Central Valley/Mother Lode Region

Transcription

1 Regional Labor Market Assessment Central Valley/Mother Lode Region September, 2016 Prepared by: Nora Seronello Center of Excellence Central Valley/Mother Lode Region

2 TABLE OF CONTENTS Introduction... 3 About the Data... 4 Which Occupational Clusters Employ the Most Workers?... 4 Architecture and Engineering Occupations... 8 Arts, Design, Entertainment, Sports and Media Occupations Building and Grounds Cleaning and Maintenance Occupations Business and Financial Operations Occupations Community and Social Services Occupations Computer and Mathematical Occupations Construction and Extraction Occupations Education, Training and Library Occupations Farming, Fishing and Forestry Occupations Food Preparation and Serving Related Occupations Health Care Practitioners and Technical Occupations Health Care Support Occupations Installation, Maintenance and Repair Occupations Legal Occupations Life, Physical and Social Science Occupations Management Occupations Office and Administrative Support Occupations Production Occupations Protective Service Occupations Personal Care and Service Occupations Sales and Related Occupations Transportation and Material Moving Occupations Summary Appendix A: Methodology, Data Sources, Key Terms and Concepts, and Implications for Analysis Appendix B: Skills Builder Wage Gains Centers of Excellence for Labor Market Research 2

3 Introduction The Strong Workforce Program (SWP) legislation calls for a regional planning process that identifies regional priorities for SWP investments, based on labor market data. The overall purpose of the regional planning process is to inform the investments of local share SWP funds by individual community colleges and regional share investments by colleges working together. Organized by occupational clusters, this report provides regional labor market demand data for occupations that are relevant to community college-level education and programs. The report also provides regional supply data for community colleges and other education and provider programs, for these occupations. The intent of this report is to help stimulate discussion between community colleges and their regional partners to identify pressing workforce needs and challenges. Given the innate challenges with employment forecasting, the data in this report may not accurately reflect the regional labor market. Therefore, it is recommended that this report and any specific data within it be used as a starting point for dialogue with stakeholders in the regional planning process, as opposed to an end point that will determine investment decisions. The next step is to engage with industry, employers and other stakeholders to explore potential issues, identify supporting evidence and develop solutions. Combined, these steps will help generate workforce priorities that are critical to the region s growth and prosperity. Centers of Excellence for Labor Market Research 3

4 About the Data Regional Labor Market Assessment, Central Valley/Mother Lode Region The occupations included in this report are those most relevant to community college education and. Occupations are provided by major occupational group to be more inclusive of employment opportunities for students. Major occupational groups are classified based on work performed and, in some cases, on the skills, education and/or needed to perform the work competently. 1 It should be noted that an occupation may be employed in any number of industries in a region. Community college programs were identified for each major occupational group using the Taxonomy of Programs (TOP) coding system and are included in this report. Other educational institutional programs were identified using the Classification of Instructional Programs (CIP) and then cross walked to TOP codes. Program and award data represent the potential supply of students to the labor market for the related group of occupations. Please see Appendix A: Methodology and Appendix B: Data Sources, Key Terms and Definitions for more information. Which Occupational Clusters Employ the Most Workers? In the Standard Occupational Classification (SOC) system, individual occupations are organized into 23 major groups, which act as umbrellas for occupations that are similar yet require different amounts of education and. Most major groups include occupations that can be easily matched with community college programs and provide insight into which education and programs could be most in-demand over time. For this regional assessment, only 22 of those major groups met the individual occupational selection criteria and are profiled in this report. The three occupational clusters with the most middle-skill workers in the Central Valley/Mother Lode Region are Office and Administrative Support; Installation, Maintenance and Repair; and Health Care Practitioners and Technical. The major groups that are expected to have the greatest number of new middle-skill job openings in the Central Valley/Mother Lode Region include: Health Care Practitioner and Technical; Health Care Support; and Office and Administrative Support (Exhibit 1). Occupational groups with the most workers: 1. Office & Administrative Support 2. Installation, Maintenance & Repair 3. Health Care Practitioners & Technical Occupational groups with the most job openings over five years: 1. Health Care Practitioners & Technical 2. Health Care Support 3. Office & Administrative Support 1 Source: Bureau of Labor Statistics, Classification Principles and Coding Guidelines, 2010 SOC. Centers of Excellence for Labor Market Research 4

