSA invites you to have your book featured at the Leadership Summit Bookstore. Find more information and a link to the Book Sales Request Form at acsa.org/featured-member-authors. The deadline to submit the form is Oct. 5. Contact Emily Agpoon at eagpoon@acsa.org with any questions.
Presenters sought for ACSA Online Learning Center
ACSA’s Innovative Learning Services team is seeking dynamic presenters to develop and facilitate upcoming online learning sessions. Requests for proposals are currently being accepted for innovative learning topics such as AI, budget literacy, cybersecurity, section 504, data-driven decision making, and more. ACSA is looking for engaging, practical, and actionable learning experiences that equip California school leaders with takeaways and strategies they can immediately apply in their schools and districts. To view all topics and submit your proposal, visit onlinelearning.acsa.org/pages/2026-27-requests-for-proposals. The deadline to submit is Saturday, Aug. 30.
Exemplary Arts Education Award open for nominations
Is your school transforming lives through the power of the arts? The California Department of Education wants to recognize you! The Exemplary Arts Education Award honors California schools that go above and beyond to ensure every student has equitable, meaningful access to standards-aligned arts education. Applications are now open with a deadline of Dec. 11. Visit the EAEA web page at www.cde.ca.gov/ta/sr/ea/ for full eligibility details.