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Who Leads during and after a Crisis? The Pandemic's Role in Diversifying School Leadership. EdWorkingPaper No. 25-1148

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Title: Who Leads during and after a Crisis? The Pandemic's Role in Diversifying School Leadership. EdWorkingPaper No. 25-1148
Language: English
Authors: Yubin Jang, Lauren Bailes, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 50
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Instructional Leadership, Leadership Role, Pandemics, COVID-19, Institutional Characteristics, Minority Groups, Females, Women Administrators, School Administration, Crisis Management, Low Income Students, Diversity, Boards of Education, Teacher Persistence, Faculty Mobility, Private Schools, National Organizations, Barriers, Administrator Characteristics, Elementary Secondary Education, Teacher Administrator Relationship, Race, Gender Differences
Abstract: Organizational crises, such as the COVID-19 pandemic, influence the appointment of leaders from underrepresented groups, including women and people of color. This study examines the relationship between the pandemic, school organizational characteristics, and the appointment of women and people of color to school leadership (e.g., Head of School, HoS) roles. Using administrative data from the Data Association for Schools and Leadership (DASL) provided by the National Association of Independent Schools (NAIS), we employed two analytic approaches: single-group interrupted time series analysis and a two-way fixed effects model. Findings indicate a significant post-pandemic increase in the representation of women, people of color, and women of color in head-of-school positions. Additionally, minority heads were more likely to serve in schools that were smaller in size, showed a lower yield rate, and had more indicators of financial duress, such as higher proportions of students applying for financial aid. Changes in the likelihood of a woman or person of color HoS were also linked to teacher attrition and increased diversity on school boards. These findings offer theoretical and empirical contributions to understanding and advancing diversity in educational leadership.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED672518
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Who Leads during and after a Crisis? The Pandemic's Role in Diversifying School Leadership. EdWorkingPaper No. 25-1148
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: Organizational crises, such as the COVID-19 pandemic, influence the appointment of leaders from underrepresented groups, including women and people of color. This study examines the relationship between the pandemic, school organizational characteristics, and the appointment of women and people of color to school leadership (e.g., Head of School, HoS) roles. Using administrative data from the Data Association for Schools and Leadership (DASL) provided by the National Association of Independent Schools (NAIS), we employed two analytic approaches: single-group interrupted time series analysis and a two-way fixed effects model. Findings indicate a significant post-pandemic increase in the representation of women, people of color, and women of color in head-of-school positions. Additionally, minority heads were more likely to serve in schools that were smaller in size, showed a lower yield rate, and had more indicators of financial duress, such as higher proportions of students applying for financial aid. Changes in the likelihood of a woman or person of color HoS were also linked to teacher attrition and increased diversity on school boards. These findings offer theoretical and empirical contributions to understanding and advancing diversity in educational leadership.
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  Data: As Provided
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  Data: 2025
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  Label: Accession Number
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  Data: ED672518
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 50
    Subjects:
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Leadership Role
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Minority Groups
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Women Administrators
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Crisis Management
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Boards of Education
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Faculty Mobility
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: National Organizations
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Administrator Characteristics
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Gender Differences
        Type: general
    Titles:
      – TitleFull: Who Leads during and after a Crisis? The Pandemic's Role in Diversifying School Leadership. EdWorkingPaper No. 25-1148
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            NameFull: Yubin Jang
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              M: 03
              Type: published
              Y: 2025
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