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Job outlook for housing program managers in the United States
Are housing program manager jobs in demand?
Housing program manager job and salary trends over time
Housing program manager jobs over time
Housing program manager job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 569 | 0.00% |
| 2020 | 567 | 0.00% |
| 2019 | 570 | 0.00% |
| 2018 | 546 | 0.00% |
| 2017 | 516 | 0.00% |
Average housing program manager salary over time
Housing program manager salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $42,115 | $20.25 | +3.6% |
| 2025 | $40,632 | $19.53 | +2.8% |
| 2024 | $39,525 | $19.00 | +1.9% |
| 2023 | $38,787 | $18.65 | --0.9% |
| 2022 | $39,138 | $18.82 | +1.8% |
Housing program manager jobs by state
Most common states for housing program managers
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 527 | 76% |
| 2 | Washington | 7,405,743 | 2,692 | 36% |
| 3 | North Dakota | 755,393 | 174 | 23% |
| 4 | Vermont | 623,657 | 143 | 23% |
| 5 | Delaware | 961,939 | 186 | 19% |
| 6 | Virginia | 8,470,020 | 1,554 | 18% |
| 7 | Rhode Island | 1,059,639 | 189 | 18% |
| 8 | Wyoming | 579,315 | 107 | 18% |
| 9 | Massachusetts | 6,859,819 | 1,183 | 17% |
| 10 | New Hampshire | 1,342,795 | 230 | 17% |
| 11 | Montana | 1,050,493 | 183 | 17% |
| 12 | Utah | 3,101,833 | 502 | 16% |
| 13 | Colorado | 5,607,154 | 862 | 15% |
| 14 | Oregon | 4,142,776 | 642 | 15% |
| 15 | Connecticut | 3,588,184 | 534 | 15% |
| 16 | California | 39,536,653 | 4,991 | 13% |
| 17 | Maryland | 6,052,177 | 768 | 13% |
| 18 | Minnesota | 5,576,606 | 738 | 13% |
| 19 | Nebraska | 1,920,076 | 248 | 13% |
| 20 | Idaho | 1,716,943 | 223 | 13% |
Most common cities for housing program managers
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Everett | 1 | 1% | $39,770 |
| 2 | Lawrence | 1 | 1% | $39,929 |
| 3 | Rockville | 1 | 1% | $40,589 |
| 4 | Denver | 1 | 0% | $36,604 |
| 5 | New York | 1 | 0% | $51,875 |
| 6 | Oakland | 1 | 0% | $48,514 |
| 7 | San Diego | 1 | 0% | $43,793 |
| 8 | San Francisco | 1 | 0% | $48,738 |
| 9 | Stockton | 1 | 0% | $47,413 |
Housing Program Manager job outlook: Expert opinions
Our panel of housing program manager experts
University of West Georgia
Boston University
Nicholls State University
Western Carolina University
Auburn University at Montgomery
Maryville University
Thiel College
Cal Poly Pomona
Seattle University
East Tennessee State University
American University
Dr. Robyn Huss
Associate Professor and Coordinator of Initial Teacher Certification ProgramsUniversity of West Georgia
Department of Early Childhood Through Secondary Education
What will help Housing Program Managers increase their earning potential?
Dr. Robyn Huss: Public school teachers in Georgia, as in many states, are paid on a set salary schedule determined by their years of teaching experience and their highest degree achievement. Earning a graduate degree at the next level is the quickest route to a pay raise, which in turn increases their retirement benefits.
What certifications/licenses/courses can have the biggest impact for Housing Program Managers?
V. Scott Solberg Ph.D.: The information and computer technology and health sciences sectors are two promising future employment arenas to consider. Within information and computer technology, data science skills are in high demand. For both information and computer technology and health sciences there are a range of certifications one can receive from a two-year postsecondary institution that lead to high wage occupations. The new byword is "stackable credentials" whereby one adds more than one credential that results in a wider range of occupational opportunities as well as the ability to move up in pay within a given sector.
Dr. Cynthia Vavasseur
Associate Professor of Education, Professor of ED, Program Chair Ed-tech LeadershipNicholls State University
Teacher Education Department
What are the biggest trends we'll see in the Housing Program Manager job market given the pandemic?
Dr. Cynthia Vavasseur: By far, the biggest trend in the job market of educational leadership will be how technology can drive instruction, innovation and student success. Before the pandemic, educational technology was a hot topic. In the last year, the need for educational technology professionals at both the K12 and Higher Education level have been highlighted.