5 Exhibit 1: Five-year Projected Employment by Major Group ( ) Employment by Major Group (Number of occupations in group in parenthesis) Healthcare Practitioners and Technical Occupations (24) 2015 Jobs 5-yr Job Change 5-yr % Change Annual Replacements Annual Job Openings Median Wages 53,952 7,489 14% 1,266 2,764 $32.42 Healthcare Support (13) 36,603 6,705 18% 909 2,250 $13.64 Office and Administrative Support (29) 112,824 6,075 5% 1,932 3,376 $17.99 Transportation and Material Moving (22) 41,337 4,217 10% 818 1,714 $19.76 Installation, Maintenance, and Repair (44) 57,652 4,155 7% 1,513 2,395 $21.12 Sales and Related (11) 48,863 3,186 7% 1,122 1,873 $19.64 Protective Service (14) 27,225 1,798 7% 838 1,197 $38.31 Education, Training, and Library (3) 23,349 1,572 7% $13.70 Food Preparation and Serving Related (3) 9,246 1,328 14% $13.63 Community and Social Services (2) 6,486 1,114 17% $15.42 Business and Finance (14) 23, % 1, $28.47 Production (36) 22, % $19.48 Computer and Mathematical (6) 8, % $29.07 Arts, Design, Entertainment, Sports, and Media (32) 11, % $16.66 Construction and Extraction (21) 32, % $23.24 Personal Care and Service (14) 32, % 636 1,259 $10.13 Life, Physical, and Social Science (9) 4, % $19.19 Architecture & Engineering (13) 4, % $28.97 Farming, Fishing, and Forestry (1) 4, % $17.07 Building and Grounds Cleaning and Maintenance (2) 2, % $15.85 Legal (4) 3, % $23.21 Management (12) 34,028 (1,225) -4% $25.04 Total, All Selected Occupations 599,452 40,763 7% 15,396 23,549 $21.21 Centers of Excellence for Labor Market Research 5

6 Exhibit 2. Comparison of Entry-Level and Experienced Wages with Living Wages by Occupational Group $50.00 $45.00 $40.00 $35.00 $30.00 $25.00 $20.00 $15.00 $10.00 $5.00 $0.00 Entry-Level Wages: Pct 10 Hourly Experienced Wages: Median Hourly Living Wage: 1 Adult $10.64 Living Wage: 1 Adult 1 Child $23.55 Exhibit 3: Average Annual Awards Conferred by Postsecondary Institutions in Programs Related to Each Occupation Group Major Occupation Groups Average Annual Totals CC CC CC CC Headcount Associate Degrees Awards Non Credit Non-CC Awards Skill Builders Median Wage Gain % Management 17, % Business and Financial Operations 17, % Computer and Mathematical 15, % Architecture and Engineering 6, % Life, Physical, and Social Science 7, % Community and Social Service 7, % Legal % Education, Training, and Library 17, , % Centers of Excellence for Labor Market Research 6

7 Exhibit 3: Average Annual Awards Conferred by Postsecondary Institutions in Programs Related to Each Occupation Group (cont.) Major Occupation Groups Average Annual Totals CC CC CC CC Headcount Associate Degrees Awards Non Credit Non-CC Awards Skill Builders Median Wage Gain % Arts, Design, Entertainment, Sports, and Media 8, % Healthcare Practitioners and Technical 17,322 1, , % Healthcare Support 7, , % Protective Service 19, % Food Preparation and Serving Related 9, % Building and Grounds Cleaning and Maintenance n/a Personal Care and Service 18, , , % Sales and Related 1, (18.7%) Office and Administrative Support 17, % Construction and Extraction 1, % Installation, Maintenance, and Repair 6, % Production 8, % Transportation and Material Moving n/a Farming, Fishing, and Forestry % Centers of Excellence for Labor Market Research 7

8 SOC Regional Labor Market Assessment, Central Valley/Mother Lode Region Architecture and Engineering Occupations Labor Market Demand Exhibit 17-1 displays the labor market demand for occupations in the architecture and engineering group, including employment estimates, five-year projected growth, as well as demand for replacement workers. Replacement estimates include retirements and general separations, but not turnover within the occupation. As such, job openings, a combination of replacements and new job growth, is a good measure of demand for workers. 2 Electrical and electronics engineering technician is the largest occupation with the most projected job openings, followed by civil engineering technician. Rounding out the top three is engineering technician, except drafters, all other. Exhibit Five-Year Projected Occupation Data for Architecture and Engineering Occupations Occupation 2015 Jobs 5-yr Change 5-yr % Change 5-yr Replacements Annual Openings Electrical & Electronics Engineering Technicians 1, % Civil Engineering Technicians % Engineering Technicians, Except Drafters, All Other % Aerospace Engineering & Operations Technicians % Environmental Engineering Technicians % Industrial Engineering Technicians % Mechanical Engineering Technicians % Drafters, All Other % Insf. Data Electrical & Electronics Drafters % Electro-Mechanical Technicians % Insf. Data Surveying & Mapping Technicians % Mechanical Drafters 331 (6) (2%) Architectural & Civil Drafters 688 (11) (2%) Total 4, % Wages In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 3 Exhibit 17-2 compares the entry-level and experienced wages of architecture and engineering occupations to the region s average living wage. As shown, the entry-level wages for all 13 of the architecture and engineering occupations exceed the average living wage for one adult. Exhibit Comparison of Entry-Level and Experienced Wages with Living Wages for Architecture and Engineering Occupations Occupation Entry-level Wages: Experienced Wages: Pct. 10 Hourly Median Hourly Architectural and Civil Drafters $15.45 $22.69 Electrical and Electronics Drafters $16.88 $25.60 Mechanical Drafters $17.28 $24.12 Drafters, All Other $17.14 $23.66 Aerospace Engineering and Operations Technicians $20.53 $31.71 Civil Engineering Technicians $19.51 $29.08 Electrical and Electronics Engineering Technicians $23.60 $ Demand data from Economic Modeling Specialists, Intl. (EMSI), QCEW Employees, Non-QCEW Employees, & Self-Employed. 3 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 8

