With rising rents, some school districts are trying to find teachers affordable housing

Can teachers afford housing? In many cases, no

When Kareem Wall was homeless last school year, his classroom couch became his spot for stealing a couple of hours of shut-eye after the school day.

The 31-year-old had a second job as an overnight clerk at a Kansas City Hampton Inn, where he showered in out-of-order hotel rooms, often eating cereal, a muffin and fruit at the free breakfast before heading back to school.

The lack of sleep took a toll on his body, Wall said.

“There were times where I felt irritable, delirious, extremely fatigued, I felt like my body was one step behind,” the English teacher told USA TODAY.

Low pay, costly rents, and tight housing markets

Across the country, low pay, costly rents and tight housing markets put many teachers just a few steps away from Wall’s situation − especially those new to the profession and earning starting salaries. The housing struggles teachers face have become such a crisis that many school districts are trying to solve it by building apartments teachers can afford.

Teacher housing helps prevent educators from quitting, districts say

Bishop’s Jefferson Union High School District saw its teacher shortage problem evaporate after opening the 122-unit housing complex in 2022, said Austin Worden, director of communications and staff housing. This academic year and last, the district has had no teacher vacancies for the first time in years, he said.

“Our staff housing had a huge impact on that,” Worden said.

Teachers say they’re pummeled by housing costs

From North Carolina to Florida to California, school employees said they face financial burdens when it comes to paying rent and saving for a down payment for a home.

“I hear a lot of stories of people who feel like they can never get out of feeling stressed about finances,” said Renata Sanchez, president of the San Jose Teachers Association, representing 1,500 educators in the city about an hour southeast of San Francisco.

Other school employees need district housing

At Bishop’s apartment complex, the units are split about evenly between educators and non-teaching staff, like custodians, maintenance staff, cafeteria workers and other employees, according to Worden.

“That’s critical,” Bishop said. “We all might not have the same job at work, but we’re all working toward the same goal, we’re trying to create a good learning environment and experience for the students.”

Salary raises and housing should be available, education leaders say

Kansas City Public Schools Senior Policy Strategist Kathleen Pointer said the district takes teachers’ housing needs seriously.

“We have pushed really hard to see more truly affordable housing created in Kansas City, housing that’s affordable both to our families and our teachers,” Pointer said.

What are the downsides of affordable housing for teachers?

Any help with housing costs from districts is a positive start, teachers told USA TODAY, but the new models mean that if a district employee loses or must leave a job, the housing is also lost.

“On the one hand, I think it’s fantastic. But it’s also a really sad indictment of our society when schools, of all places, are the ones trying to be the backstop against this crazy housing crisis,” said Derek Born president of the Flagstaff Education Association, a 400-member chapter of the Arizona Education Association.

SDGs, Targets, and Indicators

SDG 1: No Poverty

• Target 1.2: By 2030, reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.
• Indicator 1.2.2: Proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.

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 8: Decent Work and Economic Growth

• Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
• Indicator 8.5.2: Unemployment rate, by sex, age and persons with disabilities.

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 partnerships.

Analysis

1. The issues highlighted in the article are connected to the following SDGs:
– SDG 1: No Poverty
– SDG 4: Quality Education
– SDG 8: Decent Work and Economic Growth
– SDG 11: Sustainable Cities and Communities
– SDG 17: Partnerships for the Goals

2. Specific targets under these SDGs that can be identified based on the article’s content are:
– Target 1.2: By 2030, reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.
– 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.
– Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
– Target 11.1: By 2030, ensure access for all to adequate, safe and affordable housing and basic services and upgrade slums.
– Target 17.17: Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.

3. The indicators mentioned or implied in the article that can be used to measure progress towards the identified targets are:
– Indicator 1.2.2: Proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions.
– 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.
– Indicator 8.5.2: Unemployment rate, by sex, age and persons with disabilities.
– Indicator 11.1.1: Proportion of urban population living in slums, informal settlements or inadequate housing.
– Indicator 17.17.1: Amount of United States dollars committed to public-private partnerships.

4. Table:

| SDGs | Targets | Indicators |
| — | — | — |
| SDG 1: No Poverty | Target 1.2: By 2030, reduce at least by half the proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions. | Indicator 1.2.2: Proportion of men, women, and children of all ages living in poverty in all its dimensions according to national definitions. |
| 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 8: Decent Work and Economic Growth | Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value. | Indicator 8.5.2: Unemployment rate, by sex, age and persons with disabilities. |
| 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 partnerships. |

Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: usatoday.com

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