The quality of learning opportunities, job prospects, location, duration, ranking and numerous other factors can play a role in aspiring teachers’ decision-making processes.

Cost, however, is always a crucial consideration for all but the most privileged, requiring complex financial calculations that involve much more than the “sticker price” of a program. Cost considerations are inextricably intertwined with individuals’ backgrounds, financial responsibilities, financial aid eligibility, available scholarships, and much more. Evaluating the affordability of a program ultimately depends on personal circumstances.

The #MoreLearningLessDebt Aspiring Teachers’ Financial Burden Survey on which this report is based is the first effort of its kind to help the field better understand the financial realities of aspiring teachers in the context of their personal circumstances. The report provides an analytical exploration of key survey responses to the major constructs in the in the survey, presenting the variation and spread of responses to questions such as loan debt, living situations, work, and expenses.

In addition to reporting on the overall survey sample, this report uses two major groupings for exploratory analyses: funding levels and racial/ethnic groupings to make space for and elevate the experiences of candidates from underrepresented backgrounds in the teaching workforce.