Degrees
Colleges
About
First, some facts. Of the Mathematics Teacher Education graduates we've analyzed , here's how many have used (or NOT used) their degree in their career:
These are estimates based on AI analysis of 99 LinkedIn profiles (see below).
The verdict? Slightly below average. Overall, with an average relevance score of 66%, Mathematics Teacher Education graduates have a slightly lower likelihood (-1%) of finding work in this field compared to the average graduate across all fields:
And for comparison, here's the chart for all profiles we've looked at across all degrees.
Also, after graduating, 45% of these graduates have pursued further education other than another Bachelor's degree (such as a Masters degree or other), compared to the average across all profiles of 35%. This suggests you may need more than just a Bachelors degree to be competitive as a Mathematics Teacher Education graduate.
See the details:
|
Relevance score: 15% We think this person has NOT gone into a career related to their degree.
DEGREE INFOGraduated in 2015 from Illinois State University with a Bachelor of Arts (BA) in Mathematics Teacher Education. Also pursued further education since (see below). JOB HISTORY SINCE GRADUATIONMathematics Student Teacher Township High School District 214 Jan 2015 - May 2015 Varsity Scholastic Bowl Coach  Bloomington High School Aug 2015 - Jul 2016 Mathematics Teacher Bloomington High School Aug 2015 - Jul 2016 Staff Intern  Encounter Campus Ministry May 2016 - May 2017 Homeless Services Staff PATH Crisis Center Jul 2017 - Aug 2019 Family Counseling Intern The Center for Youth and Family Solutions May 2019 - May 2020 Marriage And Family Therapist The Center for Youth and Family Solutions May 2020 - Oct 2023 Clinical Supervisor The Center for Youth and Family Solutions May 2023 - Present FURTHER DEGREES DONE SINCE GRADUATINGMaster's of Science (MS)Illinois State University 2018 - 2020 ABOUTI work at the Center for Youth and Family Solutions in Bloomington, IL as a clinical supervisor and behavioral health therapist. I work with children, adolescents, and adults who have mental health concerns. I value trauma-informed care and using family systems perspectives to solve problems. I have a passion for helping people find recovery, develop healthy coping strategies, and overcome stigma in the mental health field. I have been trained in EMDR. I have training in IFS, TF-CBT, polyvagal theory, and ARC.The time I spend working at PATH Crisis Center in Homeless Services has broadened my knowledge of the struggles that people experiencing mental illness, substance abuse, and poverty face. In this role, I enjoyed tangibly meeting people's needs by helping them search for housing, set realistic goals, and take steps towards stability.I was previously a mathematics teacher at Bloomington High School in Bloomington, IL. I strived to engage my students in active learning and challenging material while creating a positive classroom environment. I am passionate about helping students understand mathematics, have confidence in their knowledge, and take responsibility for their learning. |
The top 10 most common jobs done by the graduates we've analyzed (ranked most common to least) are:
When I looked through the job experiences of graduates with degrees in Mathematics Teacher Education, a clear trend emerged. The most common and relevant positions they held were centered around being mathematics teachers. Many of these individuals worked as high school or middle school math teachers in various school districts, which is a direct application of the knowledge and skills they obtained during their studies. This role is practically the pinnacle of what a Mathematics Teacher Education degree prepares someone for, as it requires a solid understanding of mathematical concepts and teaching methods. Indeed, jobs like "Mathematics Teacher" or "Math Interventionist" frequently appeared in these profiles, and in almost every case, those roles related closely to their degree.
However, not all graduates ended up in positions that aligned with their studies. Some took on roles that strayed away from the educational path. For example, several individuals worked in fields like sales, customer service, or administrative positions. These jobs often didn’t require any specific knowledge of mathematics pedagogy or teaching techniques, making them much less relevant to their degrees. Some even took on roles entirely outside of education, such as operations management or coaching various sports—while those roles might require some analytical skills, they don't inherently demand an understanding of mathematics teaching methodologies.
