Regional Labor Market Assessment
Central Valley/Mother Lode Region
September, 2016
Prepared by:
Nora Seronello
Center of Excellence
Central Valley/Mother Lode Region
[email protected]
Regional Labor Market Assessment, Central Valley/Mother Lode Region
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
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
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 training
programs. The report also provides regional supply data for
community colleges and other education and training 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
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
About the Data
The occupations included in this report are those most relevant to community college education and
training. 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 training 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
training. Most major groups include occupations that can
be easily matched with community college programs and
provide insight into which education and training 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
Source: Bureau of Labor Statistics, Classification Principles and Coding Guidelines, 2010 SOC.
http://www.bls.gov/soc/soc_2010_class_prin_cod_guide.pdf.
1
Centers of Excellence for Labor Market Research
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
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
36,603
6,705
18%
909
2,250
$13.64
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
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
34,028
(1,225)
-4%
281
836
$25.04
599,452
40,763
7%
15,396
23,549
$21.21
Healthcare Support (13)
Office and Administrative Support (29)
Computer and Mathematical (6)
Management (12)
Total, All Selected Occupations
Centers of Excellence for Labor Market Research
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
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
CC
2012-15 Average Annual Totals
CC
CC
CC
Non-CC
Awards
Skill Builders
Median Wage
Gain %
Headcount
Associate
Degrees
Awards
Non
Credit
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%
549
27
42
0
102
4.4%
17,811
349
1,050
0
20
22.3%
Legal
Education, Training, and Library
Centers of Excellence for Labor Market Research
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
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
Skill Builders
Median Wage
Gain %
Non-CC
Awards
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%
7,058
203
504
0
4,072
22.7%
19,675
536
322
0
519
7.2%
9,207
61
113
0
308
55.2%
842
16
20
0
-
n/a
18,368
361
1,055
0
1,420
22.1%
1,670
31
28
0
-
(18.7%)
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%
13
0
0
5
n/a
924
8
12
0
38.8%
Healthcare Support
Protective Service
Food Preparation and Serving Related
Building and Grounds Cleaning and
Maintenance
Personal Care and Service
Sales and Related
Office and Administrative Support
Transportation and Material Moving
Farming, Fishing, and Forestry
Centers of Excellence for Labor Market Research
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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
SOC
Occupation
17-3023 Electrical & Electronics Engineering Technicians
17-3022 Civil Engineering Technicians
Engineering Technicians, Except Drafters,
17-3029
All Other
17-3021 Aerospace Engineering & Operations Technicians
17-3025 Environmental Engineering Technicians
17-3026 Industrial Engineering Technicians
17-3027 Mechanical Engineering Technicians
17-3019 Drafters, All Other
17-3012 Electrical & Electronics Drafters
17-3024 Electro-Mechanical Technicians
17-3031 Surveying & Mapping Technicians
17-3013 Mechanical Drafters
17-3011 Architectural & Civil Drafters
Total
2015
5-yr
Jobs Change
1,145
43
617
28
5-yr %
5-yr ReAnnual
Change placements Openings
4%
168
42
5%
83
22
790
24
3%
112
27
142
252
148
205
52
209
42
297
331
688
4,917
16
14
13
10
4
3
3
2
(6)
(11)
143
11%
6%
9%
5%
8%
1%
7%
1%
(2%)
(2%)
3%
24
35
23
35
8
10
7
9
Insf. Data
5
Insf. Data
6
5
13
154
20
27
25
66
617
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
Architectural and Civil Drafters
Electrical and Electronics Drafters
Mechanical Drafters
Drafters, All Other
Aerospace Engineering and Operations Technicians
Civil Engineering Technicians
Electrical and Electronics Engineering Technicians
2
3
Entry-level Wages:
Pct. 10 Hourly
$15.45
$16.88
$17.28
$17.14
$20.53
$19.51
$23.60
Experienced Wages:
Median Hourly
$22.69
$25.60
$24.12
$23.66
$31.71
$29.08
$34.51
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
Occupation
Electro-Mechanical Technicians
Environmental Engineering Technicians
Industrial Engineering Technicians
Mechanical Engineering Technicians
Engineering Technicians, Except Drafters, All Other
Surveying and Mapping Technicians
Entry-level Wages:
Pct. 10 Hourly
$19.49
$14.49
$19.78
$17.39
$20.86
$15.14
Experienced Wages:
Median Hourly
$27.82
$21.04
$27.33
$25.82
$34.23
$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 training 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
17-3011
17-3012
17-3013
17-3019
17-3021
17-3022
17-3023
17-3024
17-3025
17-3026
17-3027
17-3029
17-3031
Architecture & Engineering
Occupations
Architectural and Civil Drafters
Electrical and Electronics Drafters
Mechanical Drafters
Drafters, All Other
Aerospace Engineering and Operations Technicians
Civil Engineering Technicians
Electrical and Electronics Engineering
Technicians
Electro-Mechanical Technicians
Environmental Engineering Technicians
Industrial Engineering Technicians
Mechanical Engineering Technicians
Engineering Technicians, Except
Drafters, All Other
Surveying and Mapping Technicians
Typical
Entry-Level
Education (BLS)
Associate degree
Associate degree
Associate degree
Associate degree
Typical
On-the-Job Training (BLS)
None
None
None
None
% of Current Workers with
Associate Degree or Some
College Coursework (CPS)
62%
62%
62%
62%
Associate degree
None
55%
Associate degree
None
55%
Associate degree
None
55%
Associate degree
Associate degree
Associate degree
Associate degree
None
None
None
None
55%
55%
55%
55%
Associate degree
None
55%
High school diploma or equivalent
Moderate-term onthe-job training
59%
Education Supply and Capacity
For occupations in architecture and engineering, the following are community college and other
postsecondary programs that were identified as training 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 training 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.
Centers of Excellence for Labor Market Research
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
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.
Exhibit 17-4: Average Annual Awards and Headcount
for Architecture and Engineering Occupations
TOP06
020100
030300
092400
093400
093410
093420
093430
093440
093500
094300
094500
095220
095300
095310
095320
095330
095340
095600
095730
099900
220610
TOP06 Title
Architecture and Architectural
Technology
Environmental Technology
Engineering Technology, General
Electronics and Electric Technology
Computer Electronics
Industrial Electronics
Telecommunications Technology
Electrical Systems and Power
Transmission
Electro-Mechanical Technology
Instrumentation Technology
Industrial Systems Technology and
Maintenance
Electrical
Drafting Technology
Architectural Drafting
Civil Drafting
Electrical, Electronic and
Electro-Mechanical Drafting
Mechanical Drafting
Manufacturing and Industrial
Technology
Surveying
Other Engineering and Related
Industrial Technologies
Geographic Information Systems
Total
Centers of Excellence for Labor Market Research
2012-15 Average Annual Totals
CC
CC
CC
CC
Headcount
Associate
Degrees
Awards
Non
Credit
Non-CC
Awards
Skills
Builders Median Wage
Gain %
337
21
43
0
n/a
20
645
2,015
146
435
17
5
19
7
11
0
0
69
4
17
15
0
0
0
0
0
n/a
n/a
33.9%
n/a
62.0%
n/a
72
14
100
n/a
55
0
3
1
0
n/a
n/a
340
3
31
6
635
1,055
170
0
3
11
1
1
21
37
1
0
0
0
0
0
42
1
1
0
n/a
78
6
4
0
n/a
633
4
11
31
77.9%
89
33
22
n/a
62.1%
80.5%
n/a
n/a
n/a
43
9
18
0
1
n/a
79
6,866
1
105
4
277
0
37
209
n/a
57.5%
10
Regional Labor Market Assessment, Central Valley/Mother Lode Region
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
27-3091 Interpreters and Translators
27-4011 Audio and Video Equipment Technicians
Entertainers and Performers, Sports and
27-2099
Related Workers, All Other
27-2011 Actors
27-2031 Dancers
27-4012 Broadcast Technicians
Public Address System and Other
27-3012
Announcers
27-4014 Sound Engineering Technicians
27-2032 Choreographers
27-3011 Radio and Television Announcers
27-4021 Photographers
Total
2015
Jobs
5-yr
Change
188
1,087
668
129
70
5-yr %
5-yr ReAnnual
Change placements Openings
12%
10%
94
69
45
28
15
8%
31
9
204
99
224
10
10
10
5%
10%
4%
48
18
33
12
6
9
101
7
7%
17
5
84
36
257
866
3,814
6
5
(12)
(38)
212
7%
14%
(5%)
(4%)
6%
12
6
62
129
518
4
2
12
26
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
Actors
Dancers
Choreographers
Entertainers & Performers, Sports & Related Workers, All Other
Radio and Television Announcers
Public Address System and Other Announcers
Interpreters and Translators
Audio and Video Equipment Technicians
Broadcast Technicians
Sound Engineering Technicians
Photographers
4
5
Entry Level Wages:
Pct. 10 Hourly
Experienced Wages:
Median Hourly
$11.14
$10.21
$14.59
$11.39
$9.96
$9.80
$13.74
$11.30
$11.12
$15.03
$9.20
$15.42
$11.25
$23.11
$13.80
$14.23
$11.53
$18.19
$18.03
$14.82
$20.76
$12.19
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
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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 training 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
SOC
27-1014
27-1019
27-1021
27-1022
27-1023
27-1024
27-2011
27-2012
27-2031
27-2032
27-2099
Multimedia Artists and Animators
Typical
Entry-Level
Education (BLS)
Bachelor's degree
Artists and Related Workers,
All Other
Commercial & Industrial Designers
Fashion Designers
No formal educational credential
Bachelor's degree
Bachelor's degree
High school diploma
Floral Designers
or equivalent
Graphic Designers
Bachelor's degree
Some college, no
Actors
degree
Producers and Directors
Bachelor's degree
No formal educaDancers
tional credential
High school diploma
Choreographers
or equivalent
Entertainers and Performers, Sports & No formal educaRelated Workers, All Other
tional credential
27-3011
Radio and Television Announcers
27-3012
Public Address System and
Other Announcers
High school diploma
or equivalent
27-3091
Interpreters and Translators
Bachelor's degree
27-4011
Audio and Video Equipment
Technicians
Postsecondary nondegree award
27-4012
Broadcast Technicians
27-4014
Sound Engineering Technicians
27-4021
Photographers
27-4031
27-4032
Camera Operators, Television,
Video and Motion Picture
Film and Video Editors
Bachelor's degree
Associate degree
Postsecondary nondegree award
High school diploma
or equivalent
Typical
% of Current Workers with
On-the-Job Training Associate Degree or Some
(BLS)
College Coursework (CPS)
Moderate-term on-the27%
job training
Long-term on-the-job
27%
training
None
30%
None
30%
Moderate-term on-the30%
job training
None
30%
Long-term on-the-job
22%
training
None
20%
Long-term on-the-job
40%
training
Long-term on-the-job
40%
training
Short-term on-the-job
37%
training
Short-term on-the-job
42%
training
Short-term on-the-job
42%
training
Short-term on-the-job
36%
training
Short-term on-the-job
45%
training
Short-term on-the-job
45%
training
Short-term on-the-job
45%
training
Long-term on-the-job
33%
training
Bachelor's degree
None
28%
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 training students to meet
workforce needs. (See Appendix A for selection methodology.)
In the Region, 11 community college and three private education institutions offer training programs
that support the arts, design, entertainment, sports and media occupational group. Exhibit 27-4 disCenters of Excellence for Labor Market Research
12
Regional Labor Market Assessment, Central Valley/Mother Lode Region
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
TOP06
TOP06 Title
010920
060400
060410
060420
061220
061400
061410
061440
061460
085010
100500
100600
101100
101200
101300
103000
109900
130300
130310
214000
Floriculture/Floristry
Radio and Television
Radio
Television (including TV/Film/Video)
Film Production
Digital Media
Multimedia
Animation
Computer Graphics & Digital Imagery
Sign Language Interpreting
Commercial Music
Technical Theater
Photography
Applied Photography
Commercial Art
Graphic Art and Design
Other Fine and Applied Arts
Fashion
Fashion Design
Legal and Community Interpretation
Total
Centers of Excellence for Labor Market Research
CC
Headcount
177
295
0
0
19
654
28
61
220
597
146
316
1,099
1,812
27
2,009
2
391
194
147
8,193
2012-15 Average Annual Totals
CC
CC
CC
Non-CC
Associate
Non
Awards
Awards
Degrees
Credit
0
1
0
5
0
0
4
1
0
0
2
0
0
7
0
4
0
2
5
2
4
3
2
0
0
0
0
6
0
30
28
0
22
0
0
0
5
5
0
61
78
0
Skills
Builders Median Wage
Gain %
n/a
n/a
n/a
n/a
n/a
87.8%
n/a
n/a
8.8%
n/a
n/a
n/a
n/a
8.9%
n/a
10
7.1%
n/a
n/a
n/a
49.6%
10
20.4%
13
Regional Labor Market Assessment, Central Valley/Mother Lode Region
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.
Exhibit 37-1. Five-Year Projected Occupation Data
for Building and Grounds Cleaning and Maintenance Occupations
SOC
Occupation
37-3012
Pesticide Handlers, Sprayers and Applicators, Vegetation
37-1012
First-Line Supervisors of Landscaping, Lawn
Service and Groundskeeping Workers
Total
2015
Jobs
5-Yr
Change
5-Yr %
Change
5-Yr ReAnnual
placements Openings
1170
80
7%
160
48
1,709
25
1%
183
42
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.
Exhibit 37-2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Building and Grounds Cleaning, and Maintenance Occupations
$30.00
$25.00
$20.00
$15.00
$10.00
$5.00
$0.00
$12.57
$16.63
$14.70
$10.25
First-Line Supervisors of Landscaping, Lawn Service,
and Groundskeeping Workers
Entry-Level Wage: Pct. 10 Hourly Earnings
Pesticide Handlers, Sprayers, and Applicators,
Vegetation
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 training 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 or equivalent; however, at
least 20% of current workers have a community college award or postsecondary coursework.
6
7
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
14
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 37-3: Education and Training Requirements
for Building and Grounds Cleaning and Maintenance Occupations
Typical
Entry-Level
Education (BLS)
Typical
On-the-Job
Training (BLS)
% of Current Workers
with Associate Degree
or Some College
Coursework (CPS)
SOC
Architecture & Engineering Occupations
37-1012
First-Line Supervisors of Landscaping, Lawn
Service and Groundskeeping Workers
High school diploma or equivalent
None
33%
37-3012
Pesticide Handlers, Sprayers and Applicators, Vegetation
High school diploma or equivalent
Moderate-term onthe-job training
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 training students to meet workforce needs. (See Appendix A for selection methodology.)
In the Central Valley/Mother Lode Region, eight community colleges offer training 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
010310
010900
010910
010930
010940
011510
TOP06 Title
2012-15 Average Annual Totals
CC
CC
CC
CC
Non-CC
Awards
Headcount
Associate
Degrees
Agricultural Pest Control Advisor and
Operator (Licensed)
78
0
1
0
n/a
Horticulture
Landscape Design and Maintenance
Nursery Technology
Turfgrass Technology
Parks and Outdoor Recreation
Total
590
124
22
10
18
842
16
0
0
0
0
16
5
8
0
0
4
20
0
0
0
0
0
0
n/a
n/a
n/a
n/a
n/a
n/a
Centers of Excellence for Labor Market Research
Awards
Non Credit
Skills
Builders Median Wage
Gain %
15
Regional Labor Market Assessment, Central Valley/Mother Lode Region
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 training development
specialist, and wholesale and retail buyer (except farm products).
Exhibit 13-1. Five-Year Projections for Business and Financial Operations Occupations
SOC
Occupation
13-1199
13-1151
13-1022
Business Operations Specialists, All Other
Training and Development Specialists
Wholesale and Retail Buyers
Purchasing Agents, Except Wholesale, Retail and
Farm Products
Cost Estimators
Logisticians
Claims Adjusters, Examiners & Investigators
Compensation, Benefits & Job Analysis Specialists
Business Operations Specialists, All Other
Tax Preparers
Appraisers and Assessors of Real Estate
Credit Counselors
Insurance Appraisers, Auto Damage
Tax Examiners and Collectors & Revenue Agents
Loan Officers
Total
13-1023
13-1051
13-1081
13-1031
13-1141
13-1199
13-2082
13-2021
13-2071
13-1032
13-2081
13-2072
2015
Jobs
7,665
1,271
1,186
5-Yr
Change
400
159
94
5-Yr %
Change
5%
13%
8%
5-Yr Replacements
109
168
208
Annual
Openings
189
65
60
1,866
84
5%
275
72
2,668
818
2,250
697
7,665
838
718
292
52
1,914
1,446
31,347
68
52
43
34
400
34
7
6
1
(21)
(77)
1,284
3%
6%
2%
5%
5%
4%
1%
2%
2%
(1%)
(5%)
4%
462
66
314
88
544
123
88
32
106
24
71
24
189
31
19
8
Insf. Data
82
30
971
409
151
3,036
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.
