School & District Management

Study: Urban School Chiefs’ Tenure Is 4.6 Years

By Rhea R. Borja — February 06, 2002 2 min read

Urban school superintendents stay in their jobs an average of 4.6 years, much longer than the 2.5 years widely cited by the education community, concludes a report released last week by the National School Boards Association.

Read the NSBA superintendent survey (requires Adobe’s Acrobat Reader) and the Council of Great City Schools’ report on superintendent characteristics.

“The urban school superintendent job is more stable than previously thought,” said Anne L. Bryant, the executive director of the Alexandria, Va.-based NSBA. “But 4.6 years isn’t perfect. We all want strong leadership over a longer period of time.”

The NSBA study calculated average tenure by surveying the immediate past superintendents in the nation’s 50 largest cities as of June 2000. And the average stay rose slightly to five years when looking at immediate past superintendents in 77 urban school districts that are members of the NSBA’s Council of Urban Boards of Education. Those districts range in size from Ohio’s 10,400-student Springfield city system to New York City’s 1.1 million-student district.

In comparison to the NSBA’s findings, a recent study by the Washington-based Council of the Great City Schools reinforces the idea that urban superintendents do not stay in one job much longer than a few years. Using data collected in June 2001 and released in October, the council report showed that current superintendents in the group’s 56 districts had been on the job 2.5 years on average, a slight increase from 2.3 years in 1999.

But Ms. Bryant said those findings don’t give a complete view of superintendent tenure.

“You have to look at the bigger picture, at the beginning and the end,” she said. “This necessitates going one step back. Looking at current superintendents isn’t accurate, because you don’t know how long they will be in there.” Council of the Great City Schools officials were unavailable to respond to Ms. Bryant’s comments about their study.

Some schools chiefs have survived much longer than the average, according to the NSBA report, which found 13 urban superintendents who had served more than seven years, and five who had been in their positions for more than a decade.

Chronic Turnover

Still, urban districts from Los Angeles to Philadelphia have experienced superintendent turnover in recent years. Now, only one of the nation’s five largest urban school districts—the Broward County, Fla., public schools—is being run by a leader with more than two years on the job.

But some veteran superintendents say school leaders can increase their chances of staying longer on the job.

Linda Murray, who leads the 34,000-student San Jose school district in California, said the key to surviving in the urban-superintendent hot seat is to listen to parents and community members, get school board support, and build a good administrative staff.

Such skills have helped her turn around a district once beleaguered by teacher strikes, financial problems, and court- ordered desegregation.

Ms. Murray, who has run the district for almost 10 years, said she and her staff annually survey parents, teachers, and students; track and publicize student progress; and involve local business and community leaders in district decisions.

Ms. Murray also meets with the president of the local teachers’ union for three hours every week.

“If you do [these things] long enough, that sense of stability and purpose translates into public confidence in our schools,” she said.

Related Tags:

A version of this article appeared in the February 06, 2002 edition of Education Week as Study: Urban School Chiefs’ Tenure Is 4.6 Years

Events

This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Mathematics Webinar
Building Equitable Systems: Moving Math From Gatekeeper to Opportunity Gateway
The importance of disrupting traditional American math practices and adopting high-quality math curriculum continues to be essential for changing the trajectory of historically under-resourced schools. Building systems around high-quality math curriculum also is necessary to
Content provided by Partnership for L.A. Schools
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
Measuring & Supporting Student Well-Being: A Researcher and District Leader Roundtable
Students’ social-emotional well-being matters. The positive and negative emotions students feel are essential characteristics of their psychology, indicators of their well-being, and mediators of their success in school and life. Supportive relationships with peers, school
Content provided by Panorama Education
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
School & District Management Webinar
Making Digital Literacy a Priority: An Administrator’s Perspective
Join us as we delve into the efforts of our panelists and their initiatives to make digital skills a “must have” for their district. We’ll discuss with district leadership how they have kept digital literacy
Content provided by Learning.com

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

School & District Management Opinion Pandemic Recovery Will Be Complex. We’ll Need the Best School Leaders
To face the education challenges of today and tomorrow, we must invest in the principal pipeline, writes Michael J. Petrilli.
Michael J. Petrilli
4 min read
Leader pointing hand forward, directing boat forward through corona virus crisis
iStock / Getty Images Plus
School & District Management Opinion The Year of Scourges: How I Survived Illness and Racism to Find My 'Tribe'
A Black school leader reflects on the hardest year of her professional life.
Reba Y. Hodge
4 min read
new growth on a bare tree
Vanessa Solis/Education Week & Getty Images
School & District Management From Our Research Center How the Pandemic Is Shaping K-12 Education (in Charts)
Surveys by the EdWeek Research Center show how schools have changed during the pandemic and what adjustments are likely to stick.
Eric DiVito gives breathing instructions as he teaches a remote music class at the Osborn School on Oct. 6, 2020, in Rye, N.Y.
Eric DiVito gives breathing instructions as he teaches a remote music class at the Osborn School in Rye, N.Y., last fall.
Mary Altaffer/AP
School & District Management Opinion Ed. Leaders: Discuss Race, Call Out White Supremacy
Downplaying the realities of racism leads to misunderstanding school problems and developing inadequate solutions.
John B. Diamond & Jennifer Cheatham
5 min read
Hand writing the word racism on blackboard. Stop hate. Against prejudice and violence. Lecture about discrimination in school.
Tero Vesalainen/iStock/Getty