Leadership training and administrative experience are key components of sponsored mobility as the candidate’s participation in district- or school-sponsored training for aspiring school principals combined with the opportunity to avail of administrative experiences effectively constitute a pipeline to the principalship. The literature reveals that principals are the primary sponsor of teachers entering into the principalship pipeline. We conceptualize two of the above key areas (leadership training & administrative experience) as components of contest mobility and the other two (participation & opportunity) as components of sponsored mobility. Contest mobility encompasses academic credentialing and management experience and assumes every candidate has an equal chance and the same opportunity as any other candidate to contest for a school leadership position. These actions are not sponsored by the candidate’s district or school. In contrast, sponsored mobility encompasses the informal process used to facilitate transition to leadership for some teachers, but not for others. We use restricted data from the 2011 to 2012 Schools and Staffing Survey (SASS) to discern whether there were differences between Black and White principals’ exogenous contest mobility and endogenous sponsored mobility prior to the attainment of their principalships.

领导力培训和行政经验是赞助流动性的关键组成部分，因为候选人参加了有抱负的学校校长的地区或学校赞助的培训，同时有机会利用行政经验，有效地构成了担任校长的渠道。文献表明，校长是进入校长渠道的教师的主要赞助者。我们将以上两个关键领域（领导力培训和管理经验）概念化为比赛机动性的组成部分，将另外两个领域（参与度和机会）概念化为赞助机动性的组成部分。竞赛的流动性包括学术资格证书和管理经验，并假设每位候选人与其他任何候选人都有同等的机会和相同的机会竞争学校领导职位。这些行动不是由候选人所在的学区或学校赞助的。相比之下，赞助的流动性包括非正式的过程，该过程用于促进某些教师（而非其他教师）向领导力过渡。我们使用2011年至2012年学校和人员调查（SASS）的受限数据，以了解黑人和白人校长在获得校长职位之前，其外来竞赛活动与内在赞助活动之间是否存在差异。赞助的流动性包括非正式的过程，该过程用于促进某些教师（而非其他教师）向领导的过渡。我们使用2011年至2012年学校和人员调查（SASS）的受限数据，以了解黑人和白人校长在获得校长职位之前，其外来竞赛活动与内在赞助活动之间是否存在差异。赞助的流动性包括非正式的过程，该过程用于促进某些教师（而非其他教师）向领导的过渡。我们使用2011年至2012年学校和人员调查（SASS）的受限数据，以了解黑人和白人校长在获得校长职位之前，其外来竞赛活动与内在赞助活动之间是否存在差异。