Teacher Education and Professional Development, Specific Levels and Methods
Compiled by PlainCollege, College outcomes data analysis
1,184
Schools
Bachelor's
Credential Level
$48,276
National Avg Earnings
What the IPEDS & College Scorecard Data Shows for Teacher Education and Professional Development, Specific Levels and Methods
Teacher Education and Professional Development, Specific Levels and Methods is tracked across 1,184 U.S. postsecondary institutions in the College Scorecard field-of-study file, which links CIP code classifications from IPEDS to Treasury earnings records. This profile covers the bachelor's credential level specifically, because the Department of Education reports program-level outcomes separately for associate, bachelor’s, master’s, and doctoral awards. The CIP (Classification of Instructional Programs) taxonomy lets analysts roll up specialties into broader families, which is why earnings medians across schools can be compared on a common basis.
Across all reporting institutions, the mean of school-level medians is $48,276, calculated from 692 schools with published earnings data. The earnings distribution stretches from $25,442 at the low end to $75,637 at the top, with a 25th-75th percentile band between $44,214 and $51,794 around a median of $47,762. The top-reporting institution in this program is College of Staten Island CUNY at $75,637. These numbers reflect Treasury-derived wages, deferred compensation, and positive self-employment earnings four years after completion for federally aided completers who were working and not enrolled.
Variation across schools matters more than a single national figure. Completer counts and earnings cohort counts are distinct source fields, so the displayed completer count should not be assumed to be the earnings denominator. PlainCollege's debt-to-earnings ratio divides median federal debt by annual median earnings as a descriptive comparison; it is not the Department's formal gainful-employment test. Use the school-by-school table to compare reported outcomes while accounting for cohort size, suppression, program mix, and location.
Teacher Education and Professional Development, Specific Levels and Methods bachelor's credential median earnings varies 3.0× across entities
Teacher Education and Professional Development, Specific Levels and Methods bachelor's credential median earnings ranges from $25,442 (lowest) to $75,637 (highest), a spread of $50,195. That spread reflects typical sectoral variation between selective research institutions and broader access institutions. Earnings are measured four years after completion using Treasury-derived records for federally aided completers who were working and not enrolled. They are descriptive early-career outcomes, not forecasts of longer-term earnings.
Teacher Education and Professional Development, Specific Levels and Methods bachelor's credential median debt varies 10× across entities
Teacher Education and Professional Development, Specific Levels and Methods bachelor's credential median debt ranges from $5,500 (lowest) to $57,500 (highest), a spread of $52,000. That ratio is an extreme outlier spread — among the widest gaps observed anywhere in this dataset. Median debt counts only those students who borrowed federal loans, students who paid out-of-pocket or received institutional grants are excluded from the borrower median, which can flatter low-debt schools.
Teacher Education and Professional Development, Specific Levels and Methods debt-to-earnings ratio is 0.49 — low (typically associated with graduates earn substantially more than they borrowed, which is the College Scorecard standard signal for affordability, a ratio under 0.5 means a year of post-completion earnings would clear half the federal-loan principal)
debt-to-earnings ratio is the simplest comparative metric but it does not capture the full picture: this ratio uses federal loan principal, not all education debt, private loans, parent PLUS loans not in the borrower’s name, and institutional debt are excluded Lower values often correlate with smaller scale and population characteristics rather than higher resource budgets per se.
Teacher Education and Professional Development, Specific Levels and Methods operates 1,184 institutions offer this program — among the most fragmented governance structures in the country
Each institutions offer this program has independent budgeting, hiring, and service delivery authority. The fragmentation reflects broad CIP coverage that puts the field within reach of most U.S. postsecondary students, competition for top-tier employer pipelines is high but base credential access is essentially universal. Per-region variation is largest in fragmented systems because each institutions offer this program sets its own budget, contracts, and priorities without higher-level coordination above the regulatory floor.
Earnings trajectory. For the 665 schools reporting both horizons, median earnings are
36% higher four years after completion than one year
after. That is the same graduates measured twice, not two different groups, so it
describes how pay develops early in the career rather than a difference between schools.
A school missing from this count reports only one horizon.
Awards and earnings come from different reference periods, so they are not a count and an
average of the same people. Awards is the number of credentials the school reported for the
latest IPEDS year; median earnings is measured four years after completion, for a separate
pooled cohort of earlier graduates. A school can therefore report zero awards in the latest
year and still have earnings on record. The earnings figure is not the awards figure’s
average, and the awards count is not the earnings sample size. Schools are ranked on the
four-year earnings figure only, so every row is compared on the same basis.
Compare beyond the CIP family
Nationwide peers by school count & four-year earnings
Cross-field programs at the same credential level nearest Teacher Education and Professional Development, Specific Levels and Methods on school-count breadth
(1,184 schools) and mean four-year median earnings ($48,276).
Peers exclude the same two-digit CIP family so neighborhoods are not CIP-containment siblings.
School-count peers include Accounting and Related Services, Mathematics, Registered Nursing, Nursing Administration, Nursing Research and Clinical Nursing. Earnings peers include Human Development, Family Studies, and Related Services, Behavioral Sciences, Human Services, General.
Neighborhoods are forced disjoint so each axis surfaces a different set of programs.
Similar school count
Nearest programs (≥50 schools) by absolute school-count breadth, outside this CIP family.
How much do Teacher Education and Professional Development, Specific Levels and Methods graduates earn? ▼
Teacher Education and Professional Development, Specific Levels and Methods graduates earn $48,276 on average four years after completion, across the 692 of 1,184 schools that report earnings for this program. Earnings range from $25,442 to $75,637 depending on the institution.
Which school's Teacher Education and Professional Development, Specific Levels and Methods graduates earn the most? ▼
College of Staten Island CUNY has the highest reported median earnings for Teacher Education and Professional Development, Specific Levels and Methods graduates at $75,637, measured four years after completion in College Scorecard data. This reflects what graduates went on to earn, which depends heavily on who the school admits and which employers recruit there. It is not a figure the school pays.
What credential do you get in Teacher Education and Professional Development, Specific Levels and Methods? ▼
Teacher Education and Professional Development, Specific Levels and Methods programs typically award a Bachelor's credential. Earnings vary by school and credential level.
Top Schools for Teacher Education and Professional Development, Specific Levels and Methods
Closest schools offering this program – compare earnings side by side
Earnings data comes from the U.S. Department of Education College Scorecard Field of Study file retrieved in March 2026. The program metric displayed here represents federally aided completers who were working and not enrolled four years after credential completion, using Treasury-derived records published through the Scorecard. Completer counts and debt figures come from the same field-of-study snapshot; the Department refreshes components on schedules documented in its changelog, not one fixed annual date.