Some college degrees will lead a student into an occupation that is steady and stable, with the expectation of a job after graduation with little or no worries to the graduate.
Other occupations experience difficulties from time to time and they often feel the need to offer incentives to college students to seek degrees in these fields to fill the need, especially in areas that seem undesirable to other professionals with already established careers in the field.
The teaching profession is one such field where students are often encouraged to seek education grants to help offset college expenses in lieu of the promise to spend a few years after graduation teaching in an area that other teachers would prefer to avoid.
There has been a rather dramatic shift away from the teaching profession for many college graduates in recent years and their absence is becoming evident in our nation’s school systems. A very large percentage of today’s school teachers will reach retirement age in the next ten years and concerns for their replacements are a very real concern for school administrators and state education agencies.
To encourage students to enter the field of education grants are frequently offered to students who agree to work in specific locations once graduated and certified to teach.
These education grants often take the new teachers to rural areas where school budgets are limited and proximity to the conveniences of city life are few. Teachers with well-established careers often move away from these areas to higher paying jobs in larger schools, often located in cities.
Teaching jobs in the cities, too, are the object of many education grants although the student receiving the grant must agree to work in schools in urban settings where living standards aren’t as good or as safe as they are in other parts of town or in suburban areas.
No one receiving education grants is forced to work where they’d rather not be but they must agree to pick from a location where a demonstrated need for their services is real. Depending upon the terms of the grant agreement, the required term for working in these locations is two to four years, but this varies by state and grant program.
One surprising aspect of these education grants that isn’t often anticipated is that the teacher may find he or she actually enjoys working in an underserved location and may actually choose to stay on long term once the grant contract has expired.