Because of the numerical preponderance of women in the teaching profession, it might be expected that women would hold a majority of administrative positions in education. On the contrary, they are far in the minority except in the matter of the elementary school principalship, which is coming to be a woman's position for the most part. The comparatively small number of women in administrative positions, as well as the relatively small responsibility of their positions, is due largely to the tradition against women executives, either in business or professions. Of course, the excuse is given that women teachers have been insufficiently prepared for administrative work and that they have not been permanent in their profession, but such charges do not apply to the majority of those women teachers who seek administrative promotions. That women educators do have real administrative ability has been satisfactorily demonstrated by those pioneers who have served as public school principals and superintendents or as college deans and presidents. Women hold important positions as educational specialists in the United States Bureau of Education and in the Federal Board for Vocational Education. At present women head the state departments of education in six states-Colorado, Idaho, Iowa, Montana, North Dakota and Wyoming. The Educational Directory for 1928 listed nine women as assistant or deputy state superintendents. It is significant that all of these and the majority of the 900 women county superintendents were in states west of the Missis-