There is concern that now, as state and federal governments are increasing school accountability requirements and relying on school administrators to promote improvement, schools and districts will not be able to attract and retain enough qualified people to fill these positions. This report develops a conceptual structure for understanding the careers of schools administrators and describes what is known about those who hold such positions and how their characteristics have changed over time. It also describes how factors such as wages, working conditions, entry barriers, and incentives influence individuals' decisions to seek particular administrative positions. Based on their review and analysis of existing research and empirical data, the authors find there is little evidence of a nationwide crisis in the labor market for school administrators. They do, however, identify three key areas of concern: substantial variation in financial rewards at the state and local levels, barriers to entry into the field that affect people's willingness to become administrators, and an administrative population with many members nearing retirement. (Contains 2 figures, 2 tables and 3 endnotes.)