In an article on the effect of demographics on education—published shortly after the results of the 2000 United States Census—Hodgkinson ( 2000/2001) discusses, quite generally, the knowledge gained from the census in terms of its ramifications for educators and education policy makers. Beginning with a discussion of general demographic change, the author goes on to explore issues of race and age in America, and concludes with a section on advice for teachers and the importance of demographics. It is important to note that these changes differ depending on (1) the area of ​​the country, (2) the population of the area you live in, and (3) proximity to a city. Of particular interest is that none of the ten most racially segregated cities are in the South, where history has been harshest for racial minorities. Fowler (2004) writes that “wise school leaders read newspaper and magazine articles about changing demographics with keen interest, asking themselves: What does this mean for children? For schools and teachers? For districts and administrators? What policy changes are needed…” accordingly (p. 70)? Among the many answers to this question, continuing education on multiculturalism and the impact of demographic change on education are at the forefront. I am less than two years away from my MSEd. programs, a young teacher. As a trainee teacher, I have been inundated with information, seminars, discussions, roundtables and courses on multiculturalism in education, but this is not enough. While there is certainly a place for these subjects in teacher prep school curricula, an even better fit is found in districts and school buildings across the country. There are several reasons why ...... middle of article ...... and need the support of strong professional development programs guided by strong educational leaders to be successful. Education and the educational institution are just as responsive to societal and demographic changes as any other institution or organization. For this reason, it is essential that successful administrators keep a close eye on the demographics of their district/school and anticipate upcoming changes. For a school to be successful, it must meet the needs of all stakeholders, which can only be done through an appropriate level of knowledge about 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.