Teaching English or French as a Second or Foreign Language
Compiled by PlainCollege, College outcomes data analysis
98
Schools
Certificate
Credential Level
$37,546
National Avg Earnings
What the IPEDS & College Scorecard Data Shows for Teaching English or French as a Second or Foreign Language
Teaching English or French as a Second or Foreign Language is tracked across 98 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 certificate 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 $37,546, calculated from 4 schools with published earnings data. The top-reporting institution in this program is College of Lake County at $52,187. 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.
University of Minnesota-Twin Cities accounts for 38.4% of all Teaching English or French as a Second or Foreign Language certificate credential graduates
That is an overwhelming concentration — well above the 5% national median for largest-entity share, leaving the rest of Teaching English or French as a Second or Foreign Language a distant remainder. That school produced 38 graduates in the most recent cohort, anchoring a meaningful slice of national supply for this field. University of Minnesota-Twin Cities's programmatic and budget decisions functionally set policy for the affected population, since no other entity here comes close to matching its weight.
Teaching English or French as a Second or Foreign Language debt-to-earnings ratio is 0.51 — near the typical range (US average ~1) — aligned with the typical 1:1 ratio that defines federal gainful-employment thresholds
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 Variation between sub-units within Teaching English or French as a Second or Foreign Language is typically wider than the Teaching English or French as a Second or Foreign Language-aggregate figure suggests.
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 Teaching English or French as a Second or Foreign Language on school-count breadth
(98 schools) and mean four-year median earnings ($37,546).
Peers exclude the same two-digit CIP family so neighborhoods are not CIP-containment siblings.
School-count peers include Management Information Systems and Services, Veterinary/Animal Health Technologies/Technicians, Registered Nursing, Nursing Administration, Nursing Research and Clinical Nursing. Earnings peers include Health and Medical Administrative Services, Allied Health and Medical Assisting Services, Dental Support Services and Allied Professions.
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 Teaching English or French as a Second or Foreign Language graduates earn? ▼
Teaching English or French as a Second or Foreign Language graduates earn $37,546 on average four years after completion, across the 4 of 98 schools that report earnings for this program.
Which school's Teaching English or French as a Second or Foreign Language graduates earn the most? ▼
College of Lake County has the highest reported median earnings for Teaching English or French as a Second or Foreign Language graduates at $52,187, 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 Teaching English or French as a Second or Foreign Language? ▼
Teaching English or French as a Second or Foreign Language programs typically award a Certificate credential. Earnings vary by school and credential level.
Top Schools for Teaching English or French as a Second or Foreign Language
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.