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Data entry assistant job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected data entry assistant job growth rate is -8% from 2018-2028.
About -286,900 new jobs for data entry assistants are projected over the next decade.
Data entry assistant salaries have increased 14% for data entry assistants in the last 5 years.
There are over 131,977 data entry assistants currently employed in the United States.
There are 86,989 active data entry assistant job openings in the US.
The average data entry assistant salary is $33,251.
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 131,977 | 0.04% |
| 2020 | 136,066 | 0.04% |
| 2019 | 143,680 | 0.04% |
| 2018 | 156,731 | 0.05% |
| 2017 | 161,235 | 0.05% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $33,251 | $15.99 | +2.8% |
| 2025 | $32,334 | $15.55 | +4.1% |
| 2024 | $31,060 | $14.93 | +4.0% |
| 2023 | $29,862 | $14.36 | +2.8% |
| 2022 | $29,061 | $13.97 | +2.2% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Alaska | 739,795 | 214 | 29% |
| 2 | Iowa | 3,145,711 | 857 | 27% |
| 3 | Wyoming | 579,315 | 146 | 25% |
| 4 | Montana | 1,050,493 | 253 | 24% |
| 5 | Rhode Island | 1,059,639 | 250 | 24% |
| 6 | Connecticut | 3,588,184 | 834 | 23% |
| 7 | Utah | 3,101,833 | 686 | 22% |
| 8 | Vermont | 623,657 | 139 | 22% |
| 9 | New Jersey | 9,005,644 | 1,930 | 21% |
| 10 | Colorado | 5,607,154 | 1,174 | 21% |
| 11 | Minnesota | 5,576,606 | 1,153 | 21% |
| 12 | New Hampshire | 1,342,795 | 275 | 20% |
| 13 | South Dakota | 869,666 | 170 | 20% |
| 14 | North Dakota | 755,393 | 151 | 20% |
| 15 | District of Columbia | 693,972 | 140 | 20% |
| 16 | Maryland | 6,052,177 | 1,178 | 19% |
| 17 | Illinois | 12,802,023 | 2,317 | 18% |
| 18 | Georgia | 10,429,379 | 1,829 | 18% |
| 19 | Arizona | 7,016,270 | 1,288 | 18% |
| 20 | Idaho | 1,716,943 | 312 | 18% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Athens | 1 | 4% | $34,753 |
| 2 | Batavia | 1 | 4% | $37,792 |
| 3 | Carbondale | 1 | 4% | $37,280 |
| 4 | Brentwood | 1 | 2% | $34,267 |
| 5 | Bridgewater | 1 | 2% | $36,169 |
| 6 | Des Plaines | 1 | 2% | $37,847 |
| 7 | Beaumont | 1 | 1% | $34,116 |
| 8 | Costa Mesa | 1 | 1% | $37,246 |
| 9 | Boston | 2 | 0% | $37,195 |
| 10 | Los Angeles | 2 | 0% | $37,385 |
| 11 | Sacramento | 2 | 0% | $37,793 |
| 12 | Washington | 2 | 0% | $32,260 |
| 13 | Albuquerque | 1 | 0% | $26,469 |
| 14 | Charlotte | 1 | 0% | $32,019 |
| 15 | Chula Vista | 1 | 0% | $36,986 |
| 16 | Cleveland | 1 | 0% | $35,225 |
| 17 | Colorado Springs | 1 | 0% | $35,529 |

Missouri University of Science & Technology

California State University Channel Islands

Ohio University - Lancaster Campus
University of Iowa
College of Charleston
University of Wisconsin Milwaukee

Dixie State University

Missouri University of Science & Technology
Linda & Bipin Doshi Department of Chemical & Biochemical Engineering
Christi Patton Luks: I think that the pandemic has proven to everyone that online education can work. I think this will increase the number of undergraduates that want to take a course or two online while they are working on internship or co-op positions and professionals returning to school virtually for additional credentials and training. Some engineering jobs have been moved to work-from-home successfully, but many still need to be on site. Flexibility will continue, however.
Christi Patton Luks: A good job out of college is one that can be adapted to the individual's skills and interests and encourages them to stretch. Frequently, students think they want to work in a particular type of job. Once they have it, they discover that it was not what they thought it would be. Many companies rotate new employees through a variety of positions. Those are great for helping people find their own hidden talents. I know that I have discovered abilities that I would not have even attempted when I was 20.

California State University Channel Islands
Department of Career Development and Alumni Engagement
Amanda Carpenter: -Data analytics skills are critical technical skills that stand out to employers in today's market. According to NACE (2018), the use of data analytics is projected to have the most significant impact on an organization's operational efficiency and revenue generation.
-Source (NACE): www.naceweb.org