9 Occupation Entry-level Wages: Experienced Wages: Pct. 10 Hourly Median Hourly Electro-Mechanical Technicians $19.49 $27.82 Environmental Engineering Technicians $14.49 $21.04 Industrial Engineering Technicians $19.78 $27.33 Mechanical Engineering Technicians $17.39 $25.82 Engineering Technicians, Except Drafters, All Other $20.86 $34.23 Surveying and Mapping Technicians $15.14 $25.18 Typical Education Architecture and engineering occupations that met the requirement for inclusion in this report are presented in Exhibit 17-3, along with their typical entry-level education requirement, typical onthe-job requirement and percentage of workers in the field who hold a community college award or have completed some postsecondary courses, but no award. All but one of the occupations in this group require an associate degree. Over half of the current workers in all of the occupations have a community college award or postsecondary coursework. Exhibit 17-3: Education and Training Requirements for Architecture and Engineering Occupations SOC Architecture & Engineering Occupations Typical Entry-Level Education (BLS) Typical On-the-Job Training (BLS) % of Current Workers with Associate Degree or Some College Coursework (CPS) Architectural and Civil Drafters Associate degree None 62% Electrical and Electronics Drafters Associate degree None 62% Mechanical Drafters Associate degree None 62% Drafters, All Other Associate degree None 62% Aerospace Engineering and Operations Technicians Associate degree None 55% Civil Engineering Technicians Associate degree None 55% Electrical and Electronics Engineering Technicians Associate degree None 55% Electro-Mechanical Technicians Associate degree None 55% Environmental Engineering Technicians Associate degree None 55% Industrial Engineering Technicians Associate degree None 55% Mechanical Engineering Technicians Associate degree None 55% Engineering Technicians, Except Drafters, All Other Surveying and Mapping Technicians Associate degree None 55% High school diploma Moderate-term onthe-job Education Supply and Capacity For occupations in architecture and engineering, the following are community college and other postsecondary programs that were identified as students to meet workforce needs. (See Appendix A for selection methodology.) In the Central Valley/Mother Lode Region, 13 community college and five private education institutions offer programs that support the architecture and engineering occupational group. Exhibit 17-4 displays the annual average number of awards (certificates and associate degrees) conferred by local community colleges and private education institutions. In addition, this exhibit displays the annual average community college student headcount by program area. With an unduplicated headcount 30 times the average number of degrees conferred, there is sufficient capacity within the community college system to expand existing educational programs if needed. 59% Centers of Excellence for Labor Market Research 9

10 Within the California Community Colleges system, skills builders are a special cohort of students who enter college as experienced workers and take a limited number of courses to maintain and add to their skill sets for ongoing employment and career advancement. To be considered a skills builder, the student must successfully complete at least one non introductory CTE course greater than 0.5 units, pass all CTE courses, not re enroll in any community college after one year, not earn a community college degree or certificate, and not transfer to a four-year institution. Based on the most recent skills builder data, more than 300 students achieved wage gains after taking an electronics, industrial or drafting course. On average, skills builders in architecture and engineering achieved a wage gain of 58% (about $15,000 annually) within two years of exiting the community college system. Electrical offers the highest salary, while drafting technology offers the largest wage gain. Appendix B provides detailed data for skills builders by program area. TOP06 TOP06 Title Exhibit 17-4: Average Annual Awards and Headcount for Architecture and Engineering Occupations Average Annual Totals CC CC CC CC Headcount Associate Degrees Awards Non Credit Non-CC Awards Skills Builders Median Wage Gain % Architecture and Architectural Technology n/a Environmental Technology 20 n/a Engineering Technology, General n/a Electronics and Electric Technology 2, % Computer Electronics n/a Industrial Electronics % Telecommunications Technology n/a Electrical Systems and Power Transmission 100 n/a Electro-Mechanical Technology 55 n/a Instrumentation Technology n/a Industrial Systems Technology and Maintenance n/a Electrical % Drafting Technology 1, % Architectural Drafting n/a Civil Drafting n/a Electrical, Electronic and Electro-Mechanical Drafting n/a Mechanical Drafting n/a Manufacturing and Industrial Technology % Surveying 22 n/a Other Engineering and Related Industrial Technologies n/a Geographic Information Systems n/a Total 6, % Centers of Excellence for Labor Market Research 10