Exhibit 13.2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Business and Financial Occupations
Occupation
Wholesale and Retail Buyers, Except Farm Products
Purchasing Agents, Except Wholesale, Retail & Farm Products
Claims Adjusters, Examiners, and Investigators
Insurance Appraisers, Auto Damage
8
9
Entry Level Wages:
Pct. 10 Hourly
$16.10
$18.06
$17.92
$20.26
Experienced Wages:
Median Hourly
$22.62
$29.32
$29.61
$27.06
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
16
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Occupation
Cost Estimators
Logisticians
Compensation, Benefits, and Job Analysis Specialists
Training and Development Specialists
Business Operations Specialists, All Other
Appraisers and Assessors of Real Estate
Credit Counselors
Loan Officers
Tax Examiners and Collectors, and Revenue Agents
Tax Preparers
Entry Level Wages:
Pct. 10 Hourly
$15.11
$21.94
$20.69
$15.58
$17.29
$17.46
$15.20
$18.56
$17.28
$12.06
Experienced Wages:
Median Hourly
$26.12
$36.70
$30.48
$24.90
$30.90
$25.41
$21.96
$35.12
$22.55
$19.95
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
training 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
SOC
13-1022
13-1023
13-1031
13-1032
13-1051
13-1081
13-1141
13-1151
13-1199
13-2021
13-2071
13-2072
13-2081
13-2082
Business and Financial
Occupations
Typical Entry-level
Education (BLS)
Typical On-TheJob Training (BLS)
Wholesale and Retail Buyers,
Long-term on-theBachelor's degree
Except Farm Products
job training
Purchasing Agents, Except Wholesale,
Long-term on-theBachelor's degree
Retail and Farm Products
job training
Claims Adjusters, Examiners
High school diploma Long-term on-theand Investigators
or equivalent
job training
Postsecondary non- Moderate-term onInsurance Appraisers, Auto Damage
degree award
the-job training
Cost Estimators
Bachelor's degree
None
Logisticians
Bachelor's degree
None
Compensation, Benefits and Job
Bachelor's degree
None
Analysis Specialists
Training and Development Specialists Bachelor's degree
None
Business Operations Specialists,
High school diploma
None
All Other
or equivalent
Appraisers and Assessors
Long-term on-theBachelor's degree
of Real Estate
job training
Moderate-term onCredit Counselors
Bachelor's degree
the-job training
Moderate-term onLoan Officers
Bachelor's degree
the-job training
Tax Examiners and Collectors,
Moderate-term onBachelor's degree
and Revenue Agents
the-job training
High school diploma Moderate-term onTax Preparers
or equivalent
the-job training
Centers of Excellence for Labor Market Research
% of Current Workers with
Associate Degree or Some
College Coursework (CPS)
37%
37%
35%
35%
41%
39%
33%
34%
28%
35%
34%
34%
35%
34%
17
Regional Labor Market Assessment, Central Valley/Mother Lode Region
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 training 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 training 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
050100
050200
050210
050400
050500
050800
050900
Business and Commerce, General
Accounting
Tax Studies
Banking and Finance
Business Administration
International Business and Trade
Marketing and Distribution
051000
Logistics and Materials
Transportation
051100
051200
095200
2012-15 Average Annual Totals
Skills Builders
CC
CC
CC
CC
Non-CC Median Wage
Head- Associate
Non
Gain %
Awards
Awards
count
Degrees
Credit
6,990
222
29
0
97
32.2%
5,962
149
75
0
154
21.7%
152
0
5
0
(11.2%)
193
15
4
0
n/a
2,866
543
11
0
100
47.1%
44
0
1
0
n/a
1,165
11
9
0
(5.5%)
6
0
0
5
n/a
Real Estate
288
Insurance
16
Construction Crafts Technology
117
Total 17,799
5
2
0
3
949
5
143
0
5
(35.8%)
n/a
n/a
24.8%
Centers of Excellence for Labor Market Research
351
18
Regional Labor Market Assessment, Central Valley/Mother Lode Region
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
21-1093
21-1094
Social and Human Service Assistants
Community Health Workers
Total
2015
Jobs
5,685
801
5-Yr
Change
989
125
5-Yr %
Change
17%
16%
5-Yr Replacements
624
86
Annual
Openings
323
42
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.
Exhibit 21-2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Community and Social Services Occupations
$25.00
$18.23
$20.00
$15.02
$15.00
$10.00
$12.91
$9.69
$5.00
$0.00
Social and Human Service Assistants
Entry Level Wages: Pct. 10 Hourly
Community Health Workers
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 training 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 or equivalent; however, at least
31% of current workers have a community college award or postsecondary coursework.
10
11
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
19
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 21-3: Education and Training Requirements
for Community and Social Services Occupations
SOC
Community and Social Services
Occupations
21-1093
Social and Human Service Assistants
High school diploma or
equivalent
Typical
On-The-Job
Training (BLS)
Short-term onthe-job training
21-1094
Community Health Workers
High school diploma or
equivalent
Short-term onthe-job training
Typical Entry-level
Education (BLS)
% 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 training students to meet workforce needs. (See
Appendix A for selection methodology.) In the Region, 12 community colleges offer training 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
CC
TOP06
TOP06 Title
126100
130100
130560
130570
130800
130900
210400
210440
Community Health Care Worker
Family and Consumer Sciences, General
Parenting and Family Education
Foster and Kinship Care
Family Studies
Gerontology
Human Services
Alcohol and Controlled Substances
Total
Centers of Excellence for Labor Market Research
Headcount
0
3,327
80
74
564
0
2,572
616
7,233
2012-15 Average Annual Totals
CC
CC
CC
Associate
Degrees
Awards
Non
Credit
0
29
0
0
0
0
0
0
0
0
0
0
0
97
17
144
1
86
53
142
0
0
0
0
Non-CC
Awards
Skills Builders
Median Wage
Gain %
n/a
39.5%
n/a
n/a
200.8%
n/a
35.7%
48.1%
49.2%
20
Regional Labor Market Assessment, Central Valley/Mother Lode Region
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
15-1151
15-1142
15-1152
15-1134
15-1199
15-1143
Computer User Support Specialists
Network and Computer Systems Administrators
Computer Network Support Specialists
Web Developers
Computer Occupations, All Other
Computer Network Architects
Total
2015
Jobs
3,464
1,951
866
597
1,446
497
8,821
5-Yr
Change
365
164
97
92
47
40
805
5-Yr %
5-Yr ReAnnual
Change placements Openings
11%
242
121
8%
139
61
11%
61
32
15%
46
28
3%
105
30
8%
44
17
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.
Exhibit 15.2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Computer and Mathematical Occupations
$50.00
$45.00
$40.00
$35.00
$30.00
$25.00
$20.00
$15.00
$10.00
$5.00
$0.00
$44.41
13
$28.35
$27.05
$20.16
$22.23
Web Developers
$22.93
$22.66
$18.18
$14.09
$13.24
Computer
Computer User
Network and
Support
Computer Systems Network Architects
Specialists
Administrators
Entry-Level Wage: Pct. 10 Hourly Earnings
12
$35.55
$34.32
Computer
Computer
Network Support Occupations, All
Other
Specialists
Experienced Wage: Median Hourly Earnings
Living Wage: 1 Adult 10.59
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
21
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 training 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.
Exhibit 15-3: Education and Training Requirements
for Computer and Mathematical Occupations
Computer and Mathematical
Occupations
Typical Entry-level
Education (BLS)
Typical On-TheJob Training (BLS)
Associate degree
None
Bachelor's degree
None
40%
15-1143
Web Developers
Network & Computer Systems
Administrators
Computer Network Architects
% of Current Workers with
Associate Degree or Some
College Coursework (CPS)
27%
None
37%
15-1151
Computer User Support Specialists
None
45%
15-1152
15-1199
Computer Network Support Specialists
Computer Occupations, All Other
Bachelor's degree
Some college,
no degree
Associate degree
Bachelor's degree
None
None
45%
37%
SOC
15-1134
15-1142
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 training 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 training 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
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 15-4: Average Annual Awards and Headcount
for Computer and Mathematical Occupations
TOP06
061430
070100
070200
070600
070700
070710
070730
070800
070810
070820
070900
079900
220610
2012-15 Average Annual Totals
Skills Builders
CC
CC
CC
CC
TOP06 Title
Non-CC Median Wage
Head- Associate
Non
Gain %
Awards
Awards
count
Degrees
Credit
Website Design and Development
446
4
10
0
17
77.6%
Information Technology, General
11,679
0
16
0
66
43.6%
Computer Information Systems
527
48
53
0
(25.9%)
Computer Science (Transfer)
104
30
0
0
n/a
Computer Software Development
261
n/a
Computer Programming
1,438
0
6
0
1
n/a
Computer Systems Analysis
86
n/a
Computer Infrastructure and Support
364
0
17
0
n/a
Computer Networking
223
20
30
0
124
n/a
Computer Support
74
0
3
0
22
n/a
World Wide Web Administration
329
2
1
0
n/a
Other Information Technology
5
n/a
Geographic Information Systems
79
1
4
0
n/a
Total 15,615
104
140
0
230
31.9%
Construction and Extraction Occupations
Labor Market Demand
Exhibit 47-1 displays the labor market demand for occupations in the construction and extraction
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. 14
Electrician is the largest occupation with the most projected job openings, followed by operating
engineer and other construction equipment operator. The occupation of plumbers, pipefitters and
steamfitters ranks third largest.
Exhibit 47-1. Five-Year Projections for Construction and Extraction Occupations
SOC
Occupation
47-2111
47-2073
47-2152
47-4011
47-2132
Electricians
Operating Engineers & Other Equipment Operators
Plumbers, Pipefitters and Steamfitters
Construction and Building Inspectors
Insulation Workers, Mechanical
47-2211
Sheet Metal Workers
47-2021
47-4021
47-2231
47-2071
Brick Masons and Block Masons
Elevator Installers and Repairers
Solar Photovoltaic Installers
Paving, Surfacing & Tamping Equipment Operators
14
2015
Change
5,413
3,767
3,611
848
95
5-Yr
Change
341
233
216
54
30
5-Yr %
Change
6%
6%
6%
6%
32%
5-Yr ReAnnual
placements Openings
591
186
472
141
326
108
132
37
22
10
1,128
30
3%
164
39
611
74
161
621
21
17
9
8
3%
23%
6%
1%
138
8
16
106
32
5
5
23
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
Centers of Excellence for Labor Market Research
23
Regional Labor Market Assessment, Central Valley/Mother Lode Region
SOC
Occupation
47-2011
47-2072
47-5031
47-2171
47-2053
47-2022
47-2121
47-4061
47-1011
47-2221
47-2031
Boilermakers
Pile-Driver Operators
Explosives Workers, Ordnance Experts & Blasters
Reinforcing Iron and Rebar Workers
Terrazzo Workers and Finishers
Stonemasons
Glaziers
Rail-Track Laying & Maintenance Equip. Operators
First-Line Supervisors of Construction & Extraction Wkrs
Structural Iron and Steel Workers
Carpenters
Total
2015
Change
76
45
26
366
68
196
340
78
5,604
544
8,634
32,306
5-Yr
Change
6
1
1
(2)
(4)
(5)
(5)
(6)
(15)
(16)
(422)
492
5-Yr %
Change
8%
2%
4%
(1%)
(6%)
(3%)
(1%)
(8%)
(0%)
(3%)
(5%)
2%
5-Yr ReAnnual
placements Openings
7
3
Insf. Data
Insf. Data
64
13
Insf. Data
32
6.4
63
13
13
3
630
126
81
16
781
156
3,645
922
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 15 Exhibit 47-2 compares the entry-level and experienced wages of construction and extraction
occupations to the region’s average living wage. As shown, the entry-level wages for all 21 of the
construction and extraction occupations exceed the average living wage for one adult.
Exhibit 47-2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Construction and Extraction Occupations
Occupation
First-Line Supervisors of Construction Trades & Extraction Workers
Boilermakers
Brickmasons and Blockmasons
Stonemasons
Carpenters
Terrazzo Workers and Finishers
Paving, Surfacing, and Tamping Equipment Operators
Pile-Driver Operators
Operating Engineers and Other Equipment Operators
Electricians
Glaziers
Insulation Workers, Mechanical
Plumbers, Pipefitters, and Steamfitters
Reinforcing Iron and Rebar Workers
Sheet Metal Workers
Structural Iron and Steel Workers
Solar Photovoltaic Installers
Construction and Building Inspectors
Elevator Installers and Repairers
Rail-Track Laying and Maintenance Equipment Operators
Explosives Workers, Ordnance Handling Experts, and Blasters
15
Entry-Level Wages:
Pct. 10 Hourly
Experienced Wages:
Median Hourly
$19.25
$20.37
$16.26
$11.39
$12.32
$11.90
$17.40
$17.20
$16.18
$16.73
$12.79
$13.74
$14.74
$14.34
$12.98
$12.85
$13.24
$17.60
$26.67
$16.94
$19.60
$27.59
$31.16
$23.38
$16.81
$17.66
$18.76
$22.42
$27.63
$24.67
$26.16
$19.71
$18.69
$23.36
$25.63
$22.44
$22.69
$17.74
$28.40
$41.73
$28.60
$24.25
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
24
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 47-3, along with their typical entry-level educational requirement, typical onthe-job training requirement and percentage of workers in the field who hold a community college
award or have completed some postsecondary courses, but no award. All of these occupations
typically have an entry-level education of a high school diploma or equivalent, and at least 20%
of current workers have a community college award or postsecondary coursework with the exception of operating engineers and other construction equipment operators.
Exhibit 47-3: Education and Training Requirements for Construction and Extraction Occupations
SOC
Construction and Extraction
Occupations
47-1011
First-Line Supervisors of Construction
Trades and Extraction Workers
47-2011
47-2021
47-2022
47-2031
47-2053
47-2071
47-2072
47-2073
47-2111
47-2121
47-2132
47-2152
47-2171
47-2211
47-2221
47-2231
47-4011
47-4021
47-4061
47-5031
Typical Entry-level
Education (BLS)
High school diploma or
equivalent
High school diploma or
Boilermakers
equivalent
High school diploma or
Brick Masons and Block Masons
equivalent
High school diploma or
Stonemasons
equivalent
High school diploma or
Carpenters
equivalent
High school diploma or
Terrazzo Workers and Finishers
equivalent
Paving, Surfacing and Tamping
High school diploma or
Equipment Operators
equivalent
High school diploma or
Pile-Driver Operators
equivalent
Operating Engineers and Other Con- High school diploma or
struction Equipment Operators
equivalent
High school diploma or
Electricians
equivalent
High school diploma or
Glaziers
equivalent
High school diploma or
Insulation Workers, Mechanical
equivalent
High school diploma or
Plumbers, Pipefitters and Steamfitters
equivalent
High school diploma or
Reinforcing Iron and Rebar Workers
equivalent
High school diploma or
Sheet Metal Workers
equivalent
High school diploma or
Structural Iron and Steel Workers
equivalent
High school diploma or
Solar Photovoltaic Installers
equivalent
High school diploma or
Construction and Building Inspectors
equivalent
High school diploma or
Elevator Installers and Repairers
equivalent
Rail-Track Laying and Maintenance
High school diploma or
Equipment Operators
equivalent
Explosives Workers, Ordnance Han- High school diploma or
dling Experts and Blasters
equivalent
Centers of Excellence for Labor Market Research
Typical On-TheJob Training (BLS)
% of Current Workers with
Associate Degree or Some
College Coursework (CPS)
None
33%
Apprenticeship
38%
Apprenticeship
20%
Apprenticeship
20%
Apprenticeship
26%
Apprenticeship
15%
Moderate-term onthe-job training
Moderate-term onthe-job training
Moderate-term onthe-job training
24%
Apprenticeship
47%
Apprenticeship
24%
Apprenticeship
28%
Apprenticeship
31%
Apprenticeship
20%
Apprenticeship
34%
Apprenticeship
31%
Moderate-term onthe-job training
Moderate-term onthe-job training
Apprenticeship
Moderate-term onthe-job training
Long-term on-thejob training
8%
24%
28%
45%
44%
34%
43%
25
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Education Supply and Capacity
For construction and extraction occupations, the following are community college and other postsecondary programs that were identified as training students to meet workforce needs. (See
Appendix A for selection methodology.)
In the Central Valley/Mother Lode Region, seven community colleges and four private education
institutions offer training programs that support the construction and extraction occupational group.
Exhibit 47-4 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 10 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 an electrical or construction inspection course. On average, skills builders in the construction
and extraction group achieved a wage gain of 58% (about $20,300 annually) within two years
of exiting the community college system. Electrical offers the highest salary and the largest wage
gain. Appendix B provides detailed data for skills builders by program area.
Exhibit 47-4: Average Annual Awards and Headcount
for Construction and Extraction Occupations
2012-15 Average Annual Totals
Skills Builders
CC
CC
CC
CC
Non-CC Median Wage
Head- Associate
Non
Gain %
Awards
Awards
count
Degrees
Credit
65
336
n/a
TOP06
TOP06 Title
094610
Energy Systems Technology
095200
Construction Crafts Technology
117
3
5
0
n/a
095210
Carpentry
171
0
1
0
n/a
095220
Electrical
635
3
21
0
62.1%
095230
Plumbing, Pipefitting & Steamfitting
55
0
3
0
n/a
095640
Sheet Metal and Structural Metal
87
0
5
0
n/a
095700
Civil and Construction Management
Technology
0
0
0
0
095720
Construction Inspection
30
1,160
2
9
3
37
0
0
Total
Centers of Excellence for Labor Market Research
30
n/a
366
33.1%
57.9%
26
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Education, Training and Library Occupations
Labor Market Demand
Exhibit 25-1 displays the labor market demand for occupations in the education, training and library 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. 16 Teacher assistant is the largest occupation
with the most projected job openings, followed by preschool teacher, except special education.
Exhibit 25-1. Five-Year Projections for Education, Training and Library Occupations
2015
Jobs
17,286
5-Yr
Change
1,263
5-Yr %
Change
7%
5-Yr Replacements
2,256
Annual
Openings
704
Preschool Teachers, Except Special Education
4,690
217
5%
770
197
Library Technicians
1,374
92
7%
345
87
23,349
1,572
7%
3,370
989
SOC
Occupation
25-9041
Teacher Assistants
25-2011
25-4031
Total
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 17 Exhibit 25-2 compares the entry-level and experienced wages of education, training and library
occupations to the region’s average living wage. As shown, the entry-level wage for library technicians occupations exceeds the average living wage for one adult.
Exhibit 25-2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Education, Training and Library Occupations
$30.00
$25.00
$20.00
$15.00
$10.00
$16.69
$12.99
$9.14
$11.96
$13.65
$10.08
$5.00
$0.00
Preschool Teachers, Except Special
Education
Entry-Level Wage: Pct. 10 Hourly Earnings
Living Wage: 1 Adult 10.59
Library Technicians
Teacher Assistants
Experienced Wage: Median Hourly Earnings
Typical Education
Education, training and library occupations that met the requirement for inclusion in this report are
presented in Exhibit 25-3, along with their typical entry-level educational requirement, typical onthe-job training requirement and percentage of workers in the field who hold a community college
award or have completed some postsecondary courses, but no award. All of the occupations in this
group typically require a community college community college award or postsecondary coursework.
16
17
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
27
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 25-3: Education and Training Requirements
for Education, Training and Library Occupations
SOC
Education, Training
and Library Occupations
25-2011
Preschool Teachers,
Except Special Education
25-4031
Library Technicians
25-9041
Teacher Assistants
Typical
Entry-level
Education (BLS)
Associate
degree
Typical
On-The-Job
Training (BLS)
% of Current Workers with
Associate Degree or Some
College Coursework (CPS)
None
38%
Postsecondary
non-degree award
None
26%
Some college,
no degree
None
44%
Education Supply and Capacity
For education, training and library occupations, the following are community college and other
postsecondary programs that were identified as training students to meet workforce needs. (See
Appendix A for selection methodology.)
In the Central Valley/Mother Lode Region, 13 community colleges and two private education institutions offer training programs that support the education, training and library occupational
group. Exhibit 25-4 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 48 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 1,100 students achieved wage gains after
taking an education or child development course. On average, skills builders in this group achieved a
wage gain of 22% (about $3,000 annually) within two years of exiting the community college system. Child development/early care education offers the highest salary and the largest wage gain.
Appendix B provides detailed data for skills builders by program area.
