May 2025, Part Two

Chapter 8: Navigating as a Superintendent

A picture of a school administrative building. Photo by Tiglith on Unsplash

May 2025, Part Two:

Below is an excerpt from Chapter 8: Navigating Politics as a Superintendent. This chapter highlights two female superintendents, although they are geographically close together (New York and Massachusetts), their contexts and experiences are unique. The excerpt below includes only a portion of one story.…I would love to hear your thoughts or feedback in the comments!

Chapter 8: Navigating Politics as a System-Level Leader

In the United States, there are approximately 13,500 public school district superintendents, representing nearly every district across the country. Each district is typically led by a superintendent, who is responsible for overseeing all aspects of school operations and educational outcomes (National Center for Education Statistics, 2022).

The demographics of superintendents have slowly shifted in recent years, particularly in terms of gender representation. According to the 2020 Decennial Study by the American Association of School Administrators (AASA), about 26.7% of superintendents are women. This marks significant progress from the year 2000, when only 13.1% of those in the superintendent role were female. Despite this growth, women remain underrepresented in this top leadership position within education.

Racial and ethnic diversity among superintendents is even more limited. As of 2020, approximately 87% of superintendents identified as white. In comparison, only 8.6% were Black, 2.7% were Hispanic or Latino, and less than 1% identified as Asian or Native American (AASA, 2020). These figures stand in stark contrast to the student population in public schools, which has become majority nonwhite, highlighting a persistent representational gap in educational leadership.

In terms of job stability, the average tenure of a superintendent falls between three to six years. However, this range varies significantly depending on the setting. Superintendents in urban districts often experience shorter tenures, frequently averaging around three years, due to higher political pressures and complex challenges. In contrast, those in rural and suburban districts may serve longer terms, benefiting from more stable governance structures and community expectations (Council of the Great City Schools, 2022). This variation in tenure reflects the diverse demands and contexts that shape educational leadership across the country.

Madalyn’s* Community Context

Madalyn leads a diverse, racially and socioeconomically stratified school district in New York. Her community includes a range of voices and experiences, with visible disparities in how power and influence are distributed. She makes it clear that the community's dynamics are shaped by race, social class, and perceived authority. People who hold roles of positional power are heard. In contrast, individuals, particularly Black, Latinx, or Indigenous families, face marginalization. Their voices are less likely to be heard or to result in a meaningful institutional response, a reality Madalyn is determined to confront.