When Affordable Housing Is Scarce, So Are Educators – EdSurge News
When Affordable Housing Is Scarce, So Are Educators EdSurge
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Addressing the Housing Crisis for Teachers: A Report on Eagle County, Colorado
Introduction
In Eagle County, Colorado, the lack of affordable housing has become a significant barrier for teachers and school staff. This report explores the impact of the housing crisis on the community and highlights efforts to address the issue. The Sustainable Development Goals (SDGs) are emphasized throughout the report, particularly Goal 11: Sustainable Cities and Communities.
The Housing Crisis in Eagle County
Insufficient Income and High Housing Costs
Many teachers in Eagle County struggle to cover their rent due to low salaries and high housing costs. The median sales price for a home in the area now exceeds $1 million, making it nearly impossible for teachers to afford homeownership. This financial strain is exacerbated by the fact that nearly half of the properties in the county are vacation homes or short-term rentals, leading to low inventory and increased prices.
Impact on Teachers and School Staff
The housing crisis has resulted in alarming rates of turnover among teachers and school staff. Many are forced to leave the district or even the profession due to the lack of affordable housing. This turnover negatively impacts students, as inexperienced and less-qualified educators are more likely to teach students from marginalized backgrounds.
Efforts to Address the Housing Crisis
Call to Action from District Superintendent
In response to the housing crisis, the district superintendent circulated a letter to property owners in Eagle County, urging them to open their homes to teachers and staff. The letter received national attention and led to 185 homeowners offering spare bedrooms and empty homes for rent.
Challenges of Affordable Housing
While the district’s call to action generated some housing options, the affordability of these units remains a concern. Many teachers struggle to find truly affordable housing in the valley, with limited properties available for purchase or rent within their budget.
Impact on Teacher Recruitment and Retention
The lack of affordable housing has a significant impact on teacher recruitment and retention. Teachers who cannot afford to live in the district may choose to accept positions elsewhere, leading to a constant turnover of staff. This instability hinders the educational experience of students and requires districts to continually rebuild their teaching workforce.
The National Crisis of Housing Affordability for Teachers
National Analysis of Housing Costs and Teacher Salaries
A national analysis reveals that housing costs often exceed teacher salaries, particularly in coastal states. Early-career teachers in 15 metro areas cannot afford to rent a one-bedroom apartment, and the average single teacher would need 13.6 years to save for a down payment on a house.
Consequences for Students and Communities
The housing crisis has far-reaching consequences for students and communities. High teacher turnover results in a loss of knowledge and skills, negatively impacting student achievement and well-being. Additionally, long commutes for teachers can disconnect them from the community and its challenges.
Local Solutions to the Housing Crisis
Utilizing District-Owned Land
School districts, including Eagle County, are making use of their land assets to develop affordable housing projects for teachers and staff. The Miller Flats complex, located on district-owned land, will provide 37 apartment units for rent to school district staff.
Partnerships with Nonprofit Organizations
Eagle County School District has partnered with Habitat for Humanity Vail Valley to construct affordable housing for teachers and school staff. These partnerships leverage the expertise of nonprofit organizations to address the housing crisis.
Challenges and Limitations
While these efforts are commendable, there are challenges and limitations to consider. The affordability of district-owned housing units may still be a concern, and the number of available properties remains limited. Additionally, state funding models and laws can restrict districts’ ability to increase teacher salaries.
Conclusion
The Urgency of Addressing the Housing Crisis
The housing crisis in Eagle County and across the nation requires urgent attention. The lack of affordable housing for teachers not only affects their well-being but also impacts student achievement and community stability. Sustainable solutions that prioritize affordable housing and support teacher retention are crucial for achieving SDG 11: Sustainable Cities and Communities.
SDGs, Targets, and Indicators
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SDG 1: No Poverty
- Target 1.4: By 2030, ensure that all men and women, in particular, the poor and the vulnerable, have equal rights to economic resources, as well as access to basic services, ownership, and control over land and other forms of property.
- Indicator 1.4.2: Proportion of total adult population with secure tenure rights to land, with legally recognized documentation and who perceive their rights to land as secure, by sex and by type of tenure.
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SDG 4: Quality Education
- Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states.
- Indicator 4.c.1: Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g., pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country.
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SDG 11: Sustainable Cities and Communities
- Target 11.1: By 2030, ensure access for all to adequate, safe, and affordable housing and basic services and upgrade slums.
- Indicator 11.1.1: Proportion of urban population living in slums, informal settlements, or inadequate housing.
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SDG 17: Partnerships for the Goals
- Target 17.17: Encourage and promote effective public, public-private, and civil society partnerships, building on the experience and resourcing strategies of partnerships.
- Indicator 17.17.1: Amount of United States dollars committed to public-private and civil society partnerships.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 1: No Poverty | Target 1.4: By 2030, ensure that all men and women, in particular, the poor and the vulnerable, have equal rights to economic resources, as well as access to basic services, ownership, and control over land and other forms of property. | Indicator 1.4.2: Proportion of total adult population with secure tenure rights to land, with legally recognized documentation and who perceive their rights to land as secure, by sex and by type of tenure. |
| SDG 4: Quality Education | Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states. | Indicator 4.c.1: Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g., pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country. |
| SDG 11: Sustainable Cities and Communities | Target 11.1: By 2030, ensure access for all to adequate, safe, and affordable housing and basic services and upgrade slums. | Indicator 11.1.1: Proportion of urban population living in slums, informal settlements, or inadequate housing. |
| SDG 17: Partnerships for the Goals | Target 17.17: Encourage and promote effective public, public-private, and civil society partnerships, building on the experience and resourcing strategies of partnerships. | Indicator 17.17.1: Amount of United States dollars committed to public-private and civil society partnerships. |
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Source: edsurge.com
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