Over the past two decades, public schools in the United States have experienced a staggering 95% increase in administrative staff. This growth far outpaces the 5% increase in student enrollment during the same period. Teachers, the backbone of education, saw a modest 39% increase, while principals and assistant principals grew by 10%, as highlighted by data from the National Center for Education Statistics.
The dramatic rise in administrative positions raises critical questions about priorities in public education. While schools face consistent budgetary constraints and teachers advocate for better pay and smaller class sizes, resources are increasingly diverted toward administrative expansion. This shift may reflect a troubling trend of bureaucracy taking precedence over direct student support, services, and dollars in the classroom.
One potential explanation for the growth in administrative staff is the increasing compliance burden placed on schools. Federal and state regulations, standardized testing, and reporting requirements often necessitate additional personnel to manage paperwork and ensure adherence to policies. However, this administrative expansion does not necessarily translate into improved outcomes for students, as academic performance and graduation rates remain stagnant in many districts.
The data also reflect a growing disconnect between resource allocation and classroom needs. Teachers frequently cite shortages of classroom materials, limited professional development opportunities, and overcrowded classrooms as persistent issues. The imbalance in staffing growth points to concerns that funding is being misdirected toward positions that do not directly enhance teaching or learning.
The focus on administrative expansion may detract from the core mission of public education: providing high-quality instruction and fostering student achievement. They call for a reevaluation of resource distribution to prioritize classroom needs, such as hiring additional teachers, reducing class sizes, and investing in modern educational technology.
As public-school funding continues to dominate policy discussions in states, stakeholders must address the implications of this data. Redirecting resources from administrative bloat to classroom improvements could pave the way for a more effective education system that truly serves students and their families. And that may require all schools to be deregulated.
President Trump has called for ending the Department of Education, transitioning administrative staff at DOE to other agencies, removing federal mandates and sending funding to the states and allowing them to write the rules that best fit their states and communities.