A March 26, 2014 report by the New America Foundation points out that as much as 40 percent of the $1 trillion in student debt outstanding was borrowed not for college, but to pay for grad school. And some 80% of of the debt incurred by students who finished their grad school programs in 2012 wasn’t for people going into medicine, law or business, but for less profitable professions, such as teaching. Indeed, the average graduate of a master’s in education degree finished with more than $50,000 in debt — $8,000 more than the debt of a typical MBA graduate. That’s a 66% increase in the debts of newly minted teachers since 2004. Another way to think about it is that the average newly minted teacher in 2012 has to pay $429 a month in student debt payments. Half owed more.
The report’s authors predict that these teachers and other indebted graduates won’t be able to earn enough money to afford to pay back their loans. That will leave taxpayers holding the bag, effectively subsidizing schools of education.
The relationship between family socioeconomic background and educational
occupational attainment decisions of students who become teachers has been influenced by
decisions from those in power in America for a long period of time. Teaching has traditionally
been the first step out of working class status—until recently—problem now is the change in
American job structure. Generational mobility generally does not move two places up in one
generation in regards to the working class and the lower middle class. However, it does for third
generation upper middles. This does have an impact with regard to the professional status of
those who become teachers. Gender and social class issues are another factor as to why teaching
has such an ambiguous status as a profession
The relationship between family socioeconomic background and educational
occupational attainment decisions of students who become teachers has been influenced by
decisions from those in power in America for a long period of time. Teaching has traditionally
been the first step out of working class status—until recently—problem now is the change in
American job structure. Generational mobility generally does not move two places up in one
generation in regards to the working class and the lower middle class. However, it does for third
generation upper middles. This does have an impact with regard to the professional status of
those who become teachers. Gender and social class issues are another factor as to why teaching
has such an ambiguous status as a profession
Anonymous wrote:
Most teachers are children of the lower middle class. Their parents are not in a position to "subsidize" their jobs.
Not around here. The only people who can afford to be teachers are those from wealthy families.
I'm not sure from where you come up with this.
Most teachers are children of the lower middle class. Their parents are not in a position to "subsidize" their jobs.
Not around here. The only people who can afford to be teachers are those from wealthy families.
Anonymous wrote:
Most teachers are children of the lower middle class. Their parents are not in a position to "subsidize" their jobs.
Not around here. The only people who can afford to be teachers are those from wealthy families.
Most teachers are children of the lower middle class. Their parents are not in a position to "subsidize" their jobs.
Most teachers are children of the lower middle class. Their parents are not in a position to "subsidize" their jobs.
Serious question. What would additional money do to teacher quality in the classroom. Why did you leave such a lucrative career in the first place?
Anonymous wrote:I worked as an attorney for a Wall Street based firm. As a second career I became an elementary school teacher. For those who cite 35 hour work weeks you have no idea. I worked 7:30 to 6 weekdays and at least four hours on weekends. The pay for FCPS was/is pathetic and I made more as a first year associate in 1988 then I made as a teacher with a masters plus thirty in 2013. Society is fortunate that so many people are willing to give up money because they love working with, and teaching kids.
Anonymous wrote:I worked as an attorney for a Wall Street based firm. As a second career I became an elementary school teacher. For those who cite 35 hour work weeks you have no idea. I worked 7:30 to 6 weekdays and at least four hours on weekends. The pay for FCPS was/is pathetic and I made more as a first year associate in 1988 then I made as a teacher with a masters plus thirty in 2013. Society is fortunate that so many people are willing to give up money because they love working with, and teaching kids.