Proposed Loan Limits Spark Concern Over Educator Pipeline
New federal proposals regarding graduate school loan limits are raising concerns within the education community,specifically regarding the potential exclusion of education degrees from the definition of “professional degrees.” This omission could significantly impact access to advanced education for aspiring teachers and school leaders, according to experts.
Data from the American Association of Colleges for Teacher Education (AACTE) reveals the financial realities faced by graduate education students. In 2019-20, students at the 75th percentile borrowed approximately $39,000 in total graduate school loans, while those at the 90th percentile borrowed nearly $61,500. However, the median amount borrowed remained below the proposed $100,000 limit for all graduate and doctoral students.
Despite this, stakeholders fear the change could discourage individuals from pursuing advanced degrees in education. Senator Elizabeth Warren voiced concern that the proposed limits could lead to “fewer candidates, fewer future leaders, fewer diverse voices, fewer doctoral students, fewer highly educated and highly prepared educators in our classrooms.” warren herself has accumulated roughly $100,000 in student loan debt since graduate school.
The Education Department maintains that 90% of education graduate students currently borrow below the annual loan limit and would thus be unaffected by the proposed caps. However, the department anticipates that institutions with tuition rates exceeding market value may be prompted to lower their costs consequently of the reforms outlined in the “One Big, Lovely Bill.”
Critics point out that the data used by both the Education Department and AACTE is over five years old and doesn’t reflect current economic conditions. Warren argues that graduate students are now borrowing more than they were five years ago, and the proposed limits would “place additional burdens on students who are already stretched so thin,” given rising tuition and the cost of living.
The potential impact extends beyond teacher preparation. The national Association of School Nurses (NASN) also expressed concern over the exclusion of nursing from the “professional degree” definition,stating it could restrict access to advanced education crucial for licensure,certification,and leadership roles for school nurses. NASN further argued the proposal risks devaluing advanced nursing preparation, despite the complex skills and competencies required in school nursing, including clinical judgment, public health expertise, and systems leadership.
The debate highlights a broader concern about the message sent by excluding education and nursing – potentially signaling that advanced preparation in these fields is “less than” other professional disciplines.
