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Job outlook for parent liaisons in the United States
Are parent liaison jobs in demand?
Parent liaison job and salary trends over time
Parent liaison jobs over time
Parent liaison job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 388 | 0.00% |
| 2020 | 390 | 0.00% |
| 2019 | 394 | 0.00% |
| 2018 | 382 | 0.00% |
| 2017 | 374 | 0.00% |
Average parent liaison salary over time
Parent liaison salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $34,235 | $16.46 | +2.6% |
| 2024 | $33,378 | $16.05 | +3.9% |
| 2023 | $32,131 | $15.45 | +1.9% |
| 2022 | $31,531 | $15.16 | +4.1% |
| 2021 | $30,284 | $14.56 | +3.2% |
Parent liaison jobs by state
Most common states for parent liaisons
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 30 | 4% |
| 2 | Massachusetts | 6,859,819 | 127 | 2% |
| 3 | California | 39,536,653 | 289 | 1% |
| 4 | Florida | 20,984,400 | 208 | 1% |
| 5 | New York | 19,849,399 | 158 | 1% |
| 6 | Illinois | 12,802,023 | 117 | 1% |
| 7 | Pennsylvania | 12,805,537 | 109 | 1% |
| 8 | New Jersey | 9,005,644 | 98 | 1% |
| 9 | Michigan | 9,962,311 | 78 | 1% |
| 10 | Washington | 7,405,743 | 51 | 1% |
| 11 | Oregon | 4,142,776 | 40 | 1% |
| 12 | Kansas | 2,913,123 | 35 | 1% |
| 13 | Connecticut | 3,588,184 | 30 | 1% |
| 14 | New Mexico | 2,088,070 | 20 | 1% |
| 15 | Rhode Island | 1,059,639 | 12 | 1% |
| 16 | Maine | 1,335,907 | 12 | 1% |
| 17 | Delaware | 961,939 | 9 | 1% |
| 18 | New Hampshire | 1,342,795 | 8 | 1% |
| 19 | Vermont | 623,657 | 7 | 1% |
| 20 | North Dakota | 755,393 | 6 | 1% |
Most common cities for parent liaisons
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Leominster | 1 | 2% | $34,834 |
| 2 | San Diego | 3 | 0% | $37,207 |
Parent Liaison job outlook: Expert opinions
Our panel of parent liaison experts
Seattle University
East Tennessee State University
American University
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 Parent Liaisons?
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 Parent Liaisons?
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 Parent Liaisons 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.