11 Arts, Design, Entertainment, Sports and Media Occupations Labor Market Demand Exhibit 27-1 displays the demand for occupations in the arts, design, entertainment, sports and media group, including employment estimates, five-year projected growth, as well as demand for replacement workers. Replacement estimates include retirements and general separations, but not turnover within the occupation. As such, job openings, a combination of replacements and new job growth, is a good measure of demand for workers. 4 Interpreters and translators is the largest occupation with the most projected job openings, followed by audio and video equipment technicians. Exhibit Five-Year Projected Occupation Data for Arts, Design, Entertainment, Sports and Media Occupations SOC Occupation yr 5-yr % 5-yr Replacements Openings Annual Jobs Change Change Interpreters and Translators 1, % Audio and Video Equipment Technicians % Entertainers and Performers, Sports and Related Workers, All Other % Actors % Dancers % Broadcast Technicians % Public Address System and Other Announcers % Sound Engineering Technicians % Choreographers % Radio and Television Announcers 257 (12) (5%) Photographers 866 (38) (4%) Total 3, % Wages In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 5 Exhibit 27-2 compares the entry-level and experienced wages of arts, design, entertainment, sports and media occupations to the region s average living wage. As shown, the entry-level wages for seven of the 11 arts, design, entertainment, sports and media occupations exceed the average living wage for one adult. Exhibit Comparison of Entry-Level and Experienced Wages with Living Wages for Arts, Design, Entertainment, Sports and Media Occupations Occupation Entry Level Wages: Pct. 10 Hourly Experienced Wages: Median Hourly Actors $11.14 $15.42 Dancers $10.21 $11.25 Choreographers $14.59 $23.11 Entertainers & Performers, Sports & Related Workers, All Other $11.39 $13.80 Radio and Television Announcers $9.96 $14.23 Public Address System and Other Announcers $9.80 $11.53 Interpreters and Translators $13.74 $18.19 Audio and Video Equipment Technicians $11.30 $18.03 Broadcast Technicians $11.12 $14.82 Sound Engineering Technicians $15.03 $20.76 Photographers $9.20 $ Demand data from Economic Modeling Specialists, Intl. (EMSI), QCEW Employees, Non-QCEW Employees, & Self-Employed. 5 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 11

12 SOC Regional Labor Market Assessment, Central Valley/Mother Lode Region Typical Education Arts, design, entertainment, sports and media occupations that met the requirement for inclusion in this report are presented in Exhibit 27-3, along with their typical entry-level educational requirement, typical on-the-job requirement and percentage of workers in the field who hold a community college award or have completed some postsecondary courses, but no award. For the nine occupations in this group that typically require a bachelor s degree, at least 20% of current workers have a community college award or postsecondary coursework. Exhibit 27-3: Education and Training Requirements for Arts, Design, Entertainment, Sports and Media Occupations Arts, Design, Entertainment, Sports and Media Occupations Typical Entry-Level Education (BLS) Multimedia Artists and Animators Bachelor's degree Typical On-the-Job Training (BLS) Moderate-term on-thejob Long-term on-the-job % of Current Workers with Associate Degree or Some College Coursework (CPS) Artists and Related Workers, No formal educational credential All Other 27% Commercial & Industrial Designers Bachelor's degree None 30% Fashion Designers Bachelor's degree None 30% Floral Designers High school diploma Moderate-term on-thejob 30% Graphic Designers Bachelor's degree None 30% Actors Some college, no Long-term on-the-job degree 22% Producers and Directors Bachelor's degree None 20% Dancers No formal educational credential Long-term on-the-job 40% Choreographers High school diploma Long-term on-the-job 40% Entertainers and Performers, Sports & No formal educational credential Short-term on-the-job Related Workers, All Other 37% Radio and Television Announcers Bachelor's degree Short-term on-the-job 42% Public Address System and High school diploma Short-term on-the-job Other Announcers 42% Interpreters and Translators Bachelor's degree Short-term on-the-job 36% Audio and Video Equipment Postsecondary nondegree award Short-term on-the-job Technicians 45% Broadcast Technicians Associate degree Short-term on-the-job 45% Sound Engineering Technicians Postsecondary nondegree award Short-term on-the-job 45% Photographers High school diploma Long-term on-the-job 33% Camera Operators, Television, Video and Motion Picture Bachelor's degree None 28% Film and Video Editors Bachelor's degree None 28% Education Supply and Capacity For occupations in arts, design, entertainment, sports and media, the following are community college and other postsecondary programs that were identified as students to meet workforce needs. (See Appendix A for selection methodology.) In the Region, 11 community college and three private education institutions offer programs that support the arts, design, entertainment, sports and media occupational group. Exhibit 27-4 dis- 27% Centers of Excellence for Labor Market Research 12

