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Job outlook for program support specialists in the United States
Program support specialist job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected program support specialist job growth rate is 10% from 2018-2028.
About 83,100 new jobs for program support specialists are projected over the next decade.
Program support specialist salaries have increased 9% for program support specialists in the last 5 years.
There are over 6,529 program support specialists currently employed in the United States.
There are 169,855 active program support specialist job openings in the US.
The average program support specialist salary is $39,327.
Are program support specialist jobs in demand?
Program support specialist job and salary trends over time
Program support specialist jobs over time
Program support specialist job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 6,529 | 0.00% |
| 2020 | 7,040 | 0.00% |
| 2019 | 7,144 | 0.00% |
| 2018 | 6,653 | 0.00% |
| 2017 | 6,771 | 0.00% |
Average program support specialist salary over time
Program support specialist salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $39,327 | $18.91 | +3.4% |
| 2024 | $38,031 | $18.28 | +2.3% |
| 2023 | $37,170 | $17.87 | +1.5% |
| 2022 | $36,609 | $17.60 | +1.7% |
| 2021 | $36,011 | $17.31 | +1.6% |
Program support specialist jobs by state
Most common states for program support specialists
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 552 | 80% |
| 2 | Wyoming | 579,315 | 211 | 36% |
| 3 | Delaware | 961,939 | 336 | 35% |
| 4 | Montana | 1,050,493 | 354 | 34% |
| 5 | South Dakota | 869,666 | 300 | 34% |
| 6 | New Hampshire | 1,342,795 | 437 | 33% |
| 7 | Nebraska | 1,920,076 | 573 | 30% |
| 8 | Maine | 1,335,907 | 391 | 29% |
| 9 | Minnesota | 5,576,606 | 1,542 | 28% |
| 10 | Colorado | 5,607,154 | 1,486 | 27% |
| 11 | Utah | 3,101,833 | 827 | 27% |
| 12 | New Mexico | 2,088,070 | 566 | 27% |
| 13 | Arkansas | 3,004,279 | 793 | 26% |
| 14 | Iowa | 3,145,711 | 774 | 25% |
| 15 | Idaho | 1,716,943 | 432 | 25% |
| 16 | Missouri | 6,113,532 | 1,496 | 24% |
| 17 | Oregon | 4,142,776 | 1,004 | 24% |
| 18 | Michigan | 9,962,311 | 2,268 | 23% |
| 19 | North Dakota | 755,393 | 173 | 23% |
| 20 | Alaska | 739,795 | 170 | 23% |
Most common cities for program support specialists
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Rockville | 3 | 4% | $48,885 |
| 2 | Union | 2 | 4% | $53,887 |
| 3 | Bethesda | 2 | 3% | $48,883 |
| 4 | Washington | 13 | 2% | $46,147 |
| 5 | Cambridge | 2 | 2% | $43,473 |
| 6 | Lakeland | 2 | 2% | $38,025 |
| 7 | Vista | 2 | 2% | $49,982 |
| 8 | Albany | 1 | 2% | $37,930 |
| 9 | Portland | 5 | 1% | $37,631 |
| 10 | Atlanta | 4 | 1% | $42,556 |
| 11 | Orlando | 3 | 1% | $37,926 |
| 12 | Anchorage | 2 | 1% | $36,131 |
| 13 | Huntsville | 2 | 1% | $36,772 |
| 14 | Urban Honolulu | 2 | 1% | $54,895 |
| 15 | Vancouver | 2 | 1% | $37,719 |
| 16 | Dallas | 2 | 0% | $42,324 |
| 17 | Las Vegas | 2 | 0% | $38,017 |
| 18 | Phoenix | 2 | 0% | $48,646 |
Program Support Specialist job outlook: Expert opinions
Our panel of program support specialist experts
Texas A&M University San Antonio
Grand Valley State University
Tiffin University
Seattle University
East Tennessee State University
Hartwick College
Boston University
American University
Frostburg State University
Robert Vinaja Ph.D.
Assistant Professor of Computer Information SystemsTexas A&M University San Antonio
Computer Information Systems Department
What soft skills should all Program Support Specialists possess?
Robert Vinaja Ph.D.: -Ability to work as part of a team.
-Attention to detail.
