In an article on the effect of demographics on education, published shortly after the 2000 US Census results, Hodgkinson (2000/2001) discusses , quite generally, the knowledge gained from the census in terms of its ramifications for educators and educational leaders. Beginning with a discussion of general demographic changes, the author goes on to explore issues related to race and age in America and concludes with a section on tips for teachers and the importance of demographics. It is important to note that these changes differ based on (1) the area of ​​the country, (2) the population of the area where you live, and (3) your proximity to a city. Of particular interest was the fact that none of the 10 most racially segregated cities are in the South, where history has been harshest on racial minorities. Fowler (2004) writes that “[w]if school leaders read newspaper and magazine articles about demographic changes with keen interest, asking: What does this mean for children? For schools and teachers? For districts and administrators? What policy changes are needed…” as a result (p. 70)? Among the many answers to this question, the main one is continuing education on multiculturalism and the impact of demographic changes on education. I am less than two years removed from my MSEd. programs, a young teacher. As a student teacher, I have been inundated with information, seminars, discussions, roundtables and courses on multiculturalism in education, but it is not enough. While there is certainly a place for these elements in teacher preparation school curricula, an even better fit is found in districts and school buildings across the country. There are a couple of reasons why… halfway through… and to be successful requires the support of strong professional development programs led by strong educational leaders. Education, and the educational institution, is just as responsive to social changes and demographic shifts as any other institution or organization. For this reason, it is critical for successful administrators to keep an eye on the demographics of their district/school and anticipate changes coming in the near future. If a school wants to be successful, it must meet the needs of all stakeholders, which can only be done through an adequate level of knowledge of those stakeholders. Works Cited Fowler, F. (2004). Policy studies for educational leaders: An introduction. Upper Saddle River, NJ: Pearson Education, Inc. Hodgkinson, H. (2000/2001). Educational demographics: What teachers should know. Educational leadership 58(4), 6-11.