Exhibit 25-4: Average Annual Awards and Headcount
for Education, Training, and Library Occupations
TOP06
TOP06 Title
080200
080900
Educational Aide (Teacher Assistant)
Special Education
130500
Child Development/Early Care and
Education
130540
160200
Preschool Age Children
Library Technician (Aide)
Total
Centers of Excellence for Labor Market Research
2012-15 Average Annual Totals
CC
CC
CC
CC
Non-CC
HeadAssociate
Non
Awards
Awards
count
Degrees
Credit
695
7
30
0
89
1
3
0
16,616
315
1,005
0
343
68
17,811
22
4
349
0
12
1,050
0
0
0
Skills Builders
Median Wage
Gain %
19.5%
n/a
20
22.4%
20
n/a
n/a
22.3%
28
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Farming, Fishing and Forestry Occupations
Labor Market Demand
Exhibit 45-1 displays the labor market demand for occupations in the farming, fishing and forestry 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. 18
The occupation of first-line supervisors of farming, fishing and forestry workers has nearly 5,000
jobs with a projected gain of 125 new positions over the next five years.
Exhibit 45-1. Five-Year Projections for Farming, Fishing and Forestry Occupations
SOC
45-1011
Occupation
First-Line Supervisors of Farming, Fishing and
Forestry Workers
Total
2015
Jobs
5-Yr
Change
5-Yr %
Change
5-Yr Replacements
Annual
Openings
4,776
125
3%
566
138
4,776
125
3%
566
138
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 19 Exhibit 45-2 compares the entry-level and experienced wages of farming, fishing and forestry
occupations to the region’s average living wage. As shown, the entry-level wage for first-line supervisors of farming, fishing and forestry workers exceeds the average living wage for one adult.
Exhibit 45-2. Comparison of Entry-Level and Experienced Wages
with Living Wages for Farming, Fishing and Forestry Occupations
$25.00
$17.07
$20.00
$11.59
$15.00
$10.00
$5.00
$0.00
First-Line Supervisors of Farming, Fishing, and Forestry Workers
Entry-Level Wage: Pct. 10 Hourly Earnings
Experienced Wage: Median Hourly Earnings
Living Wage: 1 Adult 10.59
Typical Education
Farming, fishing and forestry occupations that met the requirement for inclusion in this report are
presented in Exhibit 45-3, along with their typical entry-level educational requirement, typical onthe-job training requirement and percentage of workers in the field who hold a community college
award or have completed some postsecondary courses, but no award. This occupation typically
requires a high school diploma or equivalent, and 23% of current workers have a community college award or postsecondary coursework.
18
19
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
29
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 45-3: Education and Training Requirements
for Farming, Fishing and Forestry Occupations
SOC
Farming, Fishing and Forestry
Occupations
Typical Entry-level
Education (BLS)
45-1011
First-Line Supervisors of Farming,
Fishing and Forestry Workers
High school diploma
or equivalent
Typical On-The- % of Current Workers with
Job Training Associate Degree or Some
(BLS)
College Coursework (CPS)
None
23%
Education Supply and Capacity
For occupations in farming, fishing and forestry, the following are community college and other
postsecondary programs that were identified as training students to meet workforce needs. (See
Appendix A for selection methodology.)
In the Central Valley/Mother Lode Region, nine community colleges offer training programs that
support the farming, fishing and forestry occupational group. Exhibit 45-4 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 more
than 120 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 15 students achieved wage gains after
taking a natural resources course. On average, skills builders in the farming, fishing and forestry
group achieved a wage gain of 39% (about $4,000 annually) within two years of exiting the
community college system. Natural resources offers the highest salary and the largest wage gain.
Appendix B provides detailed data for skills builders by program area.
Exhibit 45-4: Average Annual Awards and Headcount
for Farming, Fishing and Forestry Occupations
TOP06
2012-15 Average Annual Totals
CC
CC
CC
Associate
Non
Headcount
Awards
Degrees
Credit
CC
TOP06 Title
010310
Agricultural Pest Control Advisor
and Operator (Licensed)
011500
Natural Resources
Total
Centers of Excellence for Labor Market Research
Non-CC
Awards
Skills Builders
Median Wage
Gain %
78
0
1
0
n/a
846
924
8
8
11
12
0
0
38.8%
38.8%
30
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Food Preparation and Serving Related Occupations
Labor Market Demand
Exhibit 35-1 displays the labor market demand for occupations in the food preparation and serving related 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. 20 First-line supervisor of food
preparation and serving workers is the largest occupation with the most projected job openings,
followed by chef and head cook.
Exhibit 35-1. Five-Year Projections for Food Preparation and Serving Related Occupations
SOC
Occupation
35-1011
First-Line Supervisors of Food Preparation and
Serving Workers
Chefs and Head Cooks
35-2013
Cooks, Private Household
35-1012
Total
2015
Jobs
5-Yr
Change
5-Yr %
Change
5-Yr Replacements
Annual
Openings
8,198
1,198
15%
1,347
509
1,037
130
13%
87
43
11
Insf. Data
Insf. Data
9,246
1,328
14%
Insf. Data
1,435
552
Wages
In the Region, the living wage for one adult is $10.64 per hour. 21 Exhibit 35-2 compares the entry-level and experienced wages of food preparation and serving related occupations to the
region’s average living wage. As shown, the entry-level wages for two of the three food preparation and serving related occupations exceed the average living wage for one adult.
Exhibit 35-2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Food Preparation and Serving Related Occupations
$30.00
$25.00
$17.41
$20.00
$15.00
$12.08
$9.67
$10.00
$13.15
$13.56
$15.66
$5.00
$0.00
Chefs and Head Cooks
First-Line Supervisors of Food
Preparation and Serving Workers
Entry-Level Wage: Pct. 10 Hourly Earnings
Cooks, Private Household
Experienced Wage: Median Hourly Earnings
Living Wage: 1 Adult 10.59
Typical Education
Food preparation and serving related occupations that met the requirement for inclusion in this report
are presented in Exhibit 35-3, along with their typical entry-level educational requirement, typical
on-the-job training requirement and percentage of workers in the field who hold a community college award or have completed some postsecondary courses, but no award. Two of these occupations
typically have an entry-level education of a high school diploma or equivalent, and at least 38% of
these current workers have a community college award or postsecondary coursework.
20
21
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
31
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 35-3: Education and Training Requirements
for Food Preparation and Serving Related Occupations
SOC
Food Preparation and Serving
Occupations
35-1011
Chefs and Head Cooks
35-1012
First-Line Supervisors of Food
Preparation and Serving Workers
35-2013
Cooks, Private Household
Typical Entry-level
Education (BLS)
High school diploma or
equivalent
High school diploma or
equivalent
Postsecondary
non-degree award
Typical
% of Current Workers with
On-The-Job Associate Degree or Some
Training (BLS) College Coursework (CPS)
None
39%
None
38%
None
23%
Education Supply and Capacity
For food preparation and serving related occupations, the following are community college and
other postsecondary programs that were identified as training students to meet workforce needs.
(See Appendix A for selection methodology.)
In the Central Valley/Mother Lode Region, 11 community colleges and one private education institution offer training programs that support the food preparation and serving related occupational
group. Exhibit 35-4 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 40 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 300 students achieved wage gains after
taking a nutrition, dietetic, culinary or restaurant management course. On average, skills builders
in the food preparation and serving related group achieved a wage gain of 55% (about $6,000
annually) within two years of exiting the community college system. Nutrition, foods and culinary
arts offers the highest salary, while restaurant and food services and management offers the
largest wage gain. Appendix B provides detailed data for skills builders by program area.
Exhibit 35-4: Average Annual Awards and Headcount
for Food Preparation and Serving Related Occupations
TOP06
TOP06 Title
130600
130620
130630
130700
130710
Nutrition, Foods and Culinary Arts
Dietetic Services and Management
Culinary Arts
Hospitality
Restaurant & Food Services & Mgmt.
Total
Centers of Excellence for Labor Market Research
2012-15 Average Annual Totals
Skills Builders
CC
CC
CC
CC
Median Wage
Non-CC
HeadAssociate
Non
Gain %
Awards
Awards
count
Degrees
Credit
8,054
1
0
0
56.70%
199
0
9
0
9.60%
701
51
58
0
308
80.20%
207
0
1
0
n/a
46
10
44
0
139.60%
9,207
61
113
0
308
55.20%
32
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Health Care Practitioners and Technical Occupations
Labor Market Demand
Exhibit 29-1 displays the labor market demand for occupations in the health care practitioners
and technical 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. 22 Registered nurse is
the largest occupation with the most projected job openings, followed by licensed practical and licensed vocational nurse, and pharmacy technician.
Exhibit 29-1. Five-Year Projections for Health Care Practitioners and Technical Occupations
2015
Jobs
25,124
5-Yr
Change
3,709
5-Yr %
Change
15%
Licensed Practical and Licensed Vocational Nurses
6,093
914
15%
964
376
29-2052
Pharmacy Technicians
3,805
409
11%
209
124
29-2041
Emergency Medical Technicians and Paramedics
1,908
345
18%
189
107
29-2099
1,617
279
17%
90
74
1,796
222
12%
218
88
29-2012
Health Technologists and Technicians, All Other
Medical Records and Health Information Technicians
Medical and Clinical Laboratory Technicians
1,163
184
16%
154
68
29-2034
Radiologic Technologists
1,485
181
12%
153
67
29-2081
Opticians, Dispensing
705
170
24%
110
56
29-2055
Surgical Technologists
909
148
16%
51
40
29-2011
Medical and Clinical Laboratory Technologists
888
140
16%
119
52
29-2056
Veterinary Technologists and Technicians
772
132
17%
44
35
29-1126
Respiratory Therapists
1,314
126
10%
180
61
29-2021
Dental Hygienists
1,778
122
7%
159
56
29-2032
Diagnostic Medical Sonographers
564
101
18%
60
32
29-2057
Ophthalmic Medical Technicians
518
79
15%
31
22
29-2031
408
72
18%
44
23
491
50
10%
52
20
29-2051
Cardiovascular Technologists and Technicians
Health Care Practitioners and Technical Workers,
All Other
Dietetic Technicians
477
43
9%
25
14
29-2035
Magnetic Resonance Imaging Technologists
246
26
11%
27
11
29-1124
Radiation Therapists
77
17
22%
10
6
29-2033
Nuclear Medicine Technologists
152
11
7%
17
5.6
29-2053
Psychiatric Technicians
1,613
7
0%
131
29-2054
Respiratory Therapy Technicians
46
2
4%
53,952
7,489
14%
SOC
Occupation
29-1141
Registered Nurses
29-2061
29-2071
29-9099
Total
22
5-Yr ReAnnual
placements Openings
3,294
1,401
28
Insf. Data
6,330
2,764
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
Centers of Excellence for Labor Market Research
33
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Wages
In the Region, the living wage for one adult is $10.64 per hour. 23 Exhibit 29-2 compares the entry-level and experienced wages of health care practitioners and technical occupations to the
region’s average living wage. As shown, the entry-level wages for all 24 of the health care practitioners and technical occupations exceed the average living wage for one adult.
Exhibit 29-2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Health Care Practitioners and Technical Occupations
Occupation
Entry Level Wages: Experienced Wages:
Pct. 10 Hourly
Median Hourly
Radiation Therapists
$30.41
$43.38
Respiratory Therapists
$23.54
$36.40
Registered Nurses
$30.09
$41.58
Medical and Clinical Laboratory Technologists
$22.77
$35.95
Medical and Clinical Laboratory Technicians
$13.81
$19.22
Dental Hygienists
$26.42
$39.45
Cardiovascular Technologists and Technicians
$15.67
$26.91
Diagnostic Medical Sonographers
$26.45
$38.60
Nuclear Medicine Technologists
$30.82
$44.74
Radiologic Technologists
$21.09
$35.26
Magnetic Resonance Imaging Technologists
$26.92
$38.08
Emergency Medical Technicians and Paramedics
$10.26
$16.16
Dietetic Technicians
$11.10
$15.17
Pharmacy Technicians
$12.01
$17.37
Psychiatric Technicians
$19.63
$26.93
Respiratory Therapy Technicians
$22.04
$29.02
Surgical Technologists
$19.75
$27.97
Veterinary Technologists and Technicians
$10.87
$15.43
Ophthalmic Medical Technicians
$11.91
$17.99
Licensed Practical and Licensed Vocational Nurses
$18.21
$23.65
Medical Records and Health Information Technicians
$11.65
$17.50
Opticians, Dispensing
$12.20
$16.61
$14.63
$12.84
$21.11
$21.70
Health Technologists and Technicians, All Other
Healthcare Practitioners & Technical Workers, All Other
Typical Education
Health care practitioner and technical occupations that met the requirement for inclusion in this report are presented in Exhibit 29-3, along with their typical entry-level educational requirement,
typical on-the-job training 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 two
occupations in this group that typically require a bachelor’s degree, at least 36% of current workers have a community college award or postsecondary coursework.
23
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
34
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 29-3: Education and Training Requirements
for Health Care Practitioners and Technical Occupations
Health Care Practitioner and Technical
Occupations
29-1124
Radiation Therapists
Associate degree
29-1126
Respiratory Therapists
Associate degree
None
70%
29-1141
Bachelor's degree
None
42%
Bachelor's degree
None
36%
Associate degree
None
36%
Associate degree
None
61%
Associate degree
None
66%
29-2032
Registered Nurses
Medical and Clinical Laboratory Technologists
Medical and Clinical Laboratory Technicians
Dental Hygienists
Cardiovascular Technologists and Technicians
Diagnostic Medical Sonographers
Associate degree
None
66%
29-2033
Nuclear Medicine Technologists
Associate degree
None
66%
29-2034
Radiologic Technologists
Magnetic Resonance Imaging Technologists
Emergency Medical Technicians and
Paramedics
Dietetic Technicians
Associate degree
None
66%
Associate degree
None
66%
None
68%
None
56%
29-2011
29-2012
29-2021
29-2031
29-2035
29-2041
29-2051
29-2052
29-2053
29-2054
29-2055
29-2056
29-2057
29-2061
29-2071
29-2081
29-2099
29-9099
Typical Entry-level
Education (BLS)
% of Current Workers with
Typical On-TheAssociate Degree or Some
Job Training (BLS)
College Coursework (CPS)
None
43%
SOC
Postsecondary nondegree award
Associate degree
High school diploma or Moderate-term
equivalent
on-the-job training
Postsecondary nonShort-term on-thePsychiatric Technicians
degree award
job training
Respiratory Therapy Technicians
Associate degree
None
Postsecondary nonSurgical Technologists
None
degree award
Veterinary Technologists and Technicians
Associate degree
None
Postsecondary nonOphthalmic Medical Technicians
None
degree award
Licensed Practical and Licensed VocaPostsecondary nonNone
tional Nurses
degree award
Medical Records and Health Information
Postsecondary nonNone
Technicians
degree award
High school diploma or Long-term on-theOpticians, Dispensing
equivalent
job training
Health Technologists and
High school diploma or
None
equivalent
Technicians, All Other
Pharmacy Technicians
Healthcare Practitioners and Technical
Workers, All Other
Postsecondary nondegree award
None
56%
56%
56%
56%
56%
56%
74%
55%
56%
45%
27%
Education Supply and Capacity
For health care practitioner and technical occupations, the following are community college and
other postsecondary programs that were identified as training students to meet workforce needs.
(See Appendix A for selection methodology.)
In the Central Valley/Mother Lode Region, 13 community college and 14 private education institutions offer training programs that support the health care practitioner and technical occupational
group. Exhibit 29-4 displays the annual average number of awards (certificates and associate
Centers of Excellence for Labor Market Research
35
Regional Labor Market Assessment, Central Valley/Mother Lode Region
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 nine 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 800 students achieved wage gains after taking a veterinary, cardiovascular, health information, nursing, emergency medical, paramedic,
nutrition or dietetic course. On average, skills builders in the health care practitioner and technical
group achieved a wage gain of 37% (about $6,000 annually) within two years of exiting community
college. Cardiovascular technician offers the highest salary, while licensed vocational nurse offers the
largest wage gain. Appendix B provides detailed data for skills builders by program area.
Exhibit 29-4: Average Annual Awards and Headcount
for Health Care Practitioners and Technical Occupations
TOP06
TOP06 Title
010210
043000
093470
095500
120500
121000
121300
121500
121700
122100
122300
122310
122500
122700
123000
123010
123020
123900
124020
125000
125100
130600
130620
Veterinary Technician (Licensed)
Biotechnology & Biomedical Technology
Electron Microscopy
Laboratory Science Technology
Medical Laboratory Technology
Respiratory Care/Therapy
Cardiovascular Technician
Electrocardiography
Surgical Technician
Pharmacy Technology
Health Information Technology
Health Information Coding
Radiologic Technology
Diagnostic Medical Sonography
Nursing
Registered Nursing
Licensed Vocational Nursing
Psychiatric Technician
Dental Hygienist
Emergency Medical Services
Paramedic
Nutrition, Foods and Culinary Arts
Dietetic Services and Management
Total
Centers of Excellence for Labor Market Research
CC
Headcount
391
5
129
0
16
107
47
15
5
26
444
19
235
7
1,196
3,053
570
413
122
2,134
133
8,054
199
17,322
2012-15 Average Annual Totals
CC
CC
CC
Associate
Non
Awards
Degrees
Credit
0
20
0
1
0
0
0
15
0
0
0
0
Skills Builders
Median Wage
Gain %
Non-CC
Awards
85
36
0
0
212
3
3
0
7
0
78
0
2
16
0
0
33
2
0
0
0
0
0
0
25
495
930
24
54
43
1
0
1
0
1,179
10
81
182
18
164
2
0
9
555
0
0
0
0
0
0
0
0
0
58
267
138
9
55
1,348
22.3%
n/a
n/a
n/a
n/a
n/a
30.3%
n/a
n/a
n/a
(50.6%)
n/a
n/a
n/a
27.6%
18.4%
61.0%
n/a
n/a
19.2%
60.5%
56.7%
9.6%
37.0%
36
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Health Care Support Occupations
Labor Market Demand
Exhibit 31-1 displays the labor market demand for occupations in the health care support 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. 24 Home health aide is the largest occupation with the
most projected job openings, followed by nursing assistant and medical assistant.
Exhibit 31-1. Five-Year Projections for Health Care Support Occupations
SOC
Occupation
31-1011
31-1014
31-9092
31-9091
31-9011
31-9097
31-9099
31-2021
31-9093
31-1013
31-2011
31-2012
31-9094
Home Health Aides
Nursing Assistants
Medical Assistants
Dental Assistants
Massage Therapists
Phlebotomists
Health Care Support Workers, All Other
Physical Therapist Assistants
Medical Equipment Preparers
Psychiatric Aides
Occupational Therapy Assistants
Occupational Therapy Aides
Medical Transcriptionists
Total
2015
Jobs
5,235
12,448
9,021
4,141
1,279
1,306
1,221
281
656
228
103
78
607
36,603
5-Yr
Change
2,656
1,890
1,136
248
200
168
118
96
79
58
40
13
3
6,705
5-Yr %
Change
51%
15%
13%
6%
16%
13%
10%
34%
12%
25%
39%
17%
0%
18%
5-Yr Replacements
803
1,552
1,035
542
55
149
139
51
75
31
19
12
82
4,544
Annual
Openings
692
688
434
158
51
63
51
29
31
17.8
12
5
17
2,250
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 25 Exhibit 31-2 compares the entry-level and experienced wages of health care support occupations to
the region’s average living wage. As shown, the entry-level wages for eight of the 13 health care
support occupations exceed the average living wage for one adult.