13 plays the annual average number of awards (certificates and associate degrees) conferred by local community colleges and private education institutions. In addition, this exhibit displays the annual average community college student headcount by program area. With an unduplicated headcount 115 times the average number of degrees conferred, there is sufficient capacity within the community college system to expand existing educational programs if needed. Within the California Community Colleges system, skills builders are a special cohort of students who enter college as experienced workers and take a limited number of courses to maintain and add to their skill sets for ongoing employment and career advancement. To be considered a skills builder, the student must successfully complete at least one non introductory CTE course greater than 0.5 units, pass all CTE courses, not re enroll in any community college after one year, not earn a community college degree or certificate, and not transfer to a four-year institution. Based on the most recent skills builder data, 140 students achieved wage gains after taking an art, media or computer course. On average, skills builders in this group achieved a wage gain of 20% (about $3,600 annually) within two years of exiting the community college system. Computer graphics and digital imagery offer the highest salary, while digital media offers the largest wage gain. Appendix B provides detailed data for skills builders by program area. Exhibit 27-4: Average Annual Awards and Headcount for Arts, Design, Entertainment, Sports and Media Occupations Average Annual Totals Skills CC CC CC CC Builders Median Wage TOP06 TOP06 Title Non-CC Headcount Degrees Credit Gain % Associate Non Awards Awards Floriculture/Floristry n/a Radio and Television n/a Radio n/a Television (including TV/Film/Video) n/a Film Production 19 n/a Digital Media % Multimedia 28 n/a Animation 61 n/a Computer Graphics & Digital Imagery % Sign Language Interpreting n/a Commercial Music n/a Technical Theater n/a Photography 1,099 n/a Applied Photography 1, % Commercial Art n/a Graphic Art and Design 2, % Other Fine and Applied Arts 2 n/a Fashion 391 n/a Fashion Design n/a Legal and Community Interpretation % Total 8, % Centers of Excellence for Labor Market Research 13

14 Building and Grounds Cleaning and Maintenance Occupations Labor Market Demand Exhibit 37-1 displays the labor market demand for occupations in the building and grounds cleaning and maintenance group, including employment estimates, five-year projected growth, as well as demand for replacement workers. Replacement estimates include retirements and general separations, but not turnover within the occupation. As such, job openings, a combination of replacements and new job growth, is a good measure of demand for workers. 6 Pesticide handler, sprayer and applicator (vegetation) is the largest occupation with the most projected job openings. SOC Exhibit Five-Year Projected Occupation Data for Building and Grounds Cleaning and Maintenance Occupations Occupation 2015 Jobs 5-Yr Change 5-Yr % Change 5-Yr Replacements Annual Openings Pesticide Handlers, Sprayers and Applicators, Vegetation % First-Line Supervisors of Landscaping, Lawn Service and Groundskeeping Workers 1, % Total 2, % Wages In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 7 Exhibit 37-2 compares the entry-level and experienced wages of building and grounds cleaning and maintenance occupations to the region s average living wage. As shown, the entry-level wage for first-line supervisors of landscaping, lawn service and groundskeeping workers exceeds the average living wage for one adult. $30.00 $25.00 $20.00 $15.00 $10.00 $5.00 $0.00 Exhibit Comparison of Entry-Level and Experienced Wages with Living Wages for Building and Grounds Cleaning, and Maintenance Occupations $12.57 $16.63 First-Line Supervisors of Landscaping, Lawn Service, and Groundskeeping Workers $10.25 $14.70 Pesticide Handlers, Sprayers, and Applicators, Vegetation Entry-Level Wage: Pct. 10 Hourly Earnings Experienced Wage: Median Hourly Earnings Living Wage: 1 Adult Typical Education Building and grounds cleaning and maintenance occupations that met the requirement for inclusion in this report are presented in Exhibit 37-3, along with their typical entry-level educational requirement, typical on-the-job requirement and percentage of workers in the field who hold a community college award or have completed some postsecondary courses, but no award. Both occupations typically have an entry-level education of a high school diploma ; however, at least 20% of current workers have a community college award or postsecondary coursework. 6 Demand data from Economic Modeling Specialists, Intl. (EMSI), QCEW Employees, Non-QCEW Employees, & Self-Employed. 7 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 14

15 Exhibit 37-3: Education and Training Requirements for Building and Grounds Cleaning and Maintenance Occupations SOC Architecture & Engineering Occupations Typical Entry-Level Education (BLS) Typical On-the-Job Training (BLS) % of Current Workers with Associate Degree or Some College Coursework (CPS) First-Line Supervisors of Landscaping, Lawn Service and Groundskeeping Workers High school diploma None 33% Pesticide Handlers, Sprayers and Applicators, Vegetation High school diploma Moderate-term onthe-job 20% Education Supply and Capacity For occupations in building and grounds cleaning and maintenance, the following are community college and other postsecondary programs that were identified as students to meet workforce needs. (See Appendix A for selection methodology.) In the Central Valley/Mother Lode Region, eight community colleges offer programs that support the building and grounds cleaning and maintenance occupational group. Exhibit 37-4 displays the annual average number of awards (certificates and associate degrees) conferred by local community colleges and private education institutions. In addition, this exhibit displays the annual average community college student headcount by program area. With an unduplicated headcount 52 times the average number of degrees conferred, there is sufficient capacity within the community college system to expand existing educational programs if needed. Within the California Community Colleges system, skills builders are a special cohort of students who enter college as experienced workers and take a limited number of courses to maintain and add to their skill sets for ongoing employment and career advancement. To be considered a skills builder, a student must successfully complete at least one non introductory CTE course greater than 0.5 units, pass all CTE courses, not re enroll in any community college after one year, not earn a community college degree or certificate, and not transfer to a four-year institution. Exhibit 37-4: Average Annual Awards and Headcount for Building and Grounds Cleaning and Maintenance Occupations TOP06 TOP06 Title Average Annual Totals CC CC CC CC Headcount Associate Degrees Awards Non Credit Non-CC Awards Skills Builders Median Wage Gain % Agricultural Pest Control Advisor and Operator (Licensed) n/a Horticulture n/a Landscape Design and Maintenance n/a Nursery Technology n/a Turfgrass Technology n/a Parks and Outdoor Recreation n/a Total n/a Centers of Excellence for Labor Market Research 15

16 Business and Financial Operations Occupations Labor Market Demand Exhibit 13-1 displays the labor market demand for occupations in the business and financial operations group, including employment estimates, five-year projected growth, as well as demand for replacement workers. Replacement estimates include retirements and general separations, but not turnover within the occupation. As such, job openings, a combination of replacements and new job growth, is a good measure of demand for workers. 8 Business operations specialist (all other) is the largest occupation with the most projected job openings, followed by development specialist, and wholesale and retail buyer (except farm products). Exhibit Five-Year Projections for Business and Financial Operations Occupations SOC Occupation Yr 5-Yr % 5-Yr Replacements Openings Annual Jobs Change Change Business Operations Specialists, All Other 7, % Training and Development Specialists 1, % Wholesale and Retail Buyers 1, % Purchasing Agents, Except Wholesale, Retail and Farm Products 1, % Cost Estimators 2, % Logisticians % Claims Adjusters, Examiners & Investigators 2, % Compensation, Benefits & Job Analysis Specialists % Business Operations Specialists, All Other 7, % Tax Preparers % Appraisers and Assessors of Real Estate % Credit Counselors % Insurance Appraisers, Auto Damage % Insf. Data Tax Examiners and Collectors & Revenue Agents 1,914 (21) (1%) Loan Officers 1,446 (77) (5%) Total 31,347 1,284 4% 3, Wages In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 9 Exhibit 13-2 compares the entry-level and experienced wages of business and financial occupations to the region s average living wage. As shown, the entry-level wages for all 14 of the business and financial operations occupations exceed the average living wage for one adult. Occupation Exhibit Comparison of Entry-Level and Experienced Wages with Living Wages for Business and Financial Occupations Entry Level Wages: Pct. 10 Hourly Experienced Wages: Median Hourly Wholesale and Retail Buyers, Except Farm Products $16.10 $22.62 Purchasing Agents, Except Wholesale, Retail & Farm Products $18.06 $29.32 Claims Adjusters, Examiners, and Investigators $17.92 $29.61 Insurance Appraisers, Auto Damage $20.26 $ Demand data from Economic Modeling Specialists, Intl. (EMSI), QCEW Employees, Non-QCEW Employees, & Self-Employed. 9 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 16

17 Occupation Entry Level Wages: Pct. 10 Hourly Experienced Wages: Median Hourly Cost Estimators $15.11 $26.12 Logisticians $21.94 $36.70 Compensation, Benefits, and Job Analysis Specialists $20.69 $30.48 Training and Development Specialists $15.58 $24.90 Business Operations Specialists, All Other $17.29 $30.90 Appraisers and Assessors of Real Estate $17.46 $25.41 Credit Counselors $15.20 $21.96 Loan Officers $18.56 $35.12 Tax Examiners and Collectors, and Revenue Agents $17.28 $22.55 Tax Preparers $12.06 $19.95 SOC Typical Education Business and financial occupations that met the requirement for inclusion in this report are presented in Exhibit 13-3, along with their typical entry-level educational requirement, typical on-the-job requirement and percentage of workers in the field who hold a community college award or have completed some postsecondary courses, but no award. For the 10 occupations in this group that typically require a bachelor s degree, at least 33% of current workers have a community college award or postsecondary coursework. Exhibit 13-3: Education and Training Requirements for Business and Financial Occupations Business and Financial Occupations Typical Entry-level Education (BLS) Typical On-The- Job Training (BLS) % of Current Workers with Associate Degree or Some College Coursework (CPS) Wholesale and Retail Buyers, Long-term on-thejob Bachelor's degree Except Farm Products 37% Purchasing Agents, Except Wholesale, Long-term on-thejob Bachelor's degree Retail and Farm Products 37% Claims Adjusters, Examiners High school diploma Long-term on-thejob and Investigators 35% Insurance Appraisers, Auto Damage Postsecondary nondegree award the-job Moderate-term on- 35% Cost Estimators Bachelor's degree None 41% Logisticians Bachelor's degree None 39% Compensation, Benefits and Job Analysis Specialists Bachelor's degree None 33% Training and Development Specialists Bachelor's degree None 34% Business Operations Specialists, High school diploma All Other None 28% Appraisers and Assessors Long-term on-thejob Bachelor's degree of Real Estate 35% Credit Counselors Bachelor's degree Moderate-term onthe-job 34% Loan Officers Bachelor's degree Moderate-term onthe-job 34% Tax Examiners and Collectors, Moderate-term onthe-job Bachelor's degree and Revenue Agents 35% Tax Preparers High school diploma Moderate-term onthe-job 34% Centers of Excellence for Labor Market Research 17

18 Education Supply and Capacity For occupations in the business and financial group, the following are community college and other postsecondary programs that were identified as students to meet workforce needs. (See Appendix A for selection methodology.) In the Central Valley/Mother Lode Region, 13 community college and 12 private education institutions offer programs that support the business and financial occupational group. Exhibit 13-4 displays the annual average number of awards (certificates and associate degrees) conferred by local community colleges and private education institutions. In addition, this exhibit displays the annual average community college student headcount by program area. With an unduplicated headcount 15 times the average number of degrees conferred, there is sufficient capacity within the community college system to expand existing educational programs if needed. Within the California Community Colleges system, skills builders are a special cohort of students who enter college as experienced workers and take a limited number of courses to maintain and add to their skill sets for ongoing employment and career advancement. To be considered a skills builder, a student must successfully complete at least one non introductory CTE course greater than 0.5 units, pass all CTE courses, not re enroll in any community college after one year, not earn a community college degree or certificate, and not transfer to a four-year institution. Based on the most recent skills builder data, more than 600 students achieved wage gains after taking a business, accounting, marketing or real estate course. On average, skills builders in the business and financial group achieved a wage gain of 25% (about $4,000 annually) within two years of exiting the community college system. Tax studies offers the highest salary, while business administration offers the largest wage gain. Appendix B provides detailed data for skills builders by program area. Exhibit 13-4: Average Annual Awards and Headcount, Business and Financial Occupations TOP06 TOP06 Title Average Annual Totals Skills Builders CC CC CC CC Non-CC Median Wage Headcount Degrees Credit Associate Non Awards Awards Gain % Business and Commerce, General 6, % Accounting 5, % Tax Studies (11.2%) Banking and Finance n/a Business Administration 2, % International Business and Trade n/a Marketing and Distribution 1, (5.5%) Logistics and Materials Transportation n/a Real Estate (35.8%) Insurance 16 n/a Construction Crafts Technology n/a Total 17, % Centers of Excellence for Labor Market Research 18

19 Community and Social Services Occupations Labor Market Demand Exhibit 21-1 displays the labor market demand for occupations in the community and social services group, including employment estimates, five-year projected growth, as well as demand for replacement workers. Replacement estimates include retirements and general separations, but not turnover within the occupation. As such, job openings, a combination of replacements and new job growth, is a good measure of demand for workers. 10 Social and human service assistant is the largest occupation with the most projected job openings. Exhibit Five-Year Occupation Data for Community and Social Services Occupations SOC Occupation Yr 5-Yr % 5-Yr Replacements Openings Annual Jobs Change Change Social and Human Service Assistants 5, % Community Health Workers % Total 6,486 1,114 17% Wages In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 11 Exhibit 21-2 compares the entry-level and experienced wages of community and social services occupations to the region s average living wage. As shown, the entry-level wage for community health workers occupations exceeds the average living wage for one adult. $25.00 Exhibit Comparison of Entry-Level and Experienced Wages with Living Wages for Community and Social Services Occupations $20.00 $15.00 $10.00 $9.69 $15.02 $12.91 $18.23 $5.00 $0.00 Social and Human Service Assistants Community Health Workers Entry Level Wages: Pct. 10 Hourly Experienced Wages: Median Hourly Living Wage: 1 Adult Typical Education Community and social services occupations that met the requirement for inclusion in this report are presented in Exhibit 21-3, along with their typical entry-level educational requirement, typical onthe-job requirement and percentage of workers in the field who hold a community college award or have completed some postsecondary courses, but no award. Both of these occupations typically have an entry-level education of a high school diploma ; however, at least 31% of current workers have a community college award or postsecondary coursework. 10 Demand data from Economic Modeling Specialists, Intl. (EMSI), QCEW Employees, Non-QCEW Employees, & Self-Employed. 11 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 19

20 SOC Community and Social Services Occupations Social and Human Service Assistants Community Health Workers Exhibit 21-3: Education and Training Requirements for Community and Social Services Occupations Typical Entry-level Education (BLS) High school diploma or equivalent High school diploma or equivalent Typical On-The-Job Training (BLS) Short-term onthe-job Short-term onthe-job % of Current Workers with Associate Degree or Some College Coursework (CPS) 40% 31% Education Supply and Capacity For occupations in community and social services, the following are community college and other postsecondary programs that were identified as students to meet workforce needs. (See Appendix A for selection methodology.) In the Region, 12 community colleges offer programs that support the community and social services occupational group. Exhibit 21-4 displays the annual average number of awards (certificates and associate degrees) conferred by local community colleges and private education institutions. In addition, this exhibit displays the annual average community college student headcount by program area. With an unduplicated headcount 50 times the average number of degrees conferred, there is sufficient capacity within the community college system to expand existing educational programs if needed. Within the California Community Colleges system, skills builders are a special cohort of students who enter college as experienced workers and take a limited number of courses to maintain and add to their skill sets for ongoing employment and career advancement. To be considered a skills builder, a student must successfully complete at least one non introductory CTE course greater than 0.5 units, pass all CTE courses, not re enroll in any community college after one year, not earn a community college degree or certificate, and not transfer to a four-year institution. Based on the most recent skills builder data, more than 80 students achieved wage gains after taking a family and consumer science, family studies, human services or an alcohol and controlled substance course. On average, skills builders in the community and social services group achieved a wage gain of 49% (about $4,500 annually) within two years of exiting the community college system. Alcohol and controlled substances offers the highest salary, while family studies offers the largest wage gain. Appendix B provides detailed data for skills builders by program area. Exhibit 21-4: Average Annual Awards and Headcount for Community and Social Services Occupations TOP06 TOP06 Title Average Annual Totals CC CC CC CC Headcount Associate Degrees Awards Non Credit Non-CC Awards Skills Builders Median Wage Gain % Community Health Care Worker n/a Family and Consumer Sciences, General 3, % Parenting and Family Education n/a Foster and Kinship Care n/a Family Studies % Gerontology n/a Human Services 2, % Alcohol and Controlled Substances % Total 7, % Centers of Excellence for Labor Market Research 20

21 Computer and Mathematical Occupations Labor Market Demand Exhibit 15-1 displays the labor market demand for occupations in the computer and mathematical group, including employment estimates, five-year projected growth, as well as demand for replacement workers. Replacement estimates include retirements and general separations, but not turnover within the occupation. As such, job openings, a combination of replacements and new job growth, is a good measure of demand for workers. 12 Computer user support specialist is the largest occupation with the most projected job openings, followed by network and computer systems administrator and computer network specialist. Exhibit Five-Year Projected Occupation Data for Computer and Mathematical Occupations SOC Occupation Yr 5-Yr % 5-Yr Replacements Openings Annual Jobs Change Change Computer User Support Specialists 3, % Network and Computer Systems Administrators 1, % Computer Network Support Specialists % Web Developers % Computer Occupations, All Other 1, % Computer Network Architects % Total 8, % Wages In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 13 Exhibit 15-2 compares the entry-level and experienced wages of computer and mathematical occupations to the region s average living wage. As shown, the entry-level wages for all six of the computer and mathematical occupations exceed the average living wage for one adult. $50.00 $45.00 $40.00 $35.00 $30.00 $25.00 $20.00 $15.00 $10.00 $5.00 $0.00 Exhibit Comparison of Entry-Level and Experienced Wages with Living Wages for Computer and Mathematical Occupations $13.24 $20.16 $22.23 $34.32 $27.05 $44.41 Web Developers Network and Computer Computer Systems Network Architects Administrators $14.09 $22.93 Computer User Support Specialists $18.18 $28.35 Computer Network Support Specialists $22.66 $35.55 Computer Occupations, All Other Entry-Level Wage: Pct. 10 Hourly Earnings Experienced Wage: Median Hourly Earnings Living Wage: 1 Adult Demand data from Economic Modeling Specialists, Intl. (EMSI), QCEW Employees, Non-QCEW Employees, & Self-Employed. 13 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 21

22 SOC Regional Labor Market Assessment, Central Valley/Mother Lode Region Typical Education Computer and mathematical occupations that met the requirement for inclusion in this report are presented in Exhibit 15-3, along with their typical entry-level educational requirement, typical onthe-job requirement and percentage of workers in the field who hold a community college award or have completed some postsecondary courses, but no award. For the three occupations in this group that typically require a bachelor s degree, at least 37% of current workers have a community college award or postsecondary coursework. Computer and Mathematical Occupations Exhibit 15-3: Education and Training Requirements for Computer and Mathematical Occupations Typical Entry-level Education (BLS) Typical On-The- Job Training (BLS) % of Current Workers with Associate Degree or Some College Coursework (CPS) Web Developers Associate degree None 27% Network & Computer Systems Administrators Bachelor's degree None 40% Computer Network Architects Bachelor's degree None 37% Computer User Support Specialists Some college, no degree None 45% Computer Network Support Specialists Associate degree None 45% Computer Occupations, All Other Bachelor's degree None 37% Education Supply and Capacity For occupations in the computer and mathematical group, the following are community college and other postsecondary programs that were identified as students to meet workforce needs. (See Appendix A for selection methodology.) In the Central Valley/Mother Lode Region, 13 community college and eight private education institutions offer programs that support the computers and mathematical occupational group. Exhibit 13-4 displays the annual average number of awards (certificates and associate degrees) conferred by local community colleges and private education institutions. In addition, this exhibit displays the annual average community college student headcount by program area. With an unduplicated headcount 58 times the average number of degrees conferred, there is sufficient capacity within the community college system to expand existing educational programs if needed. Within the California Community Colleges system, skills builders are a special cohort of students who enter college as experienced workers and take a limited number of courses to maintain and add to their skill sets for ongoing employment and career advancement. To be considered a skills builder, a student must successfully complete at least one non introductory CTE course greater than 0.5 units, pass all CTE courses, not re enroll in any community college after one year, not earn a community college degree or certificate, and not transfer to a four-year institution. Based on the most recent skills builder data, more than 280 students achieved wage gains after taking a web design, information technology or computer course. On average, skills builders in the computer and mathematical group achieved a wage gain of 32% (about $4,200 annually) within two years of exiting the community college system. Website design and development offers the highest salary and the largest wage gain. Appendix B provides detailed data for skills builders by program area. Centers of Excellence for Labor Market Research 22