Corrected: A previous version of this article misstated the number of job openings this summer in public education. According to the Bureau of Labor Statistics, more than 446,000 public education jobs were open in June, and 460,000 in July.

All across the country, school districts are posting signs in town and notices on social media with humble but urgent requests for more school bus drivers. The mayor of Chicago asked the private rideshare companies Uber and Lyft to fill school transportation gaps. Massachusetts officials called in the National Guard to shuttle students after bus driver shortages threatened to upend the start of the school year.

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Interviews with economists, administrators, and employees reveal a complex array of factors causing the school hiring headaches: Fears over health and safety, frustrations over longstanding pay gaps and inequities, and political disagreements over masks and vaccines. Some of these shortages are far more severe than usual, while others existed long before the pandemic.

Then she drives 15 minutes to El Dorado High School in the Placentia Yorba Linda school district, where she immediately starts another three-and-a-half-hour shift doing similar work. For that job, she gets paid $21.22 an hour.

Bennett, like many of her colleagues, would prefer to have one full-time job in a single location. But the two school districts that employ her maintain paraprofessionals as part-time employees in part because their health insurance costs are steep.

On an individual basis, though, many school workers are compensated at far lower rates than teachers and administrators. The median annual pay for K-12 teaching assistants in May 2020 was $28,900, according to the Bureau of Labor Statistics. School bus drivers make on average between $15 and $17 an hour, according to 2018 data from BLS. Those numbers are well below living wages across the United States, especially for workers with children.

The labor pool for bus drivers, substitute teachers, and others who contribute to schools on a part-time or irregular basis, tends to be older, and often includes people who see working at a school as a means for supplementary income. Those jobs often pay only a fraction of what teachers receive, sometimes lack union representation, and rarely come with assurance of employment beyond the current school year.

As demand for bus drivers grows with the return of fully open school buildings, the prospect of returning to a bus full of unvaccinated kids might seem untenable to people at high risk of severe disease from COVID-19.

In some cases, requirements for masks and vaccinations in some places, and restrictions on those requirements in others, might be keeping some people from returning to jobs they once had, or from signing up to fill gaps.

The theory about government benefits also fails to account for the reality that for many high-poverty districts in rural areas finding enough employees with specialized expertise and training is a perpetual challenge, said Henry Tran, an associate professor of educational leadership and policies at the University of South Carolina.

In recent weeks, Soto has watched as untrained substitute custodians have struggled to fill the gap left by a janitor who went on vacation for a week and a half. Other custodians had to double their workloads to fill the gaps, she said.

This week, the governor of New York announced new steps to tackle the bus driver shortage, including opening new testing sites for commercial drivers trying to get their licenses, and reaching out to law enforcement, military, and fire departments to try to find already-qualified drivers who can pitch in.

Steve Paramore, the assistant superintendent for operations and human resources for the Ashland school district in Ohio, said his team is trying to identify resources to offer health benefits to bus drivers without requiring them to take a midday job on top of their responsibilities on the road.

At New York Tech, we are committed to helping our students find success. The Peer Success GUIDE Program will pair you with a Peer Success Guide (PSG) who will provide you with social support and direct you to the many services and resources we have to offer. We recognize that transitioning to college can be difficult for many reasons and we are here to help!

After you have enrolled for classes, you will be contacted by your Peer Success Guide (PSG) who will provide you with both social and academic support during your transition to New York Tech, throughout your entire first-year.

Your PSG will invite you to attend various events on campus, they will be available to meet with you and answer any questions you have, and will plan special activities which will be a great opportunity for you to interact with other students at New York Tech.

You will receive Peer Mentoring through the American Institute of Architecture Students (AIAS) organization on both the Long Island and New York City campuses. The AIAS Peer Mentoring program will support you in having a successful first year at New York Tech by connecting you with an upperclassman Peer Mentor in your major.

Peer Success Guides (PSGs) are New York Tech students in their sophomore, junior, and senior years. Having walked in the shoes of a first year student, they can relate to the transition and challenges that you may face. They will share valuable insight about the exciting successes they achieved and the tough lessons they learned along the way.

We encourage you to participate at your comfort level! Your PSG will reach out to you throughout your first-year and will serve as a bridge to meeting other students, getting involved on campus, accessing resources, and supporting your personal success at New York Tech.

Get rewarded for taking the initiative. Learn more about your higher education options by visiting our campus and meeting with an admissions counselor. Each registered visitor will receive a $1,000 scholarship for the 2023-2024 academic year.

Pathways incorporates pedagogical approaches that foster active learning and critical thinking; earlier clinical experience; and advanced clinical and student-tailored basic/population science experiences that will provide customized pathways for every student.

In the Pathways curriculum, the core basic/population science needed to succeed in clinical clerkships is taught prior to the core clinical year, while the more advanced science that is more relevant after intensive clinical experience follows completion of the core clinical clerkships. The third and fourth years focus on advanced scientific and clinical experiences: selective courses in basic/translational science, social/population science, pharmacology and medical humanities; individual, faculty-mentored scholarly projects; clinical electives and subinternships; and Steps 1 and 2 of the national boards.

The Principal Clinical Experience (PCE), a 12-month integrated program of study, provides a clinical base for exposure to the broad disciplines of medicine and experiences essential to credentialing as a licensed physician. The PCE occurs primarily at a single hospital site and is comprised of clerkship rotations lasting 4-12 weeks and supplemented by a longitudinal multidisciplinary curriculum that incorporates primary care experiences, mentoring, multi-disciplinary clinical science case conferences and developing physician sessions.

After a year of clinical immersion, students engage in rigorous coursework with a new and deeper understanding of its importance through advanced integrated science courses (AISCs), clinical electives and scholarly research projects. They may also take advantage of myriad opportunities across Harvard University and around the world to customize their route through Years III and IV to prepare optimally for whatever aspect of the profession of medicine that has attracted their curiosity and passion.

Requirements - Preclerkship, PCE, Advanced Experiences & Examination requirements

Societal Themes - Topic areas for longitudinal curricular integration across the preclerkship, PCE, and post-PCE phases, for all students

The mission of the Bossier Parish Community College Learning Commons (LC) is to develop collections and services that support the Bossier Parish Community College mission. We provide the students, faculty, and staff with a caring learning environment with innovative and accessible resources and services that encourage and support educational goals to help build a community of engaged citizens.

Students applying for financial aid need to complete the Free Application for Federal Student Aid (FAFSA). Submit yours online and have your results sent to Coe (school code: 001854). Then, we'll send you a personalized financial aid offer.

We have a variety of visits to choose from, including both in-person and virtual options.

Each visit includes opportunities to learn about admission, financial aid, academics or involvement at Coe. Our admission team can help you arrange a visit that fits your unique interests and needs.

Contact your admission counselor to learn more. 

Please note: You must apply to Coe College and be admitted unconditionally to receive this award. The Impact Award is in addition to the Trustee Scholarship (valued up to $36,000 per year). Your Impact Award acceptance visit must be scheduled through the Office of Admission.

All Coe students live on campus in residence halls and apartments. This student experience is vital to academic and social success. With 90% of students participating in extra-curricular activities, and over 100 student organizations, clubs and athletics, there is a 0% chance you'll be bored!

Your export spreadsheet will now be downloaded in the same format needed for import. You can edit the information and upload the completed spreadsheet by returning to this menu and selecting the "Import CSV File" button.

Note: Students that are auto-rostered with MobyMax via Clever or ClassLink will not be included in this export. This data is maintained by the data you share for students within the Clever or ClassLink platforms. 152ee80cbc

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