Central Valley/Mother Lode Region

Regional Labor Market Assessment Central Valley/Mother Lode Region September, 2016 Prepared by: Nora Seronello Center of Excellence Central Valley/Mother Lode Region seronellon@mjc.edu

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... 11 Building and Grounds Cleaning and Maintenance Occupations... 14 Business and Financial Operations Occupations... 16 Community and Social Services Occupations... 19 Computer and Mathematical Occupations... 21 Construction and Extraction Occupations... 23 Education, Training and Library Occupations... 27 Farming, Fishing and Forestry Occupations... 29 Food Preparation and Serving Related Occupations... 31 Health Care Practitioners and Technical Occupations... 33 Health Care Support Occupations... 37 Installation, Maintenance and Repair Occupations... 40 Legal Occupations... 46 Life, Physical and Social Science Occupations... 48 Management Occupations... 51 Office and Administrative Support Occupations... 54 Production Occupations... 58 Protective Service Occupations... 62 Personal Care and Service Occupations... 65 Sales and Related Occupations... 68 Transportation and Material Moving Occupations... 71 Summary... 74 Appendix A: Methodology, Data Sources, Key Terms and Concepts, and Implications for Analysis... 75 Appendix B: Skills Builder Wage Gains... 79 Centers of Excellence for Labor Market Research 2

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

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. http://www.bls.gov/soc/soc_2010_class_prin_cod_guide.pdf. Centers of Excellence for Labor Market Research 4

Exhibit 1: Five-year Projected Employment by Major Group (2015-2020) 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% 674 989 $13.70 Food Preparation and Serving Related (3) 9,246 1,328 14% 287 552 $13.63 Community and Social Services (2) 6,486 1,114 17% 142 365 $15.42 Business and Finance (14) 23,681 884 4% 1,001 782 $28.47 Production (36) 22,909 873 4% 690 957 $19.48 Computer and Mathematical (6) 8,821 805 9% 127 288 $29.07 Arts, Design, Entertainment, Sports, and Media (32) 11,035 577 5% 315 451 $16.66 Construction and Extraction (21) 32,306 492 2% 635 922 $23.24 Personal Care and Service (14) 32,720 347 1% 636 1,259 $10.13 Life, Physical, and Social Science (9) 4,182 195 5% 173 222 $19.19 Architecture & Engineering (13) 4,917 143 3% 120 154 $28.97 Farming, Fishing, and Forestry (1) 4,776 125 3% 113 138 $17.07 Building and Grounds Cleaning and Maintenance (2) 2,879 105 4% 69 90 $15.85 Legal (4) 3,367 104 3% 75 108 $23.21 Management (12) 34,028 (1,225) -4% 281 836 $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

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 2012-15 Average Annual Totals CC CC CC CC Headcount Associate Degrees Awards Non Credit Non-CC Awards Skill Builders Median Wage Gain % Management 17,871 897 225 5 243 11.1% Business and Financial Operations 17,799 949 143 5 351 24.8% Computer and Mathematical 15,615 104 140 0 230 31.9% Architecture and Engineering 6,866 105 277 37 209 57.5% Life, Physical, and Social Science 7,910 100 89 0 30 59.4% Community and Social Service 7,233 144 142 0-49.2% Legal 549 27 42 0 102 4.4% Education, Training, and Library 17,811 349 1,050 0 20 22.3% Centers of Excellence for Labor Market Research 6

Exhibit 3: Average Annual Awards Conferred by Postsecondary Institutions in Programs Related to Each Occupation Group (cont.) Major Occupation Groups 2012-15 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 8,193 61 78 0 10 20.4% Healthcare Practitioners and Technical 17,322 1,179 555 0 1,348 37.0% Healthcare Support 7,058 203 504 0 4,072 22.7% Protective Service 19,675 536 322 0 519 7.2% Food Preparation and Serving Related 9,207 61 113 0 308 55.2% Building and Grounds Cleaning and Maintenance 842 16 20 0 - n/a Personal Care and Service 18,368 361 1,055 0 1,420 22.1% Sales and Related 1,670 31 28 0 - (18.7%) Office and Administrative Support 17,593 287 376 21 879 5.2% Construction and Extraction 1,160 9 37 0 366 57.9% Installation, Maintenance, and Repair 6,434 135 640 37 797 58.3% Production 8,595 73 380 47 127 52.3% Transportation and Material Moving 13 0 0 5 n/a Farming, Fishing, and Forestry 924 8 12 0 38.8% Centers of Excellence for Labor Market Research 7

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 17-1. Five-Year Projected Occupation Data for Architecture and Engineering Occupations Occupation 2015 Jobs 5-yr Change 5-yr % Change 5-yr Replacements Annual Openings 17-3023 Electrical & Electronics Engineering Technicians 1,145 43 4% 168 42 17-3022 Civil Engineering Technicians 617 28 5% 83 22 Engineering Technicians, Except Drafters, 17-3029 All Other 790 24 3% 112 27 17-3021 Aerospace Engineering & Operations Technicians 142 16 11% 24 8 17-3025 Environmental Engineering Technicians 252 14 6% 35 10 17-3026 Industrial Engineering Technicians 148 13 9% 23 7 17-3027 Mechanical Engineering Technicians 205 10 5% 35 9 17-3019 Drafters, All Other 52 4 8% Insf. Data 17-3012 Electrical & Electronics Drafters 209 3 1% 20 5 17-3024 Electro-Mechanical Technicians 42 3 7% Insf. Data 17-3031 Surveying & Mapping Technicians 297 2 1% 27 6 17-3013 Mechanical Drafters 331 (6) (2%) 25 5 17-3011 Architectural & Civil Drafters 688 (11) (2%) 66 13 Total 4,917 143 3% 617 154 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 17-2. 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 $34.51 2 Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 QCEW Employees, Non-QCEW Employees, & Self-Employed. 3 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 8

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) 17-3011 Architectural and Civil Drafters Associate degree None 62% 17-3012 Electrical and Electronics Drafters Associate degree None 62% 17-3013 Mechanical Drafters Associate degree None 62% 17-3019 Drafters, All Other Associate degree None 62% 17-3021 Aerospace Engineering and Operations Technicians Associate degree None 55% 17-3022 Civil Engineering Technicians Associate degree None 55% 17-3023 Electrical and Electronics Engineering Technicians Associate degree None 55% 17-3024 Electro-Mechanical Technicians Associate degree None 55% 17-3025 Environmental Engineering Technicians Associate degree None 55% 17-3026 Industrial Engineering Technicians Associate degree None 55% 17-3027 Mechanical Engineering Technicians Associate degree None 55% 17-3029 Engineering Technicians, Except Drafters, All Other 17-3031 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

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 2012-15 Average Annual Totals CC CC CC CC Headcount Associate Degrees Awards Non Credit Non-CC Awards Skills Builders Median Wage Gain % 020100 Architecture and Architectural Technology 337 21 43 0 n/a 030300 Environmental Technology 20 n/a 092400 Engineering Technology, General 645 5 0 0 n/a 093400 Electronics and Electric Technology 2,015 19 69 0 72 33.9% 093410 Computer Electronics 146 7 4 0 14 n/a 093420 Industrial Electronics 435 11 17 0 62.0% 093430 Telecommunications Technology 17 0 15 0 n/a 093440 Electrical Systems and Power Transmission 100 n/a 093500 Electro-Mechanical Technology 55 n/a 094300 Instrumentation Technology 0 3 1 0 n/a 094500 Industrial Systems Technology and Maintenance 340 3 31 6 89 n/a 095220 Electrical 635 3 21 0 62.1% 095300 Drafting Technology 1,055 11 37 0 33 80.5% 095310 Architectural Drafting 170 1 1 0 n/a 095320 Civil Drafting 0 1 0 0 n/a 095330 Electrical, Electronic and Electro-Mechanical Drafting 42 1 1 0 n/a 095340 Mechanical Drafting 78 6 4 0 n/a 095600 Manufacturing and Industrial Technology 633 4 11 31 77.9% 095730 Surveying 22 n/a 099900 Other Engineering and Related Industrial Technologies 43 9 18 0 1 n/a 220610 Geographic Information Systems 79 1 4 0 n/a Total 6,866 105 277 37 209 57.5% Centers of Excellence for Labor Market Research 10

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 27-1. Five-Year Projected Occupation Data for Arts, Design, Entertainment, Sports and Media Occupations SOC Occupation 2015 5-yr 5-yr % 5-yr Replacements Openings Annual Jobs Change Change 27-3091 Interpreters and Translators 1,087 129 12% 94 45 27-4011 Audio and Video Equipment Technicians 668 70 10% 69 28 27-2099 Entertainers and Performers, Sports and Related Workers, All Other 188 15 8% 31 9 27-2011 Actors 204 10 5% 48 12 27-2031 Dancers 99 10 10% 18 6 27-4012 Broadcast Technicians 224 10 4% 33 9 27-3012 Public Address System and Other Announcers 101 7 7% 17 5 27-4014 Sound Engineering Technicians 84 6 7% 12 4 27-2032 Choreographers 36 5 14% 6 2 27-3011 Radio and Television Announcers 257 (12) (5%) 62 12 27-4021 Photographers 866 (38) (4%) 129 26 Total 3,814 212 6% 518 156 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 27-2. 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 $12.19 4 Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 QCEW Employees, Non-QCEW Employees, & Self-Employed. 5 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 11

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) 27-1014 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) 27-1019 Artists and Related Workers, No formal educational credential All Other 27% 27-1021 Commercial & Industrial Designers Bachelor's degree None 30% 27-1022 Fashion Designers Bachelor's degree None 30% 27-1023 Floral Designers High school diploma Moderate-term on-thejob 30% 27-1024 Graphic Designers Bachelor's degree None 30% 27-2011 Actors Some college, no Long-term on-the-job degree 22% 27-2012 Producers and Directors Bachelor's degree None 20% 27-2031 Dancers No formal educational credential Long-term on-the-job 40% 27-2032 Choreographers High school diploma Long-term on-the-job 40% 27-2099 Entertainers and Performers, Sports & No formal educational credential Short-term on-the-job Related Workers, All Other 37% 27-3011 Radio and Television Announcers Bachelor's degree Short-term on-the-job 42% 27-3012 Public Address System and High school diploma Short-term on-the-job Other Announcers 42% 27-3091 Interpreters and Translators Bachelor's degree Short-term on-the-job 36% 27-4011 Audio and Video Equipment Postsecondary nondegree award Short-term on-the-job Technicians 45% 27-4012 Broadcast Technicians Associate degree Short-term on-the-job 45% 27-4014 Sound Engineering Technicians Postsecondary nondegree award Short-term on-the-job 45% 27-4021 Photographers High school diploma Long-term on-the-job 33% 27-4031 Camera Operators, Television, Video and Motion Picture Bachelor's degree None 28% 27-4032 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

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 2012-15 Average Annual Totals Skills CC CC CC CC Builders Median Wage TOP06 TOP06 Title Non-CC Headcount Degrees Credit Gain % Associate Non Awards Awards 010920 Floriculture/Floristry 177 0 1 0 n/a 060400 Radio and Television 295 5 0 0 n/a 060410 Radio 0 4 1 0 n/a 060420 Television (including TV/Film/Video) 0 0 2 0 n/a 061220 Film Production 19 n/a 061400 Digital Media 654 0 7 0 87.8% 061410 Multimedia 28 n/a 061440 Animation 61 n/a 061460 Computer Graphics & Digital Imagery 220 4 2 0 8.8% 085010 Sign Language Interpreting 597 0 4 0 n/a 100500 Commercial Music 146 2 3 0 n/a 100600 Technical Theater 316 5 2 0 n/a 101100 Photography 1,099 n/a 101200 Applied Photography 1,812 6 28 0 8.9% 101300 Commercial Art 27 0 0 0 n/a 103000 Graphic Art and Design 2,009 30 22 0 10 7.1% 109900 Other Fine and Applied Arts 2 n/a 130300 Fashion 391 n/a 130310 Fashion Design 194 5 5 0 n/a 214000 Legal and Community Interpretation 147 49.6% Total 8,193 61 78 0 10 20.4% Centers of Excellence for Labor Market Research 13

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 37-3012 37-1012 Exhibit 37-1. 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 1170 80 7% 160 48 First-Line Supervisors of Landscaping, Lawn Service and Groundskeeping Workers 1,709 25 1% 183 42 Total 2,879 105 4% 343 90 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 37-2. 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 10.59 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), 2016.2 QCEW Employees, Non-QCEW Employees, & Self-Employed. 7 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 14

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) 37-1012 First-Line Supervisors of Landscaping, Lawn Service and Groundskeeping Workers High school diploma None 33% 37-3012 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 2012-15 Average Annual Totals CC CC CC CC Headcount Associate Degrees Awards Non Credit Non-CC Awards Skills Builders Median Wage Gain % 010310 Agricultural Pest Control Advisor and Operator (Licensed) 78 0 1 0 n/a 010900 Horticulture 590 16 5 0 n/a 010910 Landscape Design and Maintenance 124 0 8 0 n/a 010930 Nursery Technology 22 0 0 0 n/a 010940 Turfgrass Technology 10 0 0 0 n/a 011510 Parks and Outdoor Recreation 18 0 4 0 n/a Total 842 16 20 0 n/a Centers of Excellence for Labor Market Research 15

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 13-1. Five-Year Projections for Business and Financial Operations Occupations SOC Occupation 2015 5-Yr 5-Yr % 5-Yr Replacements Openings Annual Jobs Change Change 13-1199 Business Operations Specialists, All Other 7,665 400 5% 109 189 13-1151 Training and Development Specialists 1,271 159 13% 168 65 13-1022 Wholesale and Retail Buyers 1,186 94 8% 208 60 13-1023 Purchasing Agents, Except Wholesale, Retail and Farm Products 1,866 84 5% 275 72 13-1051 Cost Estimators 2,668 68 3% 462 106 13-1081 Logisticians 818 52 6% 66 24 13-1031 Claims Adjusters, Examiners & Investigators 2,250 43 2% 314 71 13-1141 Compensation, Benefits & Job Analysis Specialists 697 34 5% 88 24 13-1199 Business Operations Specialists, All Other 7,665 400 5% 544 189 13-2082 Tax Preparers 838 34 4% 123 31 13-2021 Appraisers and Assessors of Real Estate 718 7 1% 88 19 13-2071 Credit Counselors 292 6 2% 32 8 13-1032 Insurance Appraisers, Auto Damage 52 1 2% Insf. Data 13-2081 Tax Examiners and Collectors & Revenue Agents 1,914 (21) (1%) 409 82 13-2072 Loan Officers 1,446 (77) (5%) 151 30 Total 31,347 1,284 4% 3,036 971 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 13.2. 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 $27.06 8 Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 QCEW Employees, Non-QCEW Employees, & Self-Employed. 9 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 16

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) 13-1022 Wholesale and Retail Buyers, Long-term on-thejob Bachelor's degree Except Farm Products 37% 13-1023 Purchasing Agents, Except Wholesale, Long-term on-thejob Bachelor's degree Retail and Farm Products 37% 13-1031 Claims Adjusters, Examiners High school diploma Long-term on-thejob and Investigators 35% 13-1032 Insurance Appraisers, Auto Damage Postsecondary nondegree award the-job Moderate-term on- 35% 13-1051 Cost Estimators Bachelor's degree None 41% 13-1081 Logisticians Bachelor's degree None 39% 13-1141 Compensation, Benefits and Job Analysis Specialists Bachelor's degree None 33% 13-1151 Training and Development Specialists Bachelor's degree None 34% 13-1199 Business Operations Specialists, High school diploma All Other None 28% 13-2021 Appraisers and Assessors Long-term on-thejob Bachelor's degree of Real Estate 35% 13-2071 Credit Counselors Bachelor's degree Moderate-term onthe-job 34% 13-2072 Loan Officers Bachelor's degree Moderate-term onthe-job 34% 13-2081 Tax Examiners and Collectors, Moderate-term onthe-job Bachelor's degree and Revenue Agents 35% 13-2082 Tax Preparers High school diploma Moderate-term onthe-job 34% Centers of Excellence for Labor Market Research 17

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 2012-15 Average Annual Totals Skills Builders CC CC CC CC Non-CC Median Wage Headcount Degrees Credit Associate Non Awards Awards Gain % 050100 Business and Commerce, General 6,990 222 29 0 97 32.2% 050200 Accounting 5,962 149 75 0 154 21.7% 050210 Tax Studies 152 0 5 0 (11.2%) 050400 Banking and Finance 193 15 4 0 n/a 050500 Business Administration 2,866 543 11 0 100 47.1% 050800 International Business and Trade 44 0 1 0 n/a 050900 Marketing and Distribution 1,165 11 9 0 (5.5%) 051000 Logistics and Materials Transportation 6 0 0 5 n/a 051100 Real Estate 288 5 2 0 (35.8%) 051200 Insurance 16 n/a 095200 Construction Crafts Technology 117 3 5 0 n/a Total 17,799 949 143 5 351 24.8% Centers of Excellence for Labor Market Research 18

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 21-1. Five-Year Occupation Data for Community and Social Services Occupations SOC Occupation 2015 5-Yr 5-Yr % 5-Yr Replacements Openings Annual Jobs Change Change 21-1093 Social and Human Service Assistants 5,685 989 17% 624 323 21-1094 Community Health Workers 801 125 16% 86 42 Total 6,486 1,114 17% 710 365 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 21-2. 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 10.59 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), 2016.2 QCEW Employees, Non-QCEW Employees, & Self-Employed. 11 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 19

SOC Community and Social Services Occupations 21-1093 Social and Human Service Assistants 21-1094 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 2012-15 Average Annual Totals CC CC CC CC Headcount Associate Degrees Awards Non Credit Non-CC Awards Skills Builders Median Wage Gain % 126100 Community Health Care Worker 0 0 0 0 n/a 130100 Family and Consumer Sciences, General 3,327 29 0 0 39.5% 130560 Parenting and Family Education 80 0 0 0 n/a 130570 Foster and Kinship Care 74 0 0 0 n/a 130800 Family Studies 564 200.8% 130900 Gerontology 0 0 1 0 n/a 210400 Human Services 2,572 97 86 0 35.7% 210440 Alcohol and Controlled Substances 616 17 53 0 48.1% Total 7,233 144 142 0 49.2% Centers of Excellence for Labor Market Research 20

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 15-1. Five-Year Projected Occupation Data for Computer and Mathematical Occupations SOC Occupation 2015 5-Yr 5-Yr % 5-Yr Replacements Openings Annual Jobs Change Change 15-1151 Computer User Support Specialists 3,464 365 11% 242 121 15-1142 Network and Computer Systems Administrators 1,951 164 8% 139 61 15-1152 Computer Network Support Specialists 866 97 11% 61 32 15-1134 Web Developers 597 92 15% 46 28 15-1199 Computer Occupations, All Other 1,446 47 3% 105 30 15-1143 Computer Network Architects 497 40 8% 44 17 Total 8,821 805 9% 637 288 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 15.2. 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 10.59 12 Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 QCEW Employees, Non-QCEW Employees, & Self-Employed. 13 MIT Living Wage Calculator. livingwage.mit.edu Centers of Excellence for Labor Market Research 21

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) 15-1134 Web Developers Associate degree None 27% 15-1142 Network & Computer Systems Administrators Bachelor's degree None 40% 15-1143 Computer Network Architects Bachelor's degree None 37% 15-1151 Computer User Support Specialists Some college, no degree None 45% 15-1152 Computer Network Support Specialists Associate degree None 45% 15-1199 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