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Job outlook for educational advisers in the United States
Are educational adviser jobs in demand?
Educational adviser job and salary trends over time
Educational adviser jobs over time
Educational adviser job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 3,102 | 0.00% |
| 2020 | 3,059 | 0.00% |
| 2019 | 3,103 | 0.00% |
| 2018 | 2,988 | 0.00% |
| 2017 | 2,840 | 0.00% |
Average educational adviser salary over time
Educational adviser salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $49,149 | $23.63 | +1.9% |
| 2025 | $48,236 | $23.19 | +1.3% |
| 2024 | $47,619 | $22.89 | +1.6% |
| 2023 | $46,857 | $22.53 | +1.6% |
| 2022 | $46,139 | $22.18 | +1.7% |
Educational adviser jobs by state
Most common states for educational advisers
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Colorado | 5,607,154 | 139 | 2% |
| 2 | Minnesota | 5,576,606 | 94 | 2% |
| 3 | Louisiana | 4,684,333 | 72 | 2% |
| 4 | New Mexico | 2,088,070 | 39 | 2% |
| 5 | Alaska | 739,795 | 18 | 2% |
| 6 | District of Columbia | 693,972 | 16 | 2% |
| 7 | North Dakota | 755,393 | 12 | 2% |
| 8 | Vermont | 623,657 | 10 | 2% |
| 9 | Texas | 28,304,596 | 280 | 1% |
| 10 | California | 39,536,653 | 251 | 1% |
| 11 | New York | 19,849,399 | 141 | 1% |
| 12 | Virginia | 8,470,020 | 105 | 1% |
| 13 | Ohio | 11,658,609 | 105 | 1% |
| 14 | Pennsylvania | 12,805,537 | 95 | 1% |
| 15 | Maryland | 6,052,177 | 77 | 1% |
| 16 | New Jersey | 9,005,644 | 68 | 1% |
| 17 | Massachusetts | 6,859,819 | 67 | 1% |
| 18 | Connecticut | 3,588,184 | 33 | 1% |
| 19 | Rhode Island | 1,059,639 | 15 | 1% |
| 20 | Delaware | 961,939 | 13 | 1% |
Most common cities for educational advisers
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Hartford | 1 | 1% | $61,619 |
| 2 | New Bedford | 1 | 1% | $66,839 |
| 3 | Boston | 3 | 0% | $65,446 |
| 4 | Anchorage | 1 | 0% | $55,073 |
| 5 | Chicago | 1 | 0% | $49,070 |
| 6 | Phoenix | 1 | 0% | $44,567 |
Educational Adviser job outlook: Expert opinions
Our panel of educational adviser experts
University of Houston - Clear Lake
Beloit College
Seattle University
East Tennessee State University
Committee on the Status of Women in Astronomy - CSWA
American University
Frostburg State University
Antonio Corrales
Doctoral Program Coordinator and Associate Professor of Educational LeadershipUniversity of Houston - Clear Lake
College of Education
What skills stand out on Educational Adviser resumes?
Antonio Corrales: Educational adviser resumes need to focus on skills transferable to students. Specifically, aspects that can be transferable and relatable to student success. For example, advising, admissions, registration, testing center, student orientation, student activities, recreational sports, ability services, veterans, students with disabilities, grants, financial aid, and student discipline.
What soft skills should all Educational Advisers possess?
Antonio Corrales: It is critical to show for how long one has served as a student advisor in one way or another. Also, it is important to show how many students one has advised, which academic programs, what degree plans, and the level of success within that advising.
What hard/technical skills are most important for Educational Advisers?
Antonio Corrales: Understanding state and federal requirements, specific degree plans, credits validations, transfers, and financial aid requirements.
What skills will help Educational Advisers earn the most?
Antonio Corrales: Showing the capacity and experience to work with students and move them forwards with their careers.
Jingjing Lou Ph.D.
Chair and Associate ProfessorBeloit College
Department of Education & Youth Studies
What skills stand out on Educational Adviser resumes?
Jingjing Lou Ph.D.: Apart from other common skills and characters you often see in education majors, our graduates from the education program stand out from other education graduates because they are trained to think interdisciplinarily and internationally. Specifically, our graduates learn different perspectives about teaching, learning, youth, and society from international and interdisciplinary perspectives. They have an in-depth understanding of social justice in different cultural contexts concerning different social groups -elite or marginalized, urban or rural, majority or minority. Some of the institutional learning outcomes of Beloit College are listed below, and these are all soft skills our graduates are proud to be equipped with and help them to be successful candidates of the positions they are applying for in teaching or other jobs in the broad field of education studies, including but not limited to education policy, counseling, school psychology, social work, international education, etc. We even have education graduates working for Facebook.
