After setting forth eight assumptions concerning the education of educational administrators, findings about the Leadership in Educational Administration Development (LEAD) program are discussed. The analysis is based on the first-year applications, telephone conversations with staff at a majority of the project sites, and additional material provided by individual project directors. LEAD projects exhibit the following characteristics: (1) approximately 65 percent of LEAD programs emphasize training in the effective schools/teaching approach; (2) in approximately 60 percent of the programs there is no provision for research in educational administration; (3) approximately 30 percent of the LEAD centers include or are directly associated with administrator assessment centers; and (4) in some states there are signs that coordination of administrative development may become a closed loop of recruitment, training, assessment, selection, and inservice. Positive features of the programs include closer working relationships among school districts, universities, and state education agencies; and helping citizens understand the educational role of administrators. The analysis concludes that, if the LEAD program is continued, funding should be so constructed as to strengthen the research-teaching-service link between schools and colleges of education. Appended are 88 notes and 6 educational "analogies" to a cited study on industrial productivity. (MLF)