Exhibit 31-2. Comparison of Entry-Level and Experienced Wages
with Living Wages for Health Care Support Occupations
Occupation
Home Health Aides
Psychiatric Aides
Nursing Assistants
Occupational Therapy Assistants
Occupational Therapy Aides
Physical Therapist Assistants
Massage Therapists
Dental Assistants
Medical Assistants
24
25
Entry-Level Wages:
Pct. 10 Hourly
$8.92
$10.32
$9.64
$21.88
$11.46
$23.26
$9.62
$10.76
$10.16
Experienced Wages:
Median Hourly
$10.72
$12.89
$12.21
$30.45
$14.54
$34.26
$13.10
$15.14
$14.20
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
37
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Occupation
Medical Equipment Preparers
Medical Transcriptionists
Phlebotomists
Healthcare Support Workers, All Other
Entry-Level Wages:
Pct. 10 Hourly
$12.98
$13.36
$12.78
$12.75
Experienced Wages:
Median Hourly
$17.78
$18.63
$17.02
$17.58
Typical Education
Health care support occupations that met the requirement for inclusion in this report are presented in
Exhibit 31-3, along with their typical entry-level educational requirement, typical on-the-job training
requirement and percentage of workers in the field who hold a community college award or have
completed some postsecondary courses, but no award. For five of the occupations in this group that
typically require no formal education credential or a high school diploma or equivalent, at least
38% of current workers have a community college award or postsecondary coursework.
Exhibit 31-3: Education and Training Requirements for Health Care Support Occupations
SOC
Healthcare Support Occupations
31-1011
Home Health Aides
31-1013
Psychiatric Aides
31-1014
Nursing Assistants
31-2011
Occupational Therapy Assistants
31-2012
Occupational Therapy Aides
31-2021
Physical Therapist Assistants
31-9011
Massage Therapists
31-9091
Dental Assistants
31-9092
Medical Assistants
31-9093
Medical Equipment Preparers
31-9094
Medical Transcriptionists
31-9097
Phlebotomists
31-9099
Healthcare Support Workers, All
Other
Typical
% of Current Workers with
On-The-Job
Associate Degree or Some
Training (BLS) College Coursework (CPS)
No formal educational Short-term on42%
credential
the-job training
High school diploma or Short-term on42%
equivalent
the-job training
Postsecondary nonNone
42%
degree award
Associate degree
None
86%
High school diploma or Short-term on86%
equivalent
the-job training
Associate degree
None
71%
Postsecondary nonNone
54%
degree award
Postsecondary nonNone
58%
degree award
Postsecondary nonNone
65%
degree award
Moderate-term
High school diploma or
on-the-job train38%
equivalent
ing
Postsecondary nonNone
61%
degree award
Postsecondary nonNone
61%
degree award
High school diploma or
None
38%
equivalent
Typical Entry-level
Education (BLS)
Education Supply and Capacity
For occupations in health care support, the following are community college and other postsecondary programs that were identified as training students to meet workforce needs. (See Appendix A
for selection methodology.)
In the Central Valley/Mother Lode Region, 13 community college and 20 private education institutions offer training programs related to the health care support occupational group. Exhibit 31-4
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
Centers of Excellence for Labor Market Research
38
Regional Labor Market Assessment, Central Valley/Mother Lode Region
annual average community college student headcount by program area. With an unduplicated
headcount six 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 380 students achieved wage gains after
taking a medical, health, speech/language pathology or nursing course. On average, skills builders in the health care support group achieved a wage gain of 23% (about $4,700 annually)
within two years of exiting the community college system. Medical assisting offers the highest salary, while certified nurse assistant offers the largest wage gain. Appendix B provides detailed
data for skills builders by program area.
Exhibit 31-4: Average Annual Awards and Headcount for Health Care Support Occupations
TOP06
51420
CC
Headcount
TOP06 Title
Medical Office Technology
120100 Health Occupations, General
120510 Phlebotomy
120800 Medical Assisting
120810 Clinical Medical Assisting
Speech/Language Pathology
122000
and Audiology
122200 Physical Therapist Assistant
123000 Nursing
2012-15 Average Annual Totals
CC
CC
CC
Non-CC
Associate
Non
Awards
Awards
Degrees
Credit
641
19
50
0
2,380
62
0
0
25.90%
0
0
8
0
n/a
1,238
14
30
0
72
15
5
0
n/a
289
15
1
0
-7.20%
49
22
0
0
n/a
3,035
1,196
123030 Certified Nurse Assistant
681
123080 Home Health Aide
124010 Dental Assistant
0
207
0
16.30%
36
58.70%
n/a
413
54
182
0
25
3
20
0
126200 Massage Therapy
0
130900 Gerontology
0
0
1
0
7,058
203
504
0
Total
29.90%
27.60%
73
123900 Psychiatric Technician
Centers of Excellence for Labor Market Research
233
Skills Builders
Median Wage
Gain %
n/a
593
n/a
174
n/a
n/a
4,072
22.70%
39
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Installation, Maintenance and Repair Occupations
Labor Market Demand
Exhibit 49-1 displays the labor market demand for occupations in the installation, maintenance
and repair 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. 26
Maintenance and repair worker (general) is the largest occupation with the most projected job
openings, followed by industrial machinery mechanic. The occupation of automotive service technicians and mechanics ranks third largest.
Exhibit 49-1. Five-Year Projections for Installation, Maintenance and Repair Occupations
2015
Jobs
14,139
5-Yr
Change
1,040
5-Yr %
Change
7%
Industrial Machinery Mechanics
4,420
632
14%
679
262
Automotive Service Technicians and Mechanics
Bus and Truck Mechanics and Diesel Engine
Specialists
Telecommunications Equipment Installers and Repairers, Except Line Installers
First-Line Supervisors of Mechanics, Installers and
Repairers
Heating, Air Conditioning and Refrigeration
Mechanics and Installers
Maintenance Workers, Machinery
8,196
462
6%
1,229
338
3,163
349
11%
302
130
2,047
348
17%
113
92
4,214
318
8%
451
154
2,661
225
8%
259
97
1,221
124
10%
115
47.8
1,278
104
8%
142
49
1,916
87
5%
165
50
1,497
85
6%
205
58
49-3021
Telecommunications Line Installers and Repairers
Installation, Maintenance and Repair Workers,
All Other
Farm Equipment Mechanics and Service
Technicians
Automotive Body and Related Repairers
1,785
79
4%
235
63
49-3042
Mobile Heavy Equipment Mechanics, Except Engines
1,963
76
4%
284
72
825
54
7%
125
36
331
50
15%
34
17
SOC
Occupation
49-9071
Maintenance and Repair Workers, General
49-9041
49-3023
49-3031
49-2022
49-1011
49-9021
49-9043
49-9052
49-9099
49-3041
5-Yr ReAnnual
placements Openings
1,973
603
49-9062
Computer, Automated Teller and Office Machine
Repairers
Medical Equipment Repairers
49-9031
Home Appliance Repairers
536
46
9%
89
27
49-9081
Wind Turbine Service Technicians
140
33
24%
21
11
49-9044
Millwrights
Electrical and Electronics Repairers, Commercial and
Industrial Equipment
Electronic Home Entertainment Equipment Installers
and Repairers
Outdoor Power Equipment and Other Small Engine
Mechanics
338
31
9%
46
15
614
25
4%
62
17
315
19
6%
37
11
338
18
5%
42
12
Electric Motor, Power Tool and Related Repairers
139
14
10%
24
8
49-2011
49-2094
49-2097
49-3053
49-2092
26
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
Centers of Excellence for Labor Market Research
40
Regional Labor Market Assessment, Central Valley/Mother Lode Region
SOC
Occupation
49-9063
Musical Instrument Repairers and Tuners
Electrical and Electronics Repairers, Powerhouse,
Substation and Relay
Mechanical Door Repairers
49-2095
49-9011
49-9012
49-9069
Control and Valve Installers and Repairers,
Except Mechanical Door
Precision Instrument and Equipment Repairers,
All Other
2015
Jobs
5-Yr
Change
5-Yr %
Change
5-Yr ReAnnual
placements Openings
124
13
10%
17
6
201
12
6%
24
7
147
11
7%
35
9
466
9
2%
110
24
95
7
7%
11
4
363
5
1%
72
15
49-2098
Security and Fire Alarm Systems Installers
49-9061
Camera and Photographic Equipment Repairers
19
4
21%
Insf. Data
49-9092
Commercial Divers
23
4
17%
Insf. Data
49-2091
Avionics Technicians
125
3
2%
14
3
49-3051
171
3
2%
27
6
111
2
2%
15
3
49-3043
Motorboat Mechanics and Service Technicians
Electrical and Electronics Installers and Repairers,
Transportation Equipment
Rail Car Repairers
268
2
1%
64
13
49-3011
Aircraft Mechanics and Service Technicians
1,276
(4)
(0%)
189
39
49-9064
Watch Repairers
55
(4)
(7%)
Insf. Data
49-9097
Signal and Track Switch Repairers
Radio, Cellular and Tower Equipment Installers and
Repairs
67
(6)
(9%)
Insf. Data
123
(7)
(6%)
Insf. Data
49-2093
49-2021
49-3092
Recreational Vehicle Service Technicians
179
(15)
(8%)
25
8
49-3052
Motorcycle Mechanics
192
(16)
(8%)
18
7
49-9094
Locksmiths and Safe Repairers
236
(21)
(9%)
48
14
49-2096
Electronic Equipment Installers and Repairers,
Motor Vehicles
208
(30)
(14%)
18
4
49-9051
Electrical Power-Line Installers and Repairers
1,126
(36)
(3%)
276
62
49-9045
Refractory Materials Repairers
<10
Insf. Data
Insf. Data
59,667
4,155
7%
Total
Insf. Data
7,594
2,395
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 27 Exhibit 49-2 compares the entry-level and experienced wages of installation, maintenance and
repair occupations to the region’s average living wage. As shown, the entry-level wages for 38 of
the 43 occupations exceed the average living wage for one adult.
27
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
41
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 49-2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Installation, Maintenance and Repair Occupations
Occupation
First-Line Supervisors of Mechanics, Installers, and Repairers
Computer, Automated Teller, and Office Machine Repairers
Radio, Cellular, and Tower Equipment Installers and Repairs
Telecommunications Equipment Installers and Repairers, Except Line Installers
Avionics Technicians
Electric Motor, Power Tool, and Related Repairers
Electrical and Electronics Installers and Repairers, Transportation Equipment
Electrical and Electronics Repairers, Commercial and Industrial Equipment
Electrical and Electronics Repairers, Powerhouse, Substation, and Relay
Electronic Equipment Installers and Repairers, Motor Vehicles
Electronic Home Entertainment Equipment Installers and Repairers
Security and Fire Alarm Systems Installers
Aircraft Mechanics and Service Technicians
Automotive Body and Related Repairers
Automotive Service Technicians and Mechanics
Bus and Truck Mechanics and Diesel Engine Specialists
Farm Equipment Mechanics and Service Technicians
Mobile Heavy Equipment Mechanics, Except Engines
Rail Car Repairers
Motorboat Mechanics and Service Technicians
Motorcycle Mechanics
Outdoor Power Equipment and Other Small Engine Mechanics
Recreational Vehicle Service Technicians
Mechanical Door Repairers
Control and Valve Installers and Repairers, Except Mechanical Door
Heating, Air Conditioning, and Refrigeration Mechanics and Installers
Home Appliance Repairers
Industrial Machinery Mechanics
Maintenance Workers, Machinery
Millwrights
Refractory Materials Repairers, Except Brickmasons
Electrical Power-Line Installers and Repairers
Telecommunications Line Installers and Repairers
Camera and Photographic Equipment Repairers
Medical Equipment Repairers
Musical Instrument Repairers and Tuners
Watch Repairers
Precision Instrument and Equipment Repairers, All Other
Maintenance and Repair Workers, General
Wind Turbine Service Technicians
Commercial Divers
Locksmiths and Safe Repairers
Signal and Track Switch Repairers
Installation, Maintenance, and Repair Workers, All Other
Centers of Excellence for Labor Market Research
Entry Level Wages:
Pct. 10 Hourly
$18.99
$11.52
$14.68
$16.18
$15.57
$13.26
$20.20
$18.42
$20.82
$9.18
$12.48
$14.30
$18.14
$11.00
$10.27
$13.59
$11.23
$16.96
$16.81
$10.37
$11.55
$11.04
$12.09
$14.04
$13.75
$13.62
$11.96
$14.86
$11.53
$15.69
Insf. Data
$24.96
$16.84
$13.91
$15.40
$9.85
$11.56
$22.11
$10.49
$17.00
$18.80
$12.37
$21.31
$11.09
Experienced Wages:
Median Hourly
$31.87
$15.90
$25.25
$26.84
$27.97
$19.93
$27.62
$25.35
$33.28
$13.41
$17.31
$20.17
$27.01
$16.92
$16.08
$20.80
$18.41
$23.69
$27.05
$15.15
$16.84
$15.51
$17.75
$18.63
$21.89
$20.45
$16.86
$24.14
$17.81
$24.51
Insf. Data
$44.43
$28.97
$19.82
$22.80
$13.10
$13.13
$28.58
$17.94
$21.93
$20.40
$17.68
$32.24
$16.08
42
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Typical Education
Installation, maintenance and repair occupations that met the requirement for inclusion in this report are presented in Exhibit 49-3, along with their typical entry-level educational requirement,
typical on-the-job training 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 18
occupations in this group that typically require a high school diploma or the equivalent, at least
22% of current workers have a community college award or postsecondary coursework.
Exhibit 49-3: Education and Training Requirements
for Installation, Maintenance and Repair Occupations
SOC
49-1011
49-2011
49-2021
49-2022
49-2091
49-2092
49-2093
49-2094
49-2095
49-2096
49-2097
Installation, Maintenance and
Repair Occupations
First-Line Supervisors of Mechanics, Installers and Repairers
Computer, Automated Teller and Office
Machine Repairers
Radio, Cellular and Tower Equipment Installers and Repairs
Telecommunications Equipment Installers
and Repairers, Except Line Installers
Avionics Technicians
Electric Motor, Power Tool & Related Repairers
Electrical and Electronics Installers and Repairers, Transportation Equipment
Electrical and Electronics Repairers, Commercial and Industrial Equipment
Electrical and Electronics Repairers, Powerhouse, Substation and Relay
Electronic Equipment Installers and Repairers, Motor Vehicles
Electronic Home Entertainment Equipment
Installers and Repairers
49-2098
Security and Fire Alarm Systems Installers
49-3011
Aircraft Mechanics and Service Technicians
49-3021
Automotive Body and Related Repairers
49-3023
49-3031
49-3041
49-3042
Automotive Service Technicians and Mechanics
Bus & Truck Mechanics & Diesel Engine
Specialists
Farm Equipment Mechanics & Service Technicians
Mobile Heavy Equipment Mechanics,
Except Engines
49-3043
Rail Car Repairers
49-3051
Motorboat Mechanics and Service Technicians
49-3052
Motorcycle Mechanics
49-3053
Outdoor Power Equipment and Other
Small Engine Mechanics
Centers of Excellence for Labor Market Research
Typical
Entry-level
Education (BLS)
High school diploma or equivalent
Some college,
no degree
Associate degree
Postsecondary
non-degree award
Associate degree
Postsecondary
non-degree award
Postsecondary
non-degree award
Postsecondary
non-degree award
Postsecondary
non-degree award
Postsecondary
non-degree award
Postsecondary
non-degree award
High school diploma or equivalent
Postsecondary
non-degree award
High school diploma or equivalent
Postsecondary
non-degree award
High school diploma or equivalent
High school diploma or equivalent
High school diploma or equivalent
High school diploma or equivalent
High school diploma or equivalent
Postsecondary
non-degree award
High school diploma or equivalent
Typical
On-The-Job
Training (BLS)
% of Current Workers
with Associate Degree or Some College
Coursework (CPS)
None
43%
Short-term on-thejob training
Moderate-term
on-the-job training
Moderate-term
on-the-job training
None
Long-term on-thejob training
Long-term on-thejob training
Long-term on-thejob training
Long-term on-thejob training
Short-term on-thejob training
Short-term on-thejob training
Moderate-term
on-the-job training
None
Long-term on-thejob training
Short-term on-thejob training
Long-term on-thejob training
Long-term on-thejob training
Long-term on-thejob training
Long-term on-thejob training
Long-term on-thejob training
Short-term on-thejob training
Moderate-term
on-the-job training
53%
53%
53%
71%
42%
57%
57%
57%
39%
47%
47%
60%
26%
33%
35%
37%
37%
37%
35%
35%
35%
43
Regional Labor Market Assessment, Central Valley/Mother Lode Region
SOC
Installation, Maintenance and
Repair Occupations
49-3092
Recreational Vehicle Service Technicians
49-9011
49-9012
49-9021
49-9031
49-9041
49-9043
49-9044
49-9045
49-9051
49-9052
49-9061
49-9062
49-9063
49-9064
49-9069
49-9071
49-9081
49-9092
49-9094
49-9097
49-9099
Typical
Entry-level
Education (BLS)
High school diploma or equivalent
High school diploMechanical Door Repairers
ma or equivalent
Control and Valve Installers and Repairers, High school diploExcept Mechanical Door
ma or equivalent
Heating, Air Conditioning and Refrigeration
Postsecondary
Mechanics and Installers
non-degree award
High school diploHome Appliance Repairers
ma or equivalent
High school diploIndustrial Machinery Mechanics
ma or equivalent
High school diploMaintenance Workers, Machinery
ma or equivalent
High school diploMillwrights
ma or equivalent
High school diploRefractory Materials Repairers
ma or equivalent
Electrical Power-Line Installers and
High school diploRepairers
ma or equivalent
Telecommunications Line Installers and
High school diploRepairers
ma or equivalent
Camera and Photographic Equipment
Associate degree
Repairers
Medical Equipment Repairers
Associate degree
High school diploma or equivalent
High school diploWatch Repairers
ma or equivalent
Precision Instrument and Equipment Repair- High school diploers, All Other
ma or equivalent
High school diploMaintenance and Repair Workers, General
ma or equivalent
Some college,
Wind Turbine Service Technicians
no degree
Postsecondary
Commercial Divers
non-degree award
High school diploLocksmiths and Safe Repairers
ma or equivalent
High school diploSignal and Track Switch Repairers
ma or equivalent
Installation, Maintenance and Repair
High school diploWorkers, All Other
ma or equivalent
Musical Instrument Repairers and Tuners
Typical
On-The-Job
Training (BLS)
Long-term on-thejob training
Moderate-term
on-the-job training
Moderate-term
on-the-job training
Long-term on-thejob training
Moderate-term
on-the-job training
Long-term on-thejob training
Moderate-term
on-the-job training
Apprenticeship
Moderate-term
on-the-job training
Long-term on-thejob training
Long-term on-thejob training
Long-term on-thejob training
Moderate-term
on-the-job training
Apprenticeship
Long-term on-thejob training
Long-term on-thejob training
Long-term on-thejob training
Long-term on-thejob training
Moderate-term
on-the-job training
Long-term on-thejob training
Moderate-term
on-the-job training
Moderate-term
on-the-job training
% of Current Workers
with Associate Degree or Some College
Coursework (CPS)
22%
49%
49%
44%
38%
42%
35%
42%
42%
50%
47%
54%
54%
54%
54%
54%
38%
35%
35%
37%
35%
35%
Education Supply and Capacity
For occupations in installation, maintenance and repair, the following are community college and
other postsecondary programs that were identified as training students to meet workforce needs.