In summary, while a significant portion of graduates from Mathematics Teacher Education programs successfully entered roles as math educators—grounded in their respective training—others drifted into various careers that showcased skills not directly correlated to their educational background. This highlights a dichotomy where some leveraged their degrees effectively, while others, for reasons like personal choice or job availability, ventured into unrelated fields. The most fulfilling and relevant positions for these graduates clearly align with teaching mathematics, a trend that ought to guide future endeavors in this area as they progress in their careers.
Here is a visual representation of the most common words in job titles for Mathematics Teacher Education graduates:
Alright, let's break down what these math education graduates have been up to since they donned their caps and gowns. Looking at their career paths right after graduation, it's clear that a big chunk of them jumped straight into teaching roles. Many began as high school math teachers or took on various educational positions shortly after completing their degrees. For example, graduates from schools like Kent State University and the University of Georgia swiftly transitioned into mathematics educator roles, emphasizing how many see teaching as their primary calling right after college. A few took alternative routes into roles like sales associates or even corporate jobs, but those seem to be outliers rather than the norm.
Fast forward five to ten years down the line, and things start to get a bit mixed. A fair number of these graduates remain in education, which is awesome, showing that those initial teaching gigs can turn into long-term careers in schools, with many still educating students in various math-related capacities. Some of them have transitioned into specialized roles, like data specialists or instructional designers, which indicates they’re still using their math skills but in more niche areas. However, there’s a significant number who have drifted far from teaching or even the math world altogether. It’s kind of a bummer when you see some used to be educators now working as quality control specialists or in sales. While some have found success and fulfillment in these paths, they don’t seem directly related to what they studied.
In summary, while many graduates of Mathematics Teacher Education start off bright-eyed and bushy-tailed in teaching roles, a good portion of them detour into different fields over time. The success stories of those sticking to teaching inspire hope for future education teachers, while the shifts toward unrelated industries raise some eyebrows about job satisfaction and career alignment with their original degrees. So for high school students thinking about this path, it's crucial to be clear-eyed about the possibilities—it can lead to solid careers in education, but it's not a guaranteed straight arrow from graduation to the classroom.
A Bachelor’s degree in Mathematics Teacher Education can be pretty challenging, but it really depends on your strengths and interests. If you've always enjoyed math and have a knack for understanding concepts, you might find it easier than average. However, it does involve a lot of abstract thinking, proofs, and sometimes complex problems, plus you’ll take education courses that focus on teaching methods and pedagogy, which can be a whole different struggle. Overall, it’s a balance of both math and educational theory, so if you’re passionate about math and helping others learn, it can be really rewarding despite the difficulties you might face along the way.
Most commonly, in the LinkedIn profiles we've looked at, it takes people 4 years to finish a Bachelor degree in Mathematics Teacher Education.
Looking at the job paths of these Mathematics Teacher Education graduates, it seems like their earnings can vary quite a bit depending on their career choices and locations. For example, the graduate from the University of Georgia who switched from teaching to financial advising likely ended up increasing their income by moving into a finance role, which generally pays more than teaching. Others, like the graduate from Kent State who stayed in education as a math teacher for a few years, might earn less, especially in environments that don't pay as competitively. Some graduates have also combined their teaching roles with coaching or additional positions, which may provide some extra income.
Overall, while many of them might be making decent money, especially if they have moved into positions like financial advising or management in educational settings, others seem to be sticking within the teaching realm, which often has lower salaries. The transition into roles like data specialists and corporate training positions also indicates a shift toward potentially higher earnings, especially in tech-related fields. So, it really depends on the individual's career choices and any management opportunities they've pursued along the way.
Here is a visual representation of the most common words seen in the "about" section of LinkedIn profiles who have a Bachelor degree in Mathematics Teacher Education. This may or may not be useful:
Here are all colleges offering a Bachelor degree in Mathematics Teacher Education (ordered by the average relevance score of their Mathematics Teacher Education graduates, best to worst) where we have analyzed at least 10 of their graduates: