In Debt: Student Loan Burdens among Teachers [Brief]
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| Title: | In Debt: Student Loan Burdens among Teachers [Brief] |
|---|---|
| Language: | English |
| Authors: | Wesley Wei, Emma García, Michael A. DiNapoli, Susan Kemper Patrick, Melanie Leung-Gagné, Learning Policy Institute |
| Source: | Learning Policy Institute. 2025. |
| Availability: | Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2025 |
| Document Type: | Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Financial Aid, Debt (Financial), Loan Repayment, Teacher Qualifications, Barriers, Teacher Education Programs, Beginning Teachers, Special Education Teachers, Minority Group Teachers, Stress Variables, Teacher Shortage, Teacher Persistence, Career Change, Public Policy, Teacher Certification, Teacher Salaries, Well Being, Teacher Characteristics, Paying for College |
| Abstract: | Efforts to build a well-prepared, stable, and diverse teacher workforce can face many challenges; these include lower compensation than comparable college-degree careers and high costs of credentialing. More than 6 in 10 teachers have taken out student loans to support their education, and close to 4 in 10 are still repaying them. Student loan borrowing and repayment rates are highest among beginning teachers, special education teachers, and Black teachers. These loans require many teachers to take second jobs and result in high levels of loan-related stress. Student loan burdens may contribute to teacher shortages and influence the workforce composition: They can disincentivize entry into the profession, dissuade teachers from seeking additional certification, or affect teachers' decisions to stay. Policies to address teachers' student loan burdens include expanding service scholarship and loan forgiveness programs; expanding affordability and availability of high-retention preparation pathways; increasing total compensation; and underwriting the costs of earning high-need, advanced credentials. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED670955 |
| Database: | ERIC |
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