(See Appendix A for selection methodology.)
In the Central Valley/Mother Lode Region, 12 community college and seven private education institutions offer training programs that support the installation, maintenance and repair
occupational group. Exhibit 49-4 displays the annual average number of awards (certificates and
associate degrees) conferred by local community colleges and private education institutions. In
Centers of Excellence for Labor Market Research
44
Regional Labor Market Assessment, Central Valley/Mother Lode Region
addition, this exhibit displays the annual average community college student headcount by program area. With an unduplicated headcount 21 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 300 students achieved wage gains after taking an agriculture, electronics, environmental control, heavy equipment or automotive course. On
average, skills builders in the installation, maintenance and repair group achieved a wage gain of
58% (about $10,300 annually) within two years of exiting the community college system. Electronics
and electric technology offers the highest salary, while heavy equipment operations offers the largest wage gain. Appendix B provides detailed data for skills builders by program area.
Exhibit 49-4: Average Annual Awards and Headcount
for Installation, Maintenance and Repair Occupations
TOP06
2012-15 Average Annual Totals
CC
CC
CC
CC
Non-CC
HeadAssociate
Non
Awards
Awards
count
Degrees
Credit
693
10
130
0
TOP06 Title
11600 Agricultural Power Equipment Technology
43000 Biotechnology and Biomedical Technology
93400 Electronics and Electric Technology
5
1
0
0
Skills Builders Median
Wage Gain
%
59.20%
n/a
2,015
19
69
0
72
33.90%
93410 Computer Electronics
146
7
4
0
14
n/a
93420 Industrial Electronics
435
11
17
0
62.00%
17
0
15
0
n/a
93430 Telecommunications Technology
93440 Electrical Systems and Power Transmission
100
94300 Instrumentation Technology
94600 Environmental Control Technology
94610 Energy Systems Technology
n/a
0
3
1
0
n/a
272
8
66
0
67.10%
65
94700 Diesel Technology
94720 Heavy Equipment Maintenance
94730 Heavy Equipment Operation
94800 Automotive Technology
94830 Motorcycle, Outboard & Small Engine Repair
Alternative Fuels and Advanced Transportation
94840
Technology
94900 Automotive Collision Repair
336
n/a
83
2
8
0
n/a
119
18
1
0
n/a
29
0
9
0
214.30%
2,079
45
220
18 349
105.80%
4
n/a
7
n/a
267
3
43
98
8
23
0 26
n/a
95010 Aviation Airframe Mechanics
0
0
17
0
n/a
95020 Aviation Powerplant Mechanics
0
0
16
0
n/a
6,434
135
640
37
95000 Aeronautical and Aviation Technology
Total
Centers of Excellence for Labor Market Research
19
n/a
797
58.30%
45
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Legal Occupations
Labor Market Demand
Exhibit 23-1 displays the labor market demand for occupations in the legal 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. 28 Paralegal and legal assistant is the largest occupation with the
most projected job openings, followed by legal support worker (all other) and court reporter.
Exhibit 23-1. Five-Year Projections for Legal Occupations
SOC
Occupation
23-2011
23-2099
23-2091
23-2093
Paralegals and Legal Assistants
Legal Support Workers, All Other
Court Reporters
Title Examiners, Abstractors and Searchers
Total
2015
Jobs
2,177
353
300
536
3,367
5-Yr
Change
120
16
(8)
(24)
104
5-Yr %
Change
6%
5%
(3%)
(4%)
3%
5-Yr Replacements
256
43
39
66
404
Annual
Openings
75
12
8
13
108
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 29 Exhibit 23-2 compares the entry-level and experienced wages of legal occupations to the region’s
average living wage. As shown, the entry-level wages for all four of the legal occupations exceed
the average living wage for one adult.
Exhibit 23-2. Comparison of Entry-Level and Experienced Wages
with Living Wages for Legal Occupations
$30.00
$27.46
$22.55
$25.00
$20.00
$24.54
$21.53
$17.03
$16.67
$21.65
$15.73
$15.00
$10.00
$5.00
$0.00
Paralegals and Legal
Assistants
Court Reporters
Entry-Level Wage: Pct. 10 Hourly Earnings
Living Wage: 1 Adult 10.59
Title Examiners,
Legal Support Workers,
Abstractors, and Searchers
All Other
Experienced Wage: Median Hourly Earnings
Typical Education
Legal occupations that met the requirement for inclusion in this report are presented in Exhibit 233, along with their typical entry-level educational requirement, typical on-the-job training 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 two occupations in this group that
typically require a high school diploma or equivalent, at least 40% of current workers have a
community college award or postsecondary coursework.
28
29
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
46
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 23-3: Education and Training Requirements for Legal Occupations
SOC
Legal Occupations
23-2011
Paralegals and Legal Assistants
23-2091
Court Reporters
23-2093
Title Examiners, Abstractors and Searchers
23-2099
Legal Support Workers, All Other
Typical
Entry-level
Education (BLS)
Typical
On-The-Job
Training (BLS)
% of Current Workers
with Associate Degree or
Some College Coursework (CPS)
Associate degree
None
43%
Postsecondary
Short-term onnon-degree award the-job training
High school diplo- Short-term onma or equivalent the-job training
High school diplo- Short-term onma or equivalent the-job training
40%
40%
40%
Education Supply and Capacity
For legal occupations, the following are community college and other postsecondary programs
that were identified as training students to meet workforce needs. (See Appendix A for selection
methodology.)
In the Central Valley/Mother Lode Region, five community colleges and seven private education
institutions offer training programs that support the legal occupational group. Exhibit 23-4 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 five 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 40 students achieved wage gains after
taking a paralegal course. On average, skills builders in the legal group achieved a wage gain
of 5% (about $1,000 annually) within two years of exiting the community college system. Paralegal offers the highest salary and the largest wage gain. Appendix B provides detailed data for
skills builders by program area.
Exhibit 23-4: Average Annual Awards and Headcount for Legal Occupations
TOP06
2012-15 Average Annual Totals
CC
CC
CC
Associate
Non CredHeadcount
Awards
Degrees
it
CC
TOP06 Title
051430 Court Reporting
140200 Paralegal
Total
Centers of Excellence for Labor Market Research
Non-CC
Awards
Skills Builders Median
Wage Gain
%
49
1
0
0
14
n/a
500
26
42
0
87
4.4%
549
27
42
0
102
4.4%
47
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Life, Physical and Social Science Occupations
Labor Market Demand
Exhibit 19-1 displays the labor market demand for occupations in the life, physical and social science 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. 30
Agricultural and food science technician is the largest occupation with the most projected job openings, followed by life, physical and social science technician (all other), which has the same number
of annual openings. The third largest occupation is chemical technician.
Exhibit 19-1. Five-Year Projections for Life, Physical and Social Science Occupations
SOC
Occupation
19-4031
19-4099
19-4092
19-4011
19-4061
19-4051
19-4093
Chemical Technicians
Life, Physical and Social Science Technicians, All Other
Forensic Science Technicians
Agricultural and Food Science Technicians
Environmental Science and Protection Technicians, Including Health
Social Science Research Assistants
Nuclear Technicians
Forest and Conservation Technicians
19-4041
Geological and Petroleum Technicians
19-4091
Total
2015
Jobs
452
593
219
821
5-Yr
Change
54
49
35
34
5-Yr %
5-Yr ReAnnual
Change placements Openings
12%
80
27
8%
133
36
16%
50
17
4%
146
36
363
31
9%
83
23
76
18
1,252
18
0
(5)
24%
0%
(0%)
18
271
7
Insf. Data
54
388
4,182
(21)
195
(5%)
5%
109
890
22
222
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 31 Exhibit 19-2 compares the entry-level and experienced wages of life, physical and social science
occupations to the region’s average living wage. As shown, the entry-level wages for all nine of
the life, physical and social science occupations exceed the average living wage for one adult.
Exhibit 19-2. Comparison of Entry-Level and Experienced Wages
with Living Wages for Life, Physical and Social Science Occupations
Entry Level Wages:
Pct. 10 Hourly
$11.26
Experienced Wages:
Median Hourly
$16.34
Chemical Technicians
$11.43
$18.08
Geological and Petroleum Technicians
$17.17
$28.59
Nuclear Technicians
$28.53
$37.38
Social Science Research Assistants
$14.45
$18.87
Environmental Science and Protection Technicians, Including Health
$14.65
$20.85
Forensic Science Technicians
$20.88
$30.75
Forest and Conservation Technicians
$11.52
$15.00
Life, Physical, and Social Science Technicians, All Other
$16.15
$20.89
Occupation
Agricultural and Food Science Technicians
30
31
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
48
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Typical Education
Life, physical and social science occupations that met the requirement for inclusion in this report are
presented in Exhibit 19-3, along with their typical entry-level educational requirement, typical onthe-job training 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 two occupations in
this group that typically require a bachelor’s degree, at least 34% of current workers have a
community college award or postsecondary coursework.
Exhibit 19-3: Education and Training Requirements
for Life, Physical and Social Science Occupations
Typical
Entry-level
Education (BLS)
Typical
On-The-Job
Training (BLS)
% of Current Workers
with Associate Degree or
Some College Coursework (CPS)
SOC
Life, Physical and Social Science
19-4011
Agricultural and Food Science
Technicians
Associate degree
19-4031
Chemical Technicians
Associate degree
19-4041
Geological and Petroleum
Technicians
Associate degree
19-4051
Nuclear Technicians
Associate degree
19-4061
Social Science Research Assistants
Environmental Science and Protection Technicians, Including Health
Bachelor's degree
Moderate-term onthe-job training
Moderate-term onthe-job training
Moderate-term onthe-job training
Moderate-term onthe-job training
None
Associate degree
None
34%
Forensic Science Technicians
Bachelor's degree
Moderate-term onthe-job training
34%
Associate degree
None
34%
Associate degree
None
34%
19-4091
19-4092
19-4093
19-4099
Forest and Conservation
Technicians
Life, Physical and Social Science
Technicians, All Other
36%
36%
38%
38%
34%
Education Supply and Capacity
For occupations in life, physical and social science, the following are community college and other
postsecondary programs that were identified as training students to meet workforce needs. (See
Appendix A for selection methodology.)
In the Central Valley/Mother Lode Region, 11 community colleges and one private education institution offer training programs that support the life, physical and social science occupational group.
Exhibit 19-4 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 61 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 760 students achieved wage gains after
taking an agriculture technology, forestry, petroleum, animal science or plant science course. On
Centers of Excellence for Labor Market Research
49
Regional Labor Market Assessment, Central Valley/Mother Lode Region
average, skills builders in the life, physical and social science group achieved a wage gain of
59% (about $14,700 annually) within two years of exiting the community college system. Petroleum technology offers the highest salary, while forestry offers the largest wage gain. Appendix B
provides detailed data for skills builders by program area.
Exhibit 19-4: Average Annual Awards and Headcount
for Life, Physical and Social Science Occupations
TOP06
2012-15 Average Annual Totals
CC
CC
CC
CC
TOP06 Title
Headcount
Associate
Degrees
Awards
Non Credit
Non-CC
Awards
Skills
Builders
Median
Wage Gain
%
011400
Agriculture Technology and Sciences,
General
Forestry
043000
Biotechnology & Biomedical Technology
093470
Electron Microscopy
095430
Petroleum Technology
095500
Laboratory Science Technology
0
0
0
0
210540
Forensics, Evidence and Investigation
0
5
4
0
010200
Animal Science
1,346
29
7
0
(1.5%)
010230
Dairy Science
73
4
1
0
n/a
010300
Plant Science
1,944
20
28
0
98.7%
7,910
100
89
0
010100
21
15
0
(16.9%)
1,050
19
18
0
137.8%
5
1
0
0
n/a
129
0
15
0
n/a
2,199
Total
Centers of Excellence for Labor Market Research
1,163
58.8%
n/a
30
30
n/a
59.4%
50
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Management Occupations
Labor Market Demand
Exhibit 11-1 displays the labor market demand for occupations in the management 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. 32
Food service manager is the largest occupation with the most projected job openings, followed by
administrative service manager. The occupation of transportation, storage and distribution manager ranks third with 1,486 positions and 63 annual openings.
Exhibit 11-1. Five-Year Projections for Management Occupations
Food Service Managers
2015
Jobs
3,893
5-Yr
Change
312
11-3011
Administrative Services Managers
2,428
211
9%
241
90
11-3071
Transportation, Storage & Distribution Managers
1,486
134
9%
182
63
11-3051
Industrial Production Managers
Education Administrators, Preschool and Childcare
Center/Program
Emergency Management Directors
1,895
68
4%
305
75
819
30
4%
125
31
78
7
9%
5
2
83
5
6%
12
3
2,460
5
0%
290
59
SOC
Occupation
11-9051
11-9031
11-9161
11-9061
11-9071
Funeral Service Managers
Property, Real Estate and Community Association
Managers
Gaming Managers
11-9081
Lodging Managers
11-9021
Construction Managers
11-9013
11-9141
5-Yr %
5-Yr ReAnnual
Change placements Openings
8%
438
150
46
4
9%
6
2
444
(38)
(9%)
62
12
3,311
(262)
(8%)
329
66
Farmers, Ranchers & Other Agricultural Managers
17,084
(1,701)
(10%)
1,409
282
Total
34,028
(1,225)
(4%)
3,404
836
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 33 Exhibit 11-2 compares the entry-level and experienced wages of management occupations to the
region’s average living wage. As shown, the entry-level wages for all 12 of the management occupations exceed the average living wage for one adult.
Exhibit 11-2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Management Occupations
Entry-Level Wages:
Pct. 10 Hourly
Experienced Wages:
Median Hourly
Administrative Services Managers
$21.50
$37.66
Industrial Production Managers
$26.74
$40.44
Transportation, Storage, and Distribution Managers
$24.47
$38.05
Farmers, Ranchers, and Other Agricultural Managers
$14.85
$22.37
Occupation
32
33
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
51
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Entry-Level Wages:
Pct. 10 Hourly
Experienced Wages:
Median Hourly
Construction Managers
$20.14
$29.46
Education Administrators, Preschool and Childcare Center/Program
$13.20
$19.09
Food Service Managers
$12.09
$16.89
Funeral Service Managers
$18.65
$29.09
Gaming Managers
$20.57
$31.19
Lodging Managers
$13.40
$18.81
Property, Real Estate, and Community Association Managers
$13.38
$22.69
Emergency Management Directors
$24.57
$37.27
Occupation
Typical Education
Management occupations that met the requirement for inclusion in this report are presented in Exhibit 11-3, along with their typical entry-level educational requirement, typical on-the-job training
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 four 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 11-3: Education and Training Requirements for Management Occupations
SOC
Management
11-3011
Administrative Services Managers
Bachelor's degree
None
% of Current Workers
with Associate Degree
or Some College
Coursework (CPS)
42%
11-3051
Industrial Production Managers
Transportation, Storage and Distribution Managers
Farmers, Ranchers and Other Agricultural Managers
Bachelor's degree
High school diploma or equivalent
High school diploma or equivalent
None
33%
None
35%
None
29%
11-9021
Construction Managers
Bachelor's degree
33%
11-9031
Education Administrators, Preschool
and Childcare Center/Program
Moderate-term onthe-job training
Bachelor's degree
None
13%
11-9051
Food Service Managers
None
38%
11-9061
Funeral Service Managers
None
27%
11-9071
Gaming Managers
None
40%
11-9081
Lodging Managers
None
33%
None
37%
None
34%
11-3071
11-9013
11-9141
11-9161
Property, Real Estate and Community
Association Managers
Emergency Management Directors
Centers of Excellence for Labor Market Research
Typical
Entry-level
Education (BLS)
Typical
On-The-Job
Training (BLS)
High school diploma or equivalent
Associate degree
High school diploma or equivalent
High school diploma or equivalent
High school diploma or equivalent
Bachelor's degree
52
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Education Supply and Capacity
For occupations in management, the following are community college and other postsecondary
programs that were identified as training students to meet workforce needs. (See Appendix A for
selection methodology.)
In the Central Valley/Mother Lode Region, 13 community college and nine private education institutions offer training programs that support the management occupational group. Exhibit 11-4
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 16 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 780 students achieved wage gains after
taking a management course in agriculture, business, real estate, child development, dietetic or
restaurant. On average, skills builders in the management group achieved a wage gain of 11%
(about $2,700 annually) within two years of exiting the community college system. Management
development and supervision offers the highest salary, while agriculture business, sales and service
offers the largest wage gain. Appendix B provides detailed data by program area.
Exhibit 11-4: Average Annual Awards and Headcount for Management Occupations
2012-15 Average Annual Totals
TOP06
CC
CC
CC
Associate
Headcount
Awards
Degrees
1,395
67
38
TOP06 Title
CC
Non
Credit
Non-CC
Awards
011200
Agriculture Business, Sales and Service
050100
Business and Commerce, General
6,990
222
29
0
97
32.2%
050500
Business Administration
2,866
543
11
0
100
47.1%
050600
Business Management
3,658
37
37
0
39.0%
050630
Management Development & Supervision
1,286
9
29
0
(7.7%)
050640
Small Business and Entrepreneurship
667
4
8
0
051000
Logistics and Materials Transportation
6
0
0
5
n/a
051100
Real Estate
288
5
2
0
(35.8%)
095700
Civil & Construction Management Technology
0
0
0
0
130580
Child Development Administration & Mgmt
253
0
15
0
14.0%
130620
Dietetic Services and Management
199
0
9
0
9.6%
130700
Hospitality
207
0
1
0
n/a
130710
Restaurant & Food Services & Management
46
10
44
0
139.6%
130720
Lodging Management
10
0
0
0
n/a
130730
Resort and Club Management
0
1
0
0
n/a
17,871
897
225
5
Total
Centers of Excellence for Labor Market Research
0
Skills
Builders
Median
Wage Gain
%
338.0%
16
(11.5%)
30
243
n/a
11.1%
53
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Office and Administrative Support Occupations
Labor Market Demand
Exhibit 43-1 displays the labor market demand for occupations in the office and administrative
support 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. 34 Customer service representative is the
largest occupation with the most projected job openings, followed by the occupations of secretaries and administrative assistants (except legal, medical and executive) and first-line supervisors of
office and administrative support workers.