-Problem-solving and analytical skills.
What technical skills for a Program Support Specialist stand out to employers?
Chirag Parikh Ph.D.: If you ask me, I consider valuable experience over good paycheck. Once you have gained that experience the paycheck will follow. As soon as you are out of college, the knowledge gained is very fresh and raring to go. If put into the right place can enhance your technical skills and you can do wonders.
As a Computer Engineering professor, I would say the job opportunities are tremendous for students out of college as they can venture into hardware field (technical support, hardware engineer, test engineer and much more) as well as software field (software engineer, software developer, software tester and much more). The possibilities are endless.
With COVID and employees working remotely there is still ample opportunity to enhance your technical and interpersonal skills as I believe remote working might stay for a while till things get back to normal.
What type of skills will young Program Support Specialists need?
George Miller: Many organizations realize graduates cannot learn everything in college about their major but want the graduate to have a solid foundation on their field of study. The organization wants to mold the graduate to their company environment with how they do things related to the field of study. Most companies want college graduates to have good communication skills (both oral and written), critical thinking skills and be able to work well in teams. These skills have been a staple for graduates since I can remember. This is why a college graduate takes many general education courses related to these skills and many of their major courses emphasize these skills.
Going back to the previous answer I believe graduates in all fields of study will need a better knowledge of technology and easier adaptability to changing technology. Again, an IS degree is already preparing students for this.
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 Program Support Specialists?
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 Program Support Specialists?
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.
Namita Sugandhi Ph.D.
Assistant Professor of AnthropologyHartwick College
Anthropology Department
What technology do you think will become more important and prevalent for Program Support Specialists in the next 3-5 years?
Namita Sugandhi Ph.D.: Documentation and public engagement will remain crucial parts of Anthropological work, and technology that allows us to record, analyze, and share data will continue to be necessary. Over the next several years, it will be essential to find new and innovative ways of connecting virtually to audiences' broader network. This will require the ability to think out-of-the-box and adapt to unique circumstances and new technologies. Technologies that allow people to build relationships across space will continue to transform how we experience social life. Those who are new to the job market will have to master these new virtual strategies of communication and self-promotion and need to understand and navigate the impact of this pandemic on the non-virtual world.
Are there any particularly good places in the United States for Program Support Specialists to find work opportunities?
John Marston: Private contractor companies are operating in the consulting space, termed "Cultural Resource Management."
How do you envision technology impacting Program Support Specialists in the next 5 years?
John Marston: More opportunities for remote work as organizations become more comfortable with small platforms.
How do you envision technology impacting Program Support Specialists 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.
What experience really stands out on Program Support Specialist resumes?
Dr. Adelaide Kelly-Massoud: Special Education may be unique in a COVID-19 era because the demand is not expected to waver. I would argue now, more than ever; the school will be looking deeply at candidates' qualifications. A teacher candidate entering the field will want the resume to reflect their abilities and what they can offer to school culture. During this time, schools will want to see that candidates have varied experiences with face to face, virtual, and possibly, hybrid instruction. Some, if not many, teacher candidates are entering the field with all of their clinical experience being a reflection of virtual COVID-19 era teaching. If that is the case, I would advise candidates to highlight experiences with pre-K-12 students that informed their decision to join the field. Highlight the spark of passion moment and past jobs working with kids.
Current trends and future directions of special education will require candidates that have a pulse on the social justice issues that face today's children. Candidates' resumes should reflect their ability to create a safe and inclusive classroom for all learners. The achievement gaps that already existed in education will continue to grow in the face of the global pandemic. A resume reflecting a special education teacher has the passion and skills to use data-driven, research-based interventions to narrow the gap and show a more profound commitment to creating meaningful change.
Jamelyn Tobery-Nystrom
Coordinator of M.Ed. Special EducationFrostburg State University
Educational Professions
What type of skills will young Program Support Specialists need?
Jamelyn Tobery-Nystrom: Special education needs are wide and varying, depending on position and state/jurisdiction needs. In general, knowledge and experience in the Autism Spectrum is a high need area. Knowledge and skills in behavioral/mental health are also in demand. Indeed, due to the COVID-19 pandemic, the ability to adapt instruction online is a new skill area for special education teachers.