What soft skills should all Educational Advisers possess?
Jingjing Lou Ph.D.: 1) Productive Collaboration
2) Effective Communication
3) Creative Problem Solving
4) Intellectual and Professional Agility
What hard/technical skills are most important for Educational Advisers?
Jingjing Lou Ph.D.: To go along with these soft skills, our students master hard skills such as communications (writings and presentations), quantitative thinking (a requirement for all requirements), and intercultural literacy (understanding and working with people from different contexts).
What skills will help Educational Advisers earn the most?
Jingjing Lou Ph.D.: As our students received interdisciplinary education in addition to their education major, they often have very unique perspectives when examining issues in their work and can come up with creative and innovative solutions to problems. The soft skills and hard skills listed above are essential for our students' long-term career development when they grow into senior teachers, policymakers, school psychologists/counselors, social workers, and even in technology such as working for Facebook.
Theresa Earenfight Ph.D.
Professor of History, Director, Women, Gender, and Sexuality Studies ProgramSeattle University
History Department
Will there be an enduring impact of the coronavirus pandemic on Educational Advisers?
Theresa Earenfight Ph.D.: As a historian of the European Middle Ages, I'm struck by how students this past year have acquired something scarce: historical empathy. The past can seem so remote, so very different from our lived experiences today, and this can make history seem irrelevant. But this fall, I was teaching a section on the bubonic plague, which historians of medicine now know was a global pandemic, not just an epidemic in Europe. Usually, students are fascinated by the gruesome medical details, but not this group.
They did not need or want to look death in the eyes. They wanted to know how did people react? How did they get back to normal? When we ticked off the list of reactions--fear, distrust of science (such as it was in 1348), xenophobia, scapegoating, economic collapse, hoarding supplies, turn to religion, gallows humor about worms crawling about corpses--they got it. When we talked about the aftermath--eat, drink, be merry, and protest the inequality--they got it. That is historical empathy, and I'm sad that this was how it had to be learned, but it will give them broader compassion that can encompass people alive today.
Will there be an enduring impact of the coronavirus pandemic on Educational Advisers?
Dr. Frederick Gordon Ph.D.: Graduate students will need to refocus on the changing institutional role, being both remote and in-person, and impacting agency goals and performance.
Nicolle Zellner (on behalf of members of the CSWA)
ChairCommittee on the Status of Women in Astronomy - CSWA
What type of skills will young Educational Advisers need?
Nicolle Zellner (on behalf of members of the CSWA): I believe (hope) that the effects of the pandemic will be short-lived and that there will be a surge in job opportunities once a vaccine is available. Nevertheless, greater flexibility and versatility in skills are always useful. For example, astronomers who have analyzed large data sets or worked with machine learning algorithms will be in significant demand.
Interdisciplinary studies are also on the rise. New fields like astrobiology are rapidly growing, and there are ripe potentials for researchers with unique combinations of expertise or who can work with broad collaborations spanning disciplines.
With the growth of data, especially from large astronomical surveys, technical skills like computer programming and experience with data science tools and machine learning is increasingly useful. The ability to communicate complex ideas to a range of audiences is a necessity in most fields, and astronomers generally have great relevant experience with community outreach.
How do you envision technology impacting Educational Advisers in the next 5 years?
Dr. Adelaide Kelly-Massoud: Well, every teacher and teacher candidate was thrust into distance learning. Misguided attempts to foster understanding often leaned our adult distant learning pedagogy. Teachers, and those who prepare teachers, found their job to research, define, design, and implement meaningful teaching and learning using a virtual platform. Words such as synchronous and asynchronous are now a part of our everyday vernacular. But there is a much more optimistic change on the horizon that we can thank coronavirus for.
Communication and collaboration have been forced to change. Parents and Teachers are more connected and have been put in a position to leverage technology to build networks of support and consistent dialog. I urge teachers to leverage this in their future as we work to reopening schools; we should learn from this experience to leverage technology to keep us connected.
Jamelyn Tobery-Nystrom
Coordinator of M.Ed. Special EducationFrostburg State University
Educational Professions
How do you envision technology impacting Educational Advisers in the next 5 years?
Jamelyn Tobery-Nystrom: Technology impacts special education in many ways. First, technology is the primary tool for kids with communication disorders. So, knowing how to find and use technology with students is critical. Second, instruction is now online for many of our students; therefore, learning new ways to teach using technology is needed. Technology will continue to evolve and be central to instruction.