Exhibit 43-1. Five-Year Projections for Office and Administrative Support Occupations
2015
Jobs
13,237
SOC
Occupation
43-4051
Customer Service Representatives
Secretaries and Administrative Assistants, Except Le20,729
gal, Medical and Executive
First-Line Supervisors of Office and Administrative
13,341
Support Workers
Medical Secretaries
6,691
Billing and Posting Clerks
5,313
Dispatchers, Except Police, Fire and Ambulance
2,410
Production, Planning and Expediting Clerks
2,392
Eligibility Interviewers, Government Programs
2,965
Court, Municipal and License Clerks
1,356
Insurance Claims and Policy Processing Clerks
3,122
Executive Secretaries and Administrative Assistants
5,374
Human Resources Assistants, Except Payroll and
1,486
Timekeeping
Data Entry Keyers
1,981
Payroll and Timekeeping Clerks
2,549
Cargo and Freight Agents
275
Police, Fire, and Ambulance Dispatchers
895
Procurement Clerks
762
Bookkeeping, Accounting and Auditing Clerks
16,495
Credit Authorizers, Checkers and Clerks
140
Computer Operators
353
Statistical Assistants
46
Brokerage Clerks
130
Desktop Publishers
47
Legal Secretaries
1,528
Loan Interviewers and Clerks
705
Reservation and Transportation Ticket Agents and
737
Travel Clerks
Bill and Account Collectors
3,043
New Accounts Clerks
545
Tellers
4,179
Total 114,839
43-6014
43-1011
43-6013
43-3021
43-5032
43-5061
43-4061
43-4031
43-9041
43-6011
43-4161
43-9021
43-3051
43-5011
43-5031
43-3061
43-3031
43-4041
43-9011
43-9111
43-4011
43-9031
43-6012
43-4131
43-4181
43-3011
43-4141
43-3071
34
5-Yr
Change
1,774
5-Yr %
Change
13%
5-Yr ReAnnual
placements Openings
1,774
710
1,281
6%
1,189
494
1,111
8%
1,081
438
746
562
233
182
121
103
99
97
11%
11%
10%
8%
4%
8%
3%
2%
385
596
329
351
167
44
442
319
226
232
112
107
58
29
108
83
79
5%
88
33
66
63
57
38
17
14
3
1
1
0
(3)
(5)
(8)
3%
2%
21%
4%
2%
0%
2%
0%
2%
0%
(6%)
(0%)
(1%)
135
365
54
119
140
1,052
8
25
11
23
131
83
40
86
22
31
31
213
2
5
2
5
Insf. Data
26
17
(8)
(1%)
78
16
(62)
(69)
(418)
6,075
(2%)
(13%)
(10%)
5%
402
61
780
10,232
80
12
156
3,376
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
Centers of Excellence for Labor Market Research
54
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Wages
In the Central Valley/Mother Lode region, the living wage for one adult is $10.64 per hour. 35 Exhibit 43-2 compares the entry-level and experienced wages of office and administrative support
occupations to the region’s average living wage. As shown, the entry-level wages for 26 of the 29
office and administrative support occupations exceed the average living wage for one adult.
Exhibit 43-2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Office and Administrative Support Occupations
Occupation
First-Line Supervisors of Office and Administrative Support Workers
Bill and Account Collectors
$10.48
$14.57
Billing and Posting Clerks
$11.60
$15.95
Bookkeeping, Accounting, and Auditing Clerks
$11.37
$17.45
Payroll and Timekeeping Clerks
$11.93
$18.46
Procurement Clerks
$12.85
$18.86
$9.85
$12.31
Brokerage Clerks
$17.50
$23.25
Court, Municipal, and License Clerks
$14.82
$19.57
Credit Authorizers, Checkers, and Clerks
$13.23
$17.94
Customer Service Representatives
$10.80
$15.72
Eligibility Interviewers, Government Programs
$15.36
$21.60
Loan Interviewers and Clerks
$11.52
$18.29
New Accounts Clerks
$11.57
$15.94
Human Resources Assistants, Except Payroll and Timekeeping
$12.86
$19.77
Reservation and Transportation Ticket Agents and Travel Clerks
$11.18
$17.02
Cargo and Freight Agents
$13.13
$20.65
Police, Fire, and Ambulance Dispatchers
$16.42
$23.52
Dispatchers, Except Police, Fire, and Ambulance
$11.95
$18.45
Production, Planning, and Expediting Clerks
$12.83
$22.44
Executive Secretaries and Executive Administrative Assistants
$15.60
$23.19
Legal Secretaries
$14.60
$21.65
Medical Secretaries
Secretaries and Administrative Assistants,
Except Legal, Medical, and Executive
Computer Operators
$11.33
$15.91
$10.47
$16.26
$13.25
$20.35
Data Entry Keyers
$11.06
$14.21
Desktop Publishers
$17.56
$23.15
Insurance Claims and Policy Processing Clerks
$12.98
$18.39
Statistical Assistants
$18.14
$23.44
Tellers
35
Entry-level Wages: Experienced Wages:
Pct. 10 Hourly
Median Hourly
$15.21
$23.35
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
55
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Typical Education
Office and administrative support occupations that met the requirement for inclusion in this report
are presented in Exhibit 43-3, along with their typical entry-level educational requirement, typical
on-the-job training 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 one occupation in this group that typically requires a bachelor’s degree, at least 42% of
current workers have a community college award or postsecondary coursework. For the 29 occupations that require only a high school diploma or equivalent, at least 37% of current workers
have a community college award or postsecondary coursework.
Exhibit 43-3: Education and Training Requirements for
Office and Administrative Support Occupations
SOC
Office and Administrative
43-3051
43-3061
43-3071
43-4011
43-4031
43-4041
43-4051
Payroll and Timekeeping Clerks
Procurement Clerks
Tellers
Brokerage Clerks
Court, Municipal and License Clerks
Credit Authorizers, Checkers and Clerks
Customer Service Representatives
Eligibility Interviewers,
Government Programs
Loan Interviewers and Clerks
New Accounts Clerks
Human Resources Assistants,
Except Payroll and Timekeeping
Reservation and Transportation Ticket
Agents and Travel Clerks
Cargo and Freight Agents
Police, Fire and Ambulance Dispatchers
Dispatchers, Except Police, Fire
and Ambulance
Production, Planning and Expediting
Clerks
Executive Secretaries and
Executive Administrative Assistants
Legal Secretaries
Medical Secretaries
Secretaries and Administrative Assistants,
Except Legal, Medical and Executive
Computer Operators
Data Entry Keyers
Desktop Publishers
Insurance Claims and Policy Processing
Clerks
Statistical Assistants
43-4061
43-4131
43-4141
43-4161
43-4181
43-5011
43-5031
43-5032
43-5061
43-6011
43-6012
43-6013
43-6014
43-9011
43-9021
43-9031
43-9041
43-9111
Centers of Excellence for Labor Market Research
Typical
Entry-level
Education (BLS)
Typical
On-the-Job
Training (BLS)
HS diploma/equivalent
HS diploma/equivalent
HS diploma/equivalent
HS diploma/equivalent
HS diploma/equivalent
HS diploma/equivalent
HS diploma/equivalent
Moderate OJT
Moderate OJT
Short OJT
Moderate OJT
Moderate OJT
Moderate OJT
Short OJT
% of Current Workers
with Associate Degree or Some College
Coursework (CPS)
51%
45%
45%
37%
48%
42%
44%
HS diploma/equivalent
Moderate OJT
38%
HS diploma/equivalent
HS diploma/equivalent
Short OJT
Moderate OJT
46%
46%
Associate degree
None
47%
HS diploma/equivalent
Short OJT
46%
HS diploma/equivalent
HS diploma/equivalent
Short OJT
Moderate OJT
46%
48%
HS diploma/equivalent
Moderate OJT
48%
HS diploma/equivalent
Moderate OJT
40%
HS diploma/equivalent
None
48%
HS diploma/equivalent
HS diploma/equivalent
Moderate OJT
Moderate OJT
48%
48%
HS diploma/equivalent
Short OJT
48%
HS diploma/equivalent
HS diploma/equivalent
Associate degree
Moderate OJT
Moderate OJT
Short OJT
44%
46%
43%
HS diploma/equivalent
Moderate OJT
47%
Bachelor's degree
None
42%
56
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Education Supply and Capacity
For office and administrative support occupations, the following are community college and other
postsecondary programs that were identified as training students to meet workforce needs. (See
Appendix A for selection methodology.)
In the Central Valley/Mother Lode Region, 13 community college and 17 private education institutions offer training programs related to office and administrative support. Exhibit 43-4 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
26 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 800 students achieved wage gains after taking an accounting, management, office technology, medical office, software or paralegal course. On
average, skills builders in the office and administrative support group achieved a wage gain of 5%
(about $1,300 annually) within two years of exiting the community college system. Management development and supervision offers the highest salary, while medical office technology offers the
largest wage gain. Appendix B provides detailed data for skills builders by program area.
Exhibit 43-4: Average Annual Awards and Headcount
for Office and Administrative Support Occupations
2012-15 Average Annual Totals
TOP06
CC
CC
CC
Associate
Headcount
Awards
Degrees
5,962
149
75
TOP06 Title
050200
Accounting
050400
051410
Banking and Finance
Management Development and Supervision
Logistics and Materials Transportation
Office Technology/Office Computer
Applications
Legal Office Technology
051420
Medical Office Technology
051440
Office Management
061450
Desktop Publishing
73
070210
Software Applications
120820
Administrative Medical Assisting
140200
Paralegal
050630
051000
051400
Total
Centers of Excellence for Labor Market Research
CC
Non
Credit
Non-CC
Awards
0
154
Skills Builders Median
Wage Gain
%
21.7%
193
15
4
0
n/a
1,286
9
29
0
(7.7%)
6
0
0
5
n/a
5,517
51
109
15
393
16.0%
13
0
16
0
12
n/a
641
19
50
0
233
29.9%
39
2
15
0
n/a
n/a
3,333
16
31
0
16.5%
31
0
4
0
n/a
500
26
42
0
87
4.4%
17,593
287
376
21
879
5.2%
57
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Production Occupations
Labor Market Demand
Exhibit 51.1 displays the labor market demand for occupations in the production 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. 36 The occupation of inspectors, testers, sorters, samplers and
weighers has the greatest number of jobs and the most projected job openings, followed by separating, filtering, clarifying, precipitating and still machine setters (operators and tenders). The
occupation of machinists rounds out the top three.
Exhibit 51-1. Five-Year Projections for Production Occupations
SOC
Occupation
51-9061
Inspectors, Testers, Sorters, Samplers and Weighers
Separating, Filtering, Clarifying, Precipitating and Still
Machine Setters, Operators and Tenders
Machinists
Water/Wastewater Treatment Plant & System Operators
Welders, Cutters, Solderers and Brazers
Electrical and Electronic Equipment Assemblers
Computer-Controlled Machine Tool Operators, Metal &
Plastic
Petroleum Pump System Operators, Refinery Operators
and Gaugers
Stationary Engineers and Boiler Operators
Ophthalmic Laboratory Technicians
Chemical Equipment Operators and Tenders
Computer Numerically Controlled Machine Tool Programmers, Metal and Plastic
Chemical Plant and System Operators
Tire Builders
Medical Appliance Technicians
Semiconductor Processors
Engine and Other Machine Assemblers
Power Distributors and Dispatchers
Tool and Die Makers
Structural Metal Fabricators and Fitters
Nuclear Power Reactor Operators
Etchers and Engravers
Aircraft Structure, Surfaces, Rigging & Systems Assemblers
Model Makers, Wood
Molders, Shapers and Casters, Except Metal and Plastic
Gas Plant Operators
Plant and System Operators, All Other
Woodworkers, All Other
Power Plant Operators
51-9012
51-4041
51-8031
51-4121
51-2022
51-4011
51-8093
51-8021
51-9083
51-9011
51-4012
51-8091
51-9197
51-9082
51-9141
51-2031
51-8012
51-4111
51-2041
51-8011
51-9194
51-2011
51-7031
51-9195
51-8092
51-8099
51-7099
51-8013
36
2015
Jobs
4,948
5-Yr
Change
301
5-Yr %
Change
6%
5-Yr ReAnnual
placements Openings
697
200
1,719
174
10%
299
95
2,349
1,627
4,428
560
132
128
117
57
6%
8%
3%
10%
415
222
865
45
109
70
196
20
458
49
11%
80
26
480
32
7%
116
30
371
84
168
25
24
22
7%
29%
13%
53
13
34
16
7
11
173
14
8%
30
9
167
19
49
115
144
79
172
760
20
44
77
15
413
121
241
79
436
8
6
5
4
3
3
2
1
1
1
0
(1)
(1)
(2)
(2)
(10)
(12)
5%
32%
10%
3%
2%
4%
1%
0%
5%
2%
0%
(7%)
(0%)
(2%)
(1%)
(13%)
(3%)
43
10
Insf. Data
2
4
4
4
2
18
Insf. Data
Insf. Data
3
Insf. Data
18
6
10
2
19
7
17
17
17
10
88
17
91
31
51
12
93
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
Centers of Excellence for Labor Market Research
58
Regional Labor Market Assessment, Central Valley/Mother Lode Region
SOC
Occupation
51-9071
51-5112
Jewelers and Precious Stone and Metal Workers
Welding, Soldering and Brazing Machine Setters, Operators and Tenders
Prepress Technicians and Workers
Dental Laboratory Technicians
Photographic Process Workers and Processing Machine
Operators
Printing Press Operators
51-7032
Patternmakers, Wood
51-4122
51-5111
51-9081
51-9151
Total
2015
Jobs
247
5-Yr
Change
(20)
5-Yr %
Change
(8%)
5-Yr ReAnnual
placements Openings
26
5
396
(25)
(6%)
59
12
187
392
(28)
(34)
(15%)
(9%)
21
54
4
11
332
(39)
(12%)
31
6
(62)
(6%)
Insf. Da- Insf. Da<10
ta
ta
24,924
873
4%
132
26.4
1,038
Insf. Data
3,685
957
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 37 Exhibit 51-2 compares the entry-level and experienced wages of production occupations to the
region’s average living wage. As shown, the entry-level wages for 28 of the 36 production occupations exceed the average living wage for one adult.
Exhibit 51-2. Comparison of Entry-Level and Experienced Wages with
Living Wages for Production Occupations
Entry-Level Wages:
Pct. 10 Hourly
Aircraft Structure, Surfaces, Rigging, and Systems Assemblers
$14.43
Electrical and Electronic Equipment Assemblers
$10.63
Engine and Other Machine Assemblers
$13.56
Structural Metal Fabricators and Fitters
$12.60
Computer-Controlled Machine Tool Operators, Metal and Plastic
$10.56
Computer Numerically Controlled Machine Tool Programmers, Metal and Plastic
$17.95
Machinists
$11.81
Tool and Die Makers
$14.24
Welders, Cutters, Solderers, and Brazers
$12.49
Welding, Soldering, and Brazing Machine Setters, Operators, and Tenders
$11.88
Prepress Technicians and Workers
$11.37
Printing Press Operators
$11.24
Model Makers, Wood
$12.39
Patternmakers, Wood
Insf. Data
Woodworkers, All Other
$10.24
Nuclear Power Reactor Operators
$37.64
Power Distributors and Dispatchers
$29.61
Power Plant Operators
$24.23
Stationary Engineers and Boiler Operators
$22.24
Water and Wastewater Treatment Plant and System Operators
$15.72
Chemical Plant and System Operators
$17.09
Gas Plant Operators
$26.65
Petroleum Pump System Operators, Refinery Operators, and Gaugers
$18.25
Occupation
37
Experienced Wages:
Median Hourly
$23.94
$14.93
$19.33
$19.03
$16.75
$25.46
$18.53
$22.25
$20.55
$16.55
$16.29
$17.51
$13.31
Insf. Data
$11.92
$41.46
$42.28
$36.76
$32.90
$24.15
$26.54
$36.27
$29.95
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
59
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Entry-Level Wages:
Pct. 10 Hourly
$19.04
$14.74
Experienced Wages:
Median Hourly
$27.59
$20.08
Separating, Filtering, Clarifying, Precipitating, and Still Machine Setters, Operators, and Tenders
$12.41
$18.06
Inspectors, Testers, Sorters, Samplers, and Weighers
Jewelers and Precious Stone and Metal Workers
Dental Laboratory Technicians
Medical Appliance Technicians
Ophthalmic Laboratory Technicians
Semiconductor Processors
Photographic Process Workers and Processing Machine Operators
Etchers and Engravers
Molders, Shapers, and Casters, Except Metal and Plastic
Tire Builders
$10.14
$12.45
$10.30
$14.45
$10.67
$11.70
$9.72
$10.57
$11.39
$13.12
$15.81
$14.69
$16.11
$19.38
$14.12
$16.21
$13.94
$14.74
$14.07
$15.81
Occupation
Plant and System Operators, All Other
Chemical Equipment Operators and Tenders
Typical Education
Production occupations that met the requirement for inclusion in this report are presented in Exhibit
51-3, along with their typical entry-level educational requirement, typical on-the-job training 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 34 occupations in this group that
typically require a high school diploma or the equivalent at least 24% of current workers have a
community college award or postsecondary coursework.