Ohio University - Lancaster Campus
Student Services, Career Services
Brandy Bailey: Soft skills may vary depending on the employer, industry, and personal opinions. My biggest ones are communication skills, adaptability, self-awareness, teamwork, problem-solving, intercultural competency, creativity or innovation, and time management.
Brian Lai Ph.D.: I think the impact of the pandemic will be around for another year or so as in-person opportunities start to return. For graduates, the disruption in the economy and lack of in-person opportunities in traditional hiring areas (e.g. DC) has made it harder to find opportunities than before the pandemic.
Brian Lai Ph.D.: They need to be able to write well, specifically be able to clearly summarize and analyze ideas, policies, and arguments in a succinct manner. They will need at least a working understanding of data analysis techniques, if not some ability to analyze data. In the field of IR, the ability to network and work in a group environment will be important.
Brian Lai Ph.D.: Authentic experiences that mirror what they will be doing in a job. So internships in similar kinds of positions or experiential learning opportunities that mirror what positions require you to do.
Jacob Craig Ph.D.: In school, students are often taught to work by themselves. In some cases, they are even penalized for working with others. In some rare cases, students are asked to do a little group work but only for a short amount of time, at the end of their learning in a class.
The first thing that graduates need to know is that the workplace is nearly opposite from school. Employees, especially professional, technical, and content writer jobs, are more often than not collaborative and teams-based. The added wrinkle is that office culture is unlikely to go back to pre-pandemic occupancy rates.
So graduates need to know is that odds are good that at least part of their job will be remote. And that might be the case for at least part of the time. Announcements from tech, finance, and insurance about their latest work-from-home policies keep making the news. So not only are the chances good that they'll be working in teams, their team members and co-workers won't be in the same room with them. They'll be working collaboratively through writing. This is good news for English graduates. Much of the writing someone in a professional, technical, or content writing job are products meant for public readership. Like press releases that are sent to news outlets. But all of that writing is built on a network of notes, memos, policies, and text threads meant for co-workers. Remote work just means that co-workers will be writing each other more and more often. English graduates who can make texts for public audiences and write effectively to co-workers are positioned to do well.
The second thing that students need to know is how to start and stop writing in the context of someone else's draft. They will rarely begin with a blank screen and end with a finished text.
The third thing is that it's likely small businesses will take some time to bounce back. In those workplace settings, it is likely that an employee will need to have a range of knowledge and skills because their job will combine parts multiple roles. So a copywriter in a small marketing firm might need to also know something about SEO and social analytics and visual design. In larger offices, however, jobs tend to be much more specialized and team-based. So graduates need to be comfortable working in teams where they have an assigned role, and they need to be able to receive work in-process, complete their assigned part, and hand that work off still in-process.
And finally, students need to learn how to learn new technologies. Learn just through documentation, without a human tutorial. Even if employees are exclusively using the Microsoft Suite, it will be used for writing, editing, project management. It will be used to collaborate and present. Depending on where a student studies and what classes they take, those digital pieces might not be a part of their coursework. So, at the very least, students need to know that the workforce will constantly ask them to learn new technologies and new uses for familiar technologies.
Jacob Craig Ph.D.: I believe strongly in dexterity and a language of expertise. That means that if a student can show they can adapt to new demands by learning a new way of working, learning about a new audience, learning how to address a new purpose, learning a new genre or style, and learning a new technology, that employee attractive. Especially at the entry-level, the ability to learn and adapt is valuable. Being able to talk about their experience using a persuasive vocabulary is often useful. For instance, if students can describe their approach to communication without using cliches (short and sweet, clear) and something along the lines of purpose, audience, situation, genre, medium--that's persuasive.
University of Wisconsin Milwaukee
Office of Student Services
Dr. Robert Longwell-Grice EdD: Despite the pandemic, careers that have direct contact with people continue to be in high demand. these include careers in teaching and social work. they are considered depression-proof careers. given the increased diversity in the USA, adding a second language to any career will be amazingly useful. Two-year degrees will not be seen as useful. If people are seeking post-secondary credits they need to think about a specific trade certificate, or a four-year degree.

Dixie State University
English Department
Dr. Mike Peterson Ph.D.: There will be a lot more jobs that have telecommute options or requirements. Perhaps the office will never fully go away, but the pandemic has shown employers just how effective and cost-saving it can be to have people work from home. It saves money on things like office space and travel reimbursements. We'll see an increase in purely work-from-home jobs, but the biggest change will be the morphing of jobs into hybrid telecommute positions, where employees will still need to physically be in the office at times, but a good chunk of their work will be completed at home.
Dr. Mike Peterson Ph.D.: Writing skills have always been valued by employers, but anything that shows an ability to write, produce, or communicate in digital spaces will stand out. While employers are becoming increasingly comfortable having employees work and collaborate digitally (from home or elsewhere), they may still be reluctant to train employees how to do that. They want to see evidence that applicants will know how to use technology and stay productive without extensive training and without a supervisor having to stand behind them. That isn't to say training won't take place, but employers want to use their valuable time and resources training employees on their own systems, policies, and procedures; they don't want to have to show new-hires how to use Zoom, how to format a memo, how to write an email, or how to co-edit a document using OneDrive.
Dr. Mike Peterson Ph.D.: The great thing about a degree in English is that graduates can find work anywhere: teaching, freelance writing, technical writing, content production, editing, reporting-you name it. There are ample jobs in small towns and large cities in all of these areas. English degrees are also highly valued in a variety of jobs-such as sales, public relations, marketing, and paralegal work-because employers know these applicants, from day one, will have strong skills in writing, communication, critical thinking, and creative thinking.