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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 812 | 0.00% |
| 2020 | 844 | 0.00% |
| 2019 | 865 | 0.00% |
| 2018 | 864 | 0.00% |
| 2017 | 855 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $51,079 | $24.56 | +0.6% |
| 2024 | $50,791 | $24.42 | +2.5% |
| 2023 | $49,554 | $23.82 | +3.6% |
| 2022 | $47,828 | $22.99 | +1.3% |
| 2021 | $47,203 | $22.69 | +3.5% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Vermont | 623,657 | 137 | 22% |
| 2 | New Hampshire | 1,342,795 | 280 | 21% |
| 3 | West Virginia | 1,815,857 | 293 | 16% |
| 4 | Delaware | 961,939 | 143 | 15% |
| 5 | Virginia | 8,470,020 | 1,075 | 13% |
| 6 | Massachusetts | 6,859,819 | 841 | 12% |
| 7 | Colorado | 5,607,154 | 697 | 12% |
| 8 | South Carolina | 5,024,369 | 573 | 11% |
| 9 | Iowa | 3,145,711 | 344 | 11% |
| 10 | Wyoming | 579,315 | 61 | 11% |
| 11 | Maryland | 6,052,177 | 586 | 10% |
| 12 | Oregon | 4,142,776 | 416 | 10% |
| 13 | Montana | 1,050,493 | 102 | 10% |
| 14 | North Dakota | 755,393 | 76 | 10% |
| 15 | California | 39,536,653 | 3,483 | 9% |
| 16 | North Carolina | 10,273,419 | 904 | 9% |
| 17 | Kansas | 2,913,123 | 251 | 9% |
| 18 | Rhode Island | 1,059,639 | 97 | 9% |
| 19 | South Dakota | 869,666 | 81 | 9% |
| 20 | District of Columbia | 693,972 | 64 | 9% |
Tiffin University

College of Charleston

University of Nebraska-Lincoln
Tiffin University
Visual And Performing Arts
Dr. Stephanie Opfer: Unfortunately, teaching as an adjunct does not pay well. Students should keep their full-time jobs and teach part-time until they find a full-time job at a college or university. That part-time teaching provides them valuable experience and connections that make them more competitive candidates for full-time positions because they'd also be competing with candidates who have PhDs. So adjunct work is more of a long-term investment rather than an immediate return. Also, even full-time teaching jobs don't pay particularly well, so they'll really need to love teaching if they want to do it full-time. If they don't like teaching as an adjunct, they won't like doing it full-time.

Dr. Phyllis G. Jestice: The experience that most stands out on resumés, to my mind, is definitely internships or anything where the applicant has had to show initiative and exercise independent thought.

Suzanne Kemp Ph.D.: They need to stay engaged in some level of working with people with disabilities. If they do something that isn't relevant to the field, they won't be as marketable as a new graduate.