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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 950 | 0.00% |
| 2020 | 919 | 0.00% |
| 2019 | 1,020 | 0.00% |
| 2018 | 1,027 | 0.00% |
| 2017 | 1,059 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $46,373 | $22.29 | +6.8% |
| 2024 | $43,418 | $20.87 | +2.7% |
| 2023 | $42,258 | $20.32 | +2.5% |
| 2022 | $41,217 | $19.82 | --3.6% |
| 2021 | $42,754 | $20.55 | +2.9% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Vermont | 623,657 | 155 | 25% |
| 2 | Illinois | 12,802,023 | 2,546 | 20% |
| 3 | Oregon | 4,142,776 | 834 | 20% |
| 4 | Washington | 7,405,743 | 1,348 | 18% |
| 5 | South Dakota | 869,666 | 157 | 18% |
| 6 | Tennessee | 6,715,984 | 1,126 | 17% |
| 7 | Missouri | 6,113,532 | 1,015 | 17% |
| 8 | Connecticut | 3,588,184 | 616 | 17% |
| 9 | Kansas | 2,913,123 | 496 | 17% |
| 10 | New Mexico | 2,088,070 | 357 | 17% |
| 11 | Nebraska | 1,920,076 | 325 | 17% |
| 12 | West Virginia | 1,815,857 | 316 | 17% |
| 13 | Delaware | 961,939 | 166 | 17% |
| 14 | District of Columbia | 693,972 | 120 | 17% |
| 15 | Virginia | 8,470,020 | 1,354 | 16% |
| 16 | North Carolina | 10,273,419 | 1,585 | 15% |
| 17 | Georgia | 10,429,379 | 1,559 | 15% |
| 18 | Colorado | 5,607,154 | 834 | 15% |
| 19 | Alabama | 4,874,747 | 716 | 15% |
| 20 | Utah | 3,101,833 | 428 | 14% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Anchorage | 1 | 0% | $42,864 |
| 2 | Fort Wayne | 1 | 0% | $43,450 |
| 3 | Glendale | 1 | 0% | $58,190 |
| 4 | Reno | 1 | 0% | $59,523 |
| 5 | Saint Louis | 1 | 0% | $44,604 |
Hampton University

University of Nebraska at Omaha
University of Kansas
Hampton University
Department of Social Sciences
Dr. Michael Davis: A good answer is specialized skills that make you hard to replace in the workplace, such as being comfortable with people of various cultures and backgrounds, knowing how to use high-end equipment, or even just how to deal with large numbers of people at a time.

University of Nebraska at Omaha
Grace Abbott School of Social Work
Dr. Susan Reay: It is essential for graduating seniors to develop a lifespan career plan that includes identifying experiences they want, ones they might want to seek out, and the identification of ones they are not interested in exploring. Central to the plan is obtaining quality supervision. I tell all my graduating seniors that no matter what job you take, make sure that you have a quality supervisor. Start looking for mentors and people you can trust. Keep those folks close to you and hold on to them over the life of your career.
University of Kansas
Department of Applied Behavioral Science
Dr. Florence DiGennaro Reed Ph.D.: In my experience, employers appreciate real-world experience where students/recent graduates can apply the knowledge they learned in their courses to actual work settings. Thus, graduates who have had service-learning practicum courses, internships, or other relevant experiences have resumes that tend to stand out to future employers.