Will there be an enduring impact of the coronavirus pandemic on Housing Program Managers?
Angela Sebby Ph.D.: While jobs may be slower to return to the capacity pre-Covid, the industry and tourism employment will rebound as people still want to travel and explore diverse foods, cultures, and experiences. However, the enduring impact will be the rapid onset of technology that allowed for limited contact with employees and others has become the new norm. Although human interaction is an important aspect of service in the tourism industry, employers have found that they can reduce the number of personal interactions but still deliver an acceptable level of quality service. What would have taken years to adopt, COVID created an amplified adoption.
What soft skills should all Housing Program Managers possess?
TeWhan Hahn Ph.D.: Writing skills including email writing, being able to work in teams, and knowing the workplace etiquettes.
Meaghan Goodman Ph.D.
Program Director & Assistant ProfessorMaryville University
Speech-Language Pathology
What's a day at work look like for a Housing Program Manager?
Meaghan Goodman Ph.D.: A bachelor's in communication sciences and disorders can prepare you for three different tracks. First, it can prepare you to become a licensed Speech-Language Pathology Assistant (SLPA). This is someone who works under a fully credential speech-language pathologist. Often times, they carryout intervention plans developed by a fully credentialed speech-language pathologist. If graduate school is on your horizon, a bachelor's degree in communication sciences and disorders will prepare you for acceptance into a Speech-Language Pathology program, or an Audiology program. If you are not accepted into a graduate program right away, working as a speech-language pathology assistant (SLPA) is a great way to get experience in the field!
What are the biggest trends we'll see in the Housing Program Manager job market given the pandemic?
Mary Beth Mason Ph.D.: I think we are going to see teletherapy as a more common service delivery model across settings. I think that that will be what I call a "Pandemic Positive". I think many states will pass legislation post pandemic for teletherapy to be a reimbursable service.
What certifications/licenses/courses can have the biggest impact for Housing Program Managers?
Mary Beth Mason Ph.D.: I think one of the great things about being a speech-language pathologist is that we can work across the lifespan in a variety of settings. In order to have that flexibility, graduates should get their Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA), professional state license, and credential to work in public school setting. It is important to get those three credentials as soon as possible after graduation because they will meet the current standards. If they wait, there might be new standards in place which means they might need additional coursework and/or pass additional tests.
What are the biggest trends we'll see in the Housing Program Manager job market given the pandemic?
Jann Pataray-Ching, Ph.D.: In our area of southern California, districts have been hit by impacted budget cuts due to COVID-19. The Learning Policy Institute estimates that California will experience a 13.8% decline (about 49,000 jobs) in the teaching force. This is compounded by state budget cuts to higher education, making it more difficult for people of color in low-income communities to pursue degrees in Education.
Early in the pandemic, TK-12 schools were rushed to online instruction, and teachers were learning the technology often along with their students. Resources have been redistributed to support teachers in delivering online instruction and to support students with technology and WIFI to support access to online instruction. However, while some teachers have been able to use technology to teach their classes, other teachers need greater support in transitioning from in-person instruction to virtual modes. This includes the need for online platforms and tools to support TK-12 teachers delivering course content. Teachers and recent graduates with experience using these platforms who have online skills will continue to be in high demand as schools work to integrate the best of these platforms, even when they return to in-person classes.
Another trend will be an increased focus on those students whose performance and engagement are dropping significantly in the virtual environment. Schools need to find more tools to help students cope and motivate them to complete their assignments, engage in the lessons, and interact socially, even if it is online. They need to make sure students are prepared for state testing, passing the grade level, and not being left behind.
Other trends include the need for more cooperating teachers to support student-teacher candidates across all levels and content areas. As many teachers struggle to provide instruction through virtual environments, it is additionally challenging to support student-teacher candidates who are completing their credentials at nearby universities and wanting to enter the teaching profession. Additional challenges are allowing student-teacher candidates to record their teaching while working with students, so they may complete and pass their high-stakes assessments. When these obstacles prevent student-teacher candidates from completing their path toward their credential, fewer teachers are able to enter the profession, disrupting the quality of education that schools can provide to TK-12 students because districts will be forced to hire those with substandard credentials.
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 Housing Program Managers?
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 Housing Program Managers?
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.
How do you envision technology impacting Housing Program Managers 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.