Exhibit 51-3: Education and Training Requirements for Production Occupations
Typical
Entry-level
Education (BLS)
SOC
Production Occupations
51-4111
51-4121
Tool and Die Makers
HS diploma/equivalent
Welders, Cutters, Solderers and Brazers HS diploma/equivalent
Welding, Soldering and Brazing MaHS diploma/equivalent
chine Setters, Operators and Tenders
Postsecondary
Prepress Technicians and Workers
non-degree award
Printing Press Operators
HS diploma/equivalent
Model Makers, Wood
HS diploma/equivalent
Patternmakers, Wood
HS diploma/equivalent
Woodworkers, All Other
HS diploma/equivalent
Nuclear Power Reactor Operators
HS diploma/equivalent
Power Distributors and Dispatchers
HS diploma/equivalent
Power Plant Operators
HS diploma/equivalent
Stationary Engineers & Boiler Operators HS diploma/equivalent
Water and Wastewater Treatment Plant
HS diploma/equivalent
and System Operators
Chemical Plant and System Operators
HS diploma/equivalent
Gas Plant Operators
HS diploma/equivalent
Petroleum Pump System Operators, Re- HS diploma/equivalent
51-4122
51-5111
51-5112
51-7031
51-7032
51-7099
51-8011
51-8012
51-8013
51-8021
51-8031
51-8091
51-8092
51-8093
Centers of Excellence for Labor Market Research
Long-term OJT
Moderate-term OJT
% of Current Workers
with Associate Degree or Some College
Coursework (CPS)
50%
28%
Moderate-term OJT
28%
None
37%
Moderate-term OJT
Moderate-term OJT
Moderate-term OJT
Moderate-term OJT
Long-term OJT
Long-term OJT
Long-term OJT
Long-term OJT
33%
33%
33%
33%
51%
51%
51%
42%
Long-term OJT
45%
Long-term OJT
Long-term OJT
Long-term OJT
44%
44%
44%
Typical
On-The-Job
Training (BLS)
60
Regional Labor Market Assessment, Central Valley/Mother Lode Region
SOC
Production Occupations
Typical
Entry-level
Education (BLS)
Typical
On-The-Job
Training (BLS)
% of Current Workers
with Associate Degree or Some College
Coursework (CPS)
HS diploma/equivalent
Long-term OJT
44%
HS diploma/equivalent
Moderate-term OJT
41%
HS diploma/equivalent
Moderate-term OJT
41%
HS diploma/equivalent
Moderate-term OJT
38%
HS diploma/equivalent
Long-term OJT
36%
HS diploma/equivalent
HS diploma/equivalent
HS diploma/equivalent
Associate degree
Moderate-term OJT
Long-term OJT
Moderate-term OJT
Moderate-term OJT
50%
50%
50%
27%
HS diploma/equivalent
Short-term OJT
38%
HS diploma/equivalent
Moderate-term OJT
35%
HS diploma/equivalent
Long-term OJT
24%
HS diploma/equivalent
Moderate-term OJT
34%
finery Operators, and Gaugers
51-8099
51-9011
51-9012
51-9061
51-9071
51-9081
51-9082
51-9083
51-9141
51-9151
51-9194
51-9195
51-9197
Plant and System Operators, All Other
Chemical Equipment Operators and
Tenders
Separating, Filtering, Clarifying, Precipitating and Still Machine Setters,
Operators and Tenders
Inspectors, Testers, Sorters, Samplers and
Weighers
Jewelers and Precious Stone and Metal
Workers
Dental Laboratory Technicians
Medical Appliance Technicians
Ophthalmic Laboratory Technicians
Semiconductor Processors
Photographic Process Workers and Processing Machine Operators
Etchers and Engravers
Molders, Shapers and Casters, Except
Metal and Plastic
Tire Builders
Education Supply and Capacity
For production occupations, the following are community college and other postsecondary programs that were identified as training students to meet workforce needs. (See Appendix A for
selection methodology.)
In the Central Valley/Mother Lode Region, 13 community college and four private education institutions offer training programs that support the production occupational group. Exhibit 51-4
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 51 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 1,100 students achieved wage gains after
taking an electronics, petroleum, manufacturing, machine, welding or water course. On average,
skills builders in the production group achieved a wage gain of 52% (about $13,300 annually)
within two years of exiting the community college system. Machining and machine tools offers the
highest salary, while manufacturing and industrial technology offers the largest wage gain. Appendix B provides detailed data for skills builders by program area.
Centers of Excellence for Labor Market Research
61
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 51-4: Average Annual Awards and Headcount for Production Occupations
2012-15 Average Annual Totals
CC
CC
CC
CC
Associate
Non CredHeadcount
Awards
Degrees
it
5
1
0
0
Skills Builders Median
Wage Gain
%
TOP06
TOP06 Title
043000
Biotechnology & Biomedical Technology
092400
Engineering Technology, General
093400
Electronics and Electric Technology
093420
Industrial Electronics
093440
Electrical Systems & Power Transmission
100
093600
Printing and Lithography
25
2
1
0
095000
Aeronautical and Aviation Technology
98
8
23
0
095010
Aviation Airframe Mechanics
0
0
17
0
n/a
095020
Aviation Powerplant Mechanics
0
0
16
0
n/a
095250
Mill and Cabinet Work
83
0
7
0
n/a
095430
Petroleum Technology
095500
Laboratory Science Technology
095600
645
5
0
0
2,015
19
69
0
435
11
17
0
Non-CC
Awards
n/a
n/a
72
33.9%
62.0%
n/a
n/a
26
2,199
n/a
58.8%
0
0
0
0
n/a
Manufacturing and Industrial Technology
633
4
11
31
77.9%
095630
Machining and Machine Tools
459
2
84
16
22.3%
095650
Welding Technology
1,809
21
132
0
095800
Water/Wastewater Technology
90
0
3
0
8,595
73
380
47
Total
30
50.0%
24.0%
127
52.3%
Protective Service Occupations
Labor Market Demand
Exhibit 33-1 displays the labor market demand for occupations in the protective service 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. 38 Correctional officer and jailer is the largest occupation with the
most projected job openings, followed by police and sheriff’s patrol officer, and firefighters.
Exhibit 33-1. Five-Year Projections for Protective Service Occupations
SOC
Occupation
33-3012
Correctional Officers and Jailers
2015
Jobs
12,741
5-Yr
Change
757
5-Yr %
Change
6%
5-Yr ReAnnual
placements Openings
1,834
518
33-3051
Police and Sheriff's Patrol Officers
6,687
523
8%
1,164
337
33-2011
Firefighters
3,320
230
7%
506
147
33-1011
First-Line Supervisors of Correctional Officers
1,749
96
5%
267
73
33-3021
Detectives and Criminal Investigators
1,007
55
5%
128
37
33-1012
First-Line Supervisors of Police and Detectives
First-Line Supervisors of Fire Fighting and Prevention
Workers
498
53
11%
95
30
378
33
9%
96
26
33-1021
38
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
Centers of Excellence for Labor Market Research
62
Regional Labor Market Assessment, Central Valley/Mother Lode Region
2015
Jobs
270
5-Yr
Change
17
5-Yr %
Change
6%
Fire Inspectors and Investigators
165
14
8%
25
8
33-3031
Fish and Game Wardens
137
9
7%
22
6
33-3011
Bailiffs
34
8
24%
5
33-2022
Forest Fire Inspectors and Prevention Specialists
19
2
11%
Insf. Data
33-3052
Transit and Railroad Police
35
2
6%
Insf. Data
33-9093
Transportation Security Screeners
185
(1)
(1%)
15
3
27,225
1,798
7%
4,189
1,197
SOC
Occupation
33-9011
Animal Control Workers
33-2021
Total
5-Yr ReAnnual
placements Openings
33
10
3
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 39 Exhibit 33-2 compares the entry-level and experienced wages of protective service occupations to
the region’s average living wage. As shown, the entry-level wages for all 14 of the protective service occupations exceed the average living wage for one adult.
Exhibit 33-2. Comparison of Entry-Level and Experienced Wages with
Living Wages for Protective Service Occupations
Entry-Level Wages:
Pct. 10 Hourly
Experienced Wages:
Median Hourly
First-Line Supervisors of Correctional Officers
$36.60
$50.85
First-Line Supervisors of Police and Detectives
$34.75
$61.46
First-Line Supervisors of Fire Fighting and Prevention Workers
$28.17
$40.97
Firefighters
$15.88
$24.59
Fire Inspectors and Investigators
$21.50
$44.44
Forest Fire Inspectors and Prevention Specialists
$29.20
$34.59
Bailiffs
$19.88
$31.33
Correctional Officers and Jailers
$26.83
$40.24
Detectives and Criminal Investigators
$34.86
$54.72
Fish and Game Wardens
$29.56
$49.57
Police and Sheriff's Patrol Officers
$23.10
$34.63
Transit and Railroad Police
$21.44
$32.80
Animal Control Workers
$13.55
$22.91
Transportation Security Screeners
$15.23
$20.71
Occupation
Typical Education
Protective service occupations that met the requirement for inclusion in this report are presented in
Exhibit 33-2, along with their typical entry-level educational requirement, typical on-the-job training 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 one occupation in this group
that typically requires a bachelor’s degree, at least 40% of current workers have a community
college award or postsecondary coursework. For the 10 occupations that typically require a high
39
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
63
Regional Labor Market Assessment, Central Valley/Mother Lode Region
school diploma or equivalent, at least 35% of current workers have a community college award or
postsecondary coursework.
Exhibit 33-3: Education and Training Requirements for Protective Service Occupations
SOC
Protective Service Occupations
33-1011
First-Line Supervisors of Correctional Officers
33-1012
First-Line Supervisors of Police and Detectives
33-1021
First-Line Supervisors of Fire Fighting and Prevention Workers
33-2011
Firefighters
33-2021
Fire Inspectors and Investigators
33-2022
Forest Fire Inspectors and Prevention Specialists
33-3011
Bailiffs
33-3012
Correctional Officers and Jailers
33-3021
Detectives and Criminal Investigators
33-3031
Fish and Game Wardens
33-3051
Police and Sheriff's Patrol Officers
33-3052
Transit and Railroad Police
33-9011
Animal Control Workers
33-9093
Transportation Security Screeners
Typical
Entry-level
Education (BLS)
Typical
On-The-Job
Training (BLS)
HS diploma/equivalent
HS diploma/equivalent
Postsecondary
non-degree award
Postsecondary
non-degree award
Postsecondary
non-degree award
HS diploma/equivalent
HS diploma/equivalent
HS diploma/equivalent
HS diploma/equivalent
Moderate-term
OJT
Moderate-term
OJT
Moderate-term
OJT
Bachelor's degree
HS diploma/equivalent
HS diploma/equivalent
HS diploma/equivalent
HS diploma/equivalent
Long-term OJT
Moderate-term
OJT
Moderate-term
OJT
Moderate-term
OJT
Moderate-term
OJT
Moderate-term
OJT
Moderate-term
OJT
Moderate-term
OJT
Moderate-term
OJT
Moderate-term
OJT
Short-term OJT
% of Current Workers
with Associate Degree or Some College
Coursework (CPS)
46%
43%
59%
64%
49%
49%
52%
52%
35%
40%
52%
52%
41%
50%
Education Supply and Capacity
For protective service occupations, the following are community college and other postsecondary
programs that were identified as training students to meet workforce needs. (See Appendix A for
selection methodology.)
In the Central Valley/Mother Lode Region, 13 community college and 15 private education institutions offer training programs that support the protective service occupational group. Exhibit 33-4
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 19 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
Centers of Excellence for Labor Market Research
64
Regional Labor Market Assessment, Central Valley/Mother Lode Region
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 2,600 students achieved wage gains after
taking an administration of justice, corrections, probation/parole, police or fire course. On average, skills builders in the protective service group achieved a wage gain of 7% (about $4,700
annually) within two years of exiting the community college system. Fire technology offers the
highest salary, while probation and parole offers the largest wage gain. Appendix B provides
detailed data for skills builders by program area.
Exhibit 33-4: Average Annual Awards and Headcount for Protective Service Occupations
2012-15 Average Annual Totals
011520
Wildlife and Fisheries
CC
Headcount
146
210500
Administration of Justice
10,853
407
96
0
372
6.0%
210510
Corrections
2,129
47
17
0
119
7.6%
210520
Probation and Parole
210530
Industrial & Transportation Security
210550
Police Academy
3,146
0
74
0
13.0%
213300
Fire Technology
2,512
82
57
0
2.6%
213310
Wildland Fire Technology
493
1
1
0
9.3%
213350
Fire Academy
222
0
77
0
30.5%
19,675
536
322
0
TOP06
TOP06 Title
CC
Associate
Degrees
CC
CC
Non
Credit
Skills Builders Median
Wage Gain
%
Awards
Non-CC
Awards
n/a
129
Total
78.7%
44
28
519
n/a
7.2%
Personal Care and Service Occupations
Labor Market Demand
Exhibit 39-1 displays the labor market demand for occupations in the personal care and service
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. 40 Hairdresser, hairstylist and cosmetologist is
the largest occupation with the most projected job openings, followed by recreation worker, and
fitness trainer and aerobics instructor.
Exhibit 39-1. Five-Year Projections for Personal Care and Service Occupations
SOC
Occupation
39-5012
39-9032
39-9031
39-5092
39-5094
39-7011
Hairdressers, Hairstylists and Cosmetologists
Recreation Workers
Fitness Trainers and Aerobics Instructors
Manicurists and Pedicurists
Skincare Specialists
Tour Guides and Escorts
40
2015
Jobs
6,341
3,381
2,157
1,684
537
290
5-Yr
Change
639
429
336
178
76
28
5-Yr %
Change
10%
13%
16%
11%
14%
10%
5-Yr ReAnnual
placements Openings
896
307
339
154
230
113
76
51
24
20
64
18
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
Centers of Excellence for Labor Market Research
65
Regional Labor Market Assessment, Central Valley/Mother Lode Region
SOC
Occupation
39-4031
39-6012
39-7012
39-4011
39-5091
39-5011
39-2011
39-9011
Morticians, Undertakers and Funeral
Directors
Concierges
Travel Guides
Embalmers
Makeup Artists, Theatrical and Performance
Barbers
Animal Trainers
Childcare Workers
Total
2015
Jobs
5-Yr
Change
5-Yr %
Change
5-Yr ReAnnual
placements Openings
186
21
11%
29
10
177
52
50
20
540
733
16,571
32,720
14
6
2
1
(24)
(74)
(1,285)
347
8%
12%
4%
5%
(4%)
(10%)
(8%)
1%
20
11
7
3
Insf. Data
Insf. Data
13
28
534
1,259
67
141
2,669
4,566
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 41 Exhibit 39-2 compares the entry-level and experienced wages of personal care and service
occupations to the region’s average living wage. As shown, the entry-level wages for half of the
personal care and service occupations exceed the average living wage for one adult.
Exhibit 39-2. Comparison of Entry-Level and Experienced Wages with Living Wages
for Personal Care and Service Occupations
Occupation
Animal Trainers
Embalmers
Morticians, Undertakers, and Funeral Directors
Barbers
Hairdressers, Hairstylists, and Cosmetologists
Makeup Artists, Theatrical and Performance
Manicurists and Pedicurists
Skincare Specialists
Concierges
Tour Guides and Escorts
Travel Guides
Childcare Workers
Fitness Trainers and Aerobics Instructors
Recreation Workers
Entry Level Wages:
Pct. 10 Hourly
$11.71
$14.02
$13.53
$8.12
$8.57
$12.94
$8.05
$9.67
$9.91
$10.67
$12.91
$7.17
$11.67
$8.97
Experienced Wages:
Median Hourly
$13.64
$20.28
$19.56
$9.31
$9.40
$21.91
$9.06
$13.21
$13.68
$13.07
$16.79
$8.60
$19.41
$11.21
Typical Education
Personal care and service occupations that met the requirement for inclusion in this report are presented in Exhibit 39-3, along with their typical entry-level educational requirement, typical on-thejob training requirement and percentage of workers in the field who hold a community college
award or have completed some postsecondary courses, but no award. For half of the occupations
in this group that typically require a high school diploma or equivalent, at least 34% of current
workers have a community college award or postsecondary coursework.
41
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
66
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 39-3: Education and Training Requirements for Personal Care and Service Occupations
SOC
Personal Care & Service
Occupations
39-2011
Animal Trainers
39-4011
Embalmers
39-4031
Morticians, Undertakers and Funeral Directors
39-5011
Barbers
39-5012
39-5091
Hairdressers, Hairstylists and Cosmetologists
Makeup Artists, Theatrical and Performance
39-5092
Manicurists and Pedicurists
39-5094
Skincare Specialists
39-6012
Concierges
39-7011
Tour Guides and Escorts
39-7012
Travel Guides
39-9011
Childcare Workers
39-9031
Fitness Trainers and Aerobics Instructors
39-9032
Recreation Workers
Typical
Entry-level
Education (BLS)
Typical
On-The-Job
Training (BLS)
High school diploma or Moderate-term onequivalent
the-job training
Postsecondary
Short-term on-thenon-degree award
job training
Long-term on-theAssociate degree
job training
Postsecondary
None
non-degree award
Postsecondary
None
non-degree award
Postsecondary
None
non-degree award
Postsecondary
None
non-degree award
Postsecondary
None
non-degree award
High school diploma or Moderate-term onequivalent
the-job training
High school diploma or Moderate-term onequivalent
the-job training
High school diploma or Moderate-term onequivalent
the-job training
High school diploma or Short-term on-theequivalent
job training
High school diploma or Short-term on-theequivalent
job training
High school diploma or Short-term on-theequivalent
job training
% of Current Workers
with Associate Degree
or Some College
Coursework (CPS)
35%
52%
56%
34%
42%
30%
30%
30%
35%
37%
37%
37%
34%
34%
Education Supply and Capacity
For personal care and service occupations, the following are community college and other postsecondary programs that were identified as training students to meet workforce needs. (See
Appendix A for selection methodology.)
In the Central Valley/Mother Lode Region, 12 community college and 22 private education institutions offer training programs that support the personal care and service occupational group.
Exhibit 39-4 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 48 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.
Centers of Excellence for Labor Market Research
67
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Based on the most recent skills builder data, more than 1,200 students achieved wage gains after
taking a recreation, child development/early education or infant and toddler course. On average,
skills builders in the personal care and service group achieved a wage gain of 22% (about
$3,000 annually) within two years of exiting the community college system. Infants and toddlers
offers the highest salary, while recreation assistant offers the largest wage gain. Appendix B provides detailed data for skills builders by program area.
Exhibit 39-4: Average Annual Awards and Headcount for
Personal Care and Service Occupations
TOP06
TOP06 Title
CC
Headcount
010240
011510
083520
083570
083610
122800
130500
130540
130550
130590
300700
Equine Science
Parks and Outdoor Recreation
Fitness Trainer
Aquatics and Lifesaving
Recreation Assistant
Athletic Training and Sports
Medicine
Child Development/Early Care
and Education
Preschool Age Children
The School Age Child
Infants and Toddlers
Cosmetology and Barbering
Total
67
18
44
134
175
2012-15 Average Annual Totals
CC
CC
CC
Associate
Non CredAwards
Degrees
it
0
2
0
0
4
0
0
7
0
340
24
0
0
16,616
315
1,005
0
343
223
401
7
18,368
22
0
0
36
0
0
361
1,055
0
Skills Builders Median
Wage Gain
%
Non-CC
Awards
13
n/a
n/a
n/a
n/a
99.8%
n/a
20
22.4%
1,387
1,420
n/a
n/a
7.3%
n/a
22.1%
Sales and Related Occupations
Labor Market Demand
Exhibit 41-1 displays the labor market demand for occupations in the sales and related 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. 42
First-line supervisor of retail sales workers is the largest occupation with the most projected job
openings, followed by sales representatives, wholesale and manufacturing (except technical and
scientific products), and sales representatives, services (all other).
Exhibit 41-1. Five-Year Projections for Sales and Related Occupations
SOC
Occupation
41-1011
41-3099
First-Line Supervisors of Retail Sales Workers
Sales Representatives, Wholesale and Manufacturing, Except Technical and Scientific Products
Sales Representatives, Services, All Other
41-2022
Parts Salespersons
41-4012
42
2015
Jobs
15,132
5-Yr
Change
1,213
5-Yr %
Change
8%
5-Yr ReAnnual
placements Openings
2,105
664
10,117
1,066
11%
1,199
453
6,201
552
9%
715
253
3,368
271
8%
406
135
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
Centers of Excellence for Labor Market Research
68
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Insurance Sales Agents
2015
Jobs
4,112
5-Yr
Change
191
5-Yr %
Change
5%
41-9099
Sales and Related Workers, All Other
1,155
113
10%
86
40
41-1012
First-Line Supervisors of Non-Retail Sales Workers
3,129
63
2%
290
71
SOC
Occupation
41-3021
5-Yr ReAnnual
placements Openings
640
166
41-3041
Travel Agents
293
(11)
(4%)
44
11
41-3011
Advertising Sales Agents
844
(45)
(5%)
157
31
41-9021
Real Estate Brokers
1,020
(61)
(6%)
53
11
41-9022
Real Estate Sales Agents
3,492
(166)
(5%)
189
38
48,863
3,186
7%
5,884
1,873
Total
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 43 Exhibit 41-2 compares the entry-level and experienced wages of sales and related occupations to
the region’s average living wage. As shown, the entry-level wages for nine of the 11 sales and related occupations exceed the average living wage for one adult.
Exhibit 41-2. Comparison of Entry-Level and Experienced Wages
with Living Wages for Sales and Related Occupations
Entry-Level Wages:
Pct. 10 Hourly
Experienced Wages:
Median Hourly
First-Line Supervisors of Retail Sales Workers
$11.55
$16.46
First-Line Supervisors of Non-Retail Sales Workers
$14.66
$21.70
$9.08
$12.67
Advertising Sales Agents
$12.60
$22.71
Insurance Sales Agents
$14.20
$21.69
$9.33
$12.14
Sales Representatives, Services, All Other
Sales Representatives, Wholesale and Manufacturing, Except
Technical and Scientific Products
Real Estate Brokers
$12.02
$20.34
$13.19
$25.82
$15.54
$23.42
Real Estate Sales Agents
$11.97
$16.70
Sales and Related Workers, All Other
$11.61
$15.92
Occupation
Parts Salespersons
Travel Agents
Typical Education
Sales and related occupations that met the requirement for inclusion in this report are presented in
Exhibit 41-3, along with their typical entry-level education requirement, typical on-the-job training
requirement and percentage of workers in the field who hold a community college award or have
completed some postsecondary courses, but no award. The occupations in this group typically require either no formal education credential or a high school diploma or equivalent; however, at
least 30% of current workers have a community college award or postsecondary coursework.
43
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
69
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 41-3: Education and Training Requirements for Sales and Related Occupations
SOC
Sales and Related Occupations
41-1011
41-1012
First-Line Supervisors of Retail Sales Workers
First-Line Supervisors of
Non-Retail Sales Workers
41-2022
Parts Salespersons
41-3011
Advertising Sales Agents
41-3021
Insurance Sales Agents
41-3041
Travel Agents
41-3099
Sales Representatives, Services, All Other
41-4012
Sales Representatives, Wholesale & Mfg.,
Except Technical and Scientific Products
41-9021
Real Estate Brokers
41-9022
Real Estate Sales Agents
41-9099
Sales and Related Workers, All Other
Typical
Entry-level
Education (BLS)
High school diploma or equivalent
High school diploma or equivalent
No formal educational credential
High school diploma or equivalent
High school diploma or equivalent
High school diploma or equivalent
High school diploma or equivalent
High school diploma or equivalent
High school diploma or equivalent
High school diploma or equivalent
High school diploma or equivalent
Typical
On-The-Job
Training (BLS)
% of Current Workers
with Associate Degree
or Some College
Coursework (CPS)
None
38%
None
32%
Moderate-term onthe-job training
Moderate-term onthe-job training
Moderate-term onthe-job training
Moderate-term onthe-job training
Moderate-term onthe-job training
Moderate-term onthe-job training
37%
30%
36%
44%
34%
32%
None
38%
Moderate-term onthe-job training
38%
None
30%
Education Supply and Capacity
For occupations in sales and related, the following are community college and other postsecondary programs that were identified as training students to meet workforce needs. (See Appendix A
for selection methodology.)
In the Central Valley/Mother Lode Region, 10 community colleges offer training programs that
support the sales and related occupational group. Exhibit 41-4 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 54 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 25 students experienced wage losses after
taking a sales and related course. On average, skills builders in the sales and related group
achieved a wage gain of 19% (about -$3,600 annually) within two years of exiting the community college system. Appendix B provides detailed data for skills builders by program area.
Centers of Excellence for Labor Market Research
70
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Exhibit 41-4: Average Annual Awards and Headcount for Sales and Related Occupations
2012-15 Average Annual Totals
CC
CC
Associate
Headcount
Degrees
0
15
CC
CC
Non CredAwards
it
15
0
Skills
Builders
Median
Wage
Gain %
n/a
TOP06
TOP06 Title
050650
Retail Store Operations & Management
050800
International Business and Trade
050900
Marketing and Distribution
050910
Advertising
64
n/a
050940
Sales and Salesmanship
73
n/a
050960
Display
19
n/a
051100
Real Estate
051200
Insurance
Non-CC
Awards
44
0
1
0
n/a
1,165
11
9
0
(5.5%)
288
5
2
0
(35.8%)
31
28
0
(18.7%)
16
Total
1,670
n/a
Transportation and Material Moving Occupations
Labor Market Demand
Exhibit 53-1 displays the labor market demand for occupations in the transportation and material
moving 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. 44
Heavy and tractor-trailer truck driver is the largest occupation with the most projected job openings, followed by bus driver (school or special client) and first-line supervisor of transportation and
material-moving machine and vehicle operators.
Exhibit 53-1. Five-Year Projections for Transportation and Material Moving Occupations
SOC
Occupation
53-3032
53-3022
Heavy and Tractor-Trailer Truck Drivers
Bus Drivers, School or Special Client
First-Line Supervisors of Transportation and Material-Moving Machine and Vehicle Operators
Bus Drivers, Transit and Intercity
Commercial Pilots
Ambulance Drivers and Attendants, Except Emergency Medical Technicians
53-1031
53-3021
53-2012
53-3011
53-6051
53-6061
53-4041
53-5021
53-4099
53-6041
53-2022
44
Transportation Inspectors
Transportation Attendants, Except Flight Attendants
Subway and Streetcar Operators
Captains, Mates, and Pilots of Water Vessels
Rail Transportation Workers, All Other
Traffic Technicians
Airfield Operations Specialists
2015
Jobs
30,280
4,567
5-Yr
Change
3,343
462
5-Yr %
Change
11%
10%
5-Yr ReAnnual
placements Openings
2,859
1,240
383
169
2,194
258
12%
387
129
1,617
395
132
62
8%
16%
138
60
54
24
157
37
24%
18
11
256
240
59
141
84
35
54
14
14
8
5
4
4
3
5%
6%
14%
4%
5%
11%
6%
39
27
12
35
24
9
10
11
8
4
8
6
3
3
Demand data from Economic Modeling Specialists, Intl. (EMSI), 2016.2 – QCEW Employees, Non-QCEW Employees, & Self-Employed.
Centers of Excellence for Labor Market Research
71
Regional Labor Market Assessment, Central Valley/Mother Lode Region
SOC
Occupation
53-5031
53-4013
53-5022
53-2021
53-2031
53-4021
53-4011
53-4031
53-4012
Ship Engineers
Rail Yard Engineers, Dinkey Operators and Hostlers
Motorboat Operators
Air Traffic Controllers
Flight Attendants
Railroad Brake, Signal and Switch Operators
Locomotive Engineers
Railroad Conductors and Yardmasters
Locomotive Firers
Total
2015
Jobs
50
34
18
301
116
150
281
299
11
41,337
5-Yr
Change
2
1
1
(5)
(12)
(21)
(46)
(49)
Insf. Data
4,217
5-Yr %
Change
4%
3%
6%
(2%)
(10%)
(14%)
(16%)
(16%)
Insf. Data
10%
5-Yr ReAnnual
placements Openings
9
2
11
2
Insf. Data
47
9
20
4
30
6
51
10
53
11
Insf. Data
4,225
1,714
Wages
In the Central Valley/Mother Lode Region, the living wage for one adult is $10.64 per hour. 45 Exhibit 53-2 compares the entry-level and experienced wages of transportation and material moving
occupations to the region’s average living wage. As shown, the entry-level wages for 20 of the 22
transportation and material moving occupations exceed the average living wage for one adult.
Exhibit 53-2. Comparison of Entry-Level and Experienced Wages with Living Wages for
Transportation and Material Moving Occupations
Occupation
First-Line Supervisors of Transportation and Material-Moving Machine and
Vehicle Operators
Commercial Pilots
Air Traffic Controllers
Airfield Operations Specialists
Flight Attendants
Ambulance Drivers and Attendants, Except Emergency Medical Technicians
Bus Drivers, Transit and Intercity
Bus Drivers, School or Special Client
Heavy and Tractor-Trailer Truck Drivers
Locomotive Engineers
Locomotive Firers
Rail Yard Engineers, Dinkey Operators, and Hostlers
Railroad Brake, Signal, and Switch Operators
Railroad Conductors and Yardmasters
Subway and Streetcar Operators
Rail Transportation Workers, All Other
Captains, Mates, and Pilots of Water Vessels
Motorboat Operators
Ship Engineers
Traffic Technicians
Transportation Inspectors
Transportation Attendants, Except Flight Attendants
45
Entry-Level Wages: Experienced Wages:
Pct. 10 Hourly
Median Hourly
$15.32
$25.77
$22.37
$34.49
$16.71
$14.96
$9.34
$12.05
$11.79
$13.39
$18.63
$17.85
$14.10
$21.02
$17.29
$19.69
$19.20
$18.78
$12.01
$20.22
$21.98
$17.73
$9.72
$34.79
$59.75
$25.59
$19.96
$11.96
$16.49
$16.57
$19.06
$25.18
$22.03
$23.17
$27.55
$25.61
$29.14
$38.10
$34.90
$22.86
$34.30
$26.56
$28.88
$14.14
MIT Living Wage Calculator. livingwage.mit.edu
Centers of Excellence for Labor Market Research
72
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Typical Education
Transportation and material moving occupations that met the requirement for inclusion in this report are presented in Exhibit 53-3, along with their typical entry-level educational requirement,
typical on-the-job training 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 17
occupations in this group that typically require a high school diploma or equivalent, at least 21%
of current workers have a community college award or postsecondary coursework.
Exhibit 53-3: Education and Training Requirements
for Transportation and Material Moving Occupations
Transportation and Material Moving
Occupations
SOC
53-3021
53-3022
First-Line Supervisors of Transportation &
Material-Moving Machine & Vehicle
Operators
Commercial Pilots
Air Traffic Controllers
Airfield Operations Specialists
Flight Attendants
Ambulance Drivers and Attendants, Except Emergency Medical Technicians
Bus Drivers, Transit and Intercity
Bus Drivers, School or Special Client
53-3032
Heavy and Tractor-Trailer Truck Drivers
53-4011
53-4012
Locomotive Engineers
Locomotive Firers
Rail Yard Engineers, Dinkey Operators
and Hostlers
Railroad Brake, Signal and Switch Operators
Railroad Conductors and Yardmasters
Subway and Streetcar Operators
Rail Transportation Workers, All Other
Captains, Mates and Pilots of Water
Vessels
53-1031
53-2012
53-2021
53-2022
53-2031
53-3011
53-4013
53-4021
53-4031
53-4041
53-4099
53-5021
53-5022
Motorboat Operators
53-5031
Ship Engineers
53-6041
53-6051
Traffic Technicians
Transportation Inspectors
Transportation Attendants, Except Flight
Attendants
53-6061
Typical
Entry-level
Education (BLS)
Typical
On-The-Job
Training (BLS)
% of Current Workers
with Associate Degree or Some College
Coursework (CPS)
HS diploma/equivalent
None
40%
HS diploma/equivalent
Associate degree
HS diploma/equivalent
HS diploma/equivalent
Moderate-term OJT
Long-term OJT
Long-term OJT
Moderate-term OJT
21%
50%
50%
47%
HS diploma/equivalent
Moderate-term OJT
38%
HS diploma/equivalent
HS diploma/equivalent
Postsecondary
non-degree award
HS diploma/equivalent
HS diploma/equivalent
Moderate-term OJT
Short-term OJT
36%
36%
Short-term OJT
28%
Moderate-term OJT
Moderate-term OJT
48%
48%
HS diploma/equivalent
Moderate-term OJT
48%
HS diploma/equivalent
Moderate-term OJT
46%
HS diploma/equivalent
HS diploma/equivalent
HS diploma/equivalent
Postsecondary
non-degree award
Postsecondary
non-degree award
Postsecondary
non-degree award
HS diploma/equivalent
HS diploma/equivalent
Moderate-term OJT
Moderate-term OJT
Moderate-term OJT
48%
46%
46%
None
36%
None
36%
None
27%
Moderate-term OJT
Moderate-term OJT
41%
47%
HS diploma/equivalent
Short-term OJT
34%
Education Supply and Capacity
For occupations in transportation and material moving, the following are community college and
other postsecondary programs that were identified as training students to meet workforce needs.
(See Appendix A for selection methodology.)
Centers of Excellence for Labor Market Research
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
In the Central Valley/Mother Lode Region, six community colleges offer training programs that
support the transportation and material moving occupational group. Exhibit 53-4 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
of 13 students, 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.
There was no skills builder data available for the transportation and material moving occupations.
Appendix B provides detailed data for skills builders by program area.
Exhibit 53-4: Average Annual Awards and Headcount for
Transportation and Material Moving Occupations
TOP06
051000
094830
302020
TOP06 Title
Logistics and Materials Transportation
Motorcycle, Outboard and Small
Engine Repair
Piloting
Total
2012-15 Average Annual Totals
CC
CC
CC
CC
Headcount
6
Associate
Degrees
0
Awards
0
Non
Credit
Non-CC
Awards
5
4
3
13
Skills
Builders
Median
Wage Gain
%
n/a
n/a
0
0
5
n/a
n/a
Summary
This report provides data and information to assist with the Strong Workforce Program regional
planning process. It is not intended to be taken as a recommendation for any specific action, but
rather as a “data foundation” that sets the context for regional planning and effective decision
making. Further discussion with business and industry is recommended in order to identify opportunities for investments.
See Appendix E for supplemental data sources to support regional planning efforts.
Centers of Excellence for Labor Market Research
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
Appendix A: Methodology, Data Sources, Key Terms and Concepts, and Implications for
Analysis
Methodology
This report identifies occupations that are relevant to the community college system, specifically
terminal Career and Technical Education (CTE) programs and not transfer pathway programs.
Terminal CTE programs are those that prepare students for direct entry into employment without
additional education or training. Transfer pathway programs require that students advance to a
four-year university to gain the typical education needed for entry into the field. Based on this
definition, occupations that met the following minimum education requirements were included in the
study:
•
Some college coursework, a postsecondary non degree award, and/or an associate degree; or
•
High school diploma or equivalent with on-the-job training greater than 12 months; or
•
Apprenticeship; or
•
Bachelor’s degree if at least 33 percent of workers in the occupation, age 25 or higher,
have completed, as their highest level of education, some college coursework or an associate degree.
A few occupations were included in this report that did not meet any of the previously detailed
education, training or educational attainment requirements, but are established career technical
education targets of existing community college programs in California, such as Welders and Solar Photovoltaic Installers.
Occupations are grouped by the major occupation code, using the federal Standard Occupational
Classification (SOC) system. The TOP-SOC crosswalk was utilized to identify relevant education
programs that support each group. Due to data and timing limitations, training gap forecasts are
not included in this research. In addition, there is not a one-to-one relationship among TOP codes
and occupations; that is some TOP codes train to multiple occupations. Consequently, awards for
some of the TOP codes are presented in multiple occupational groups.
In addition to employment data, this report provides wage gain data for Skills-Builders. When the
Skills Builders data is rolled up by TOP06 level, weighted averages were calculated to determine
before and after median wages. For example, if there are 3 colleges in a region with Skills Builders data on 010900 Horticulture with different samples sizes, then the median wages before and
after calculations were "weighted" by each college's sample size. The median wages before and
after at each college were multiplied by its sample size to reflect the differences at the colleges
and then divided by the total sample size across colleges for that TOP06.
Data Sources
Labor market and educational supply data compiled in this report covers the Central Valley/Mother Lode region. Data were drawn from external sources, including the Economic Modeling
Specialists, Inc., the California Community Colleges Chancellor’s Office Management Information
Systems Data Mart, and the National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS). Below is summary of the data sources found in this study.
Centers of Excellence for Labor Market Research
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
Data Type
Community College
Average Headcount
Community College
Awards
Education Attainment
Levels
Labor Market Information
Living Wage
Private Education
Awards
Skills-Builders Wage
Gains
Typical Education
Level and On-the-job
Training
Source
Chancellor’s Office MIS systems (COMIS) provided by Educational Results Partnership (ERP) by TOP06 and TOP04. Note: it would NOT be accurate to sum up
TOP06 headcount to get TOP04 because of duplication issues.
California Community College Chancellor’s Office Data Mart. The program
awards module provides all credit degrees and certificates (from 6 to 60 semester units) that have been reported to the Chancellor’s office.
datamart.cccco.edu
US Census Bureau, Current Population Survey (CPS). The CPS is a monthly survey
of about 50,000 households conducted by the Census Bureau for the Bureau of
Labor Statistics. The survey has been conducted for more than 50 years. Educational attainment data are collected annually as part of the Annual Social and
Economic Supplement.
census.gov/hhes/socdemo/education/data/cps
Economic Modeling Specialists, Intl. (EMSI). EMSI occupational employment data
are based on final EMSI industry data and final EMSI staffing patterns. Wage
estimates are based on Occupational Employment Statistics (QCEW and NonQCEW Employees classes of worker) and the American Community Survey (SelfEmployed and Extended Proprietors). Occupational wage estimates also affected by county-level EMSI earnings by industry.
economicmodeling.com
A living wage calculator that estimates the cost of living in a specific community
or region.
http://livingwage.mit.edu/
National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS). It includes all credit degrees and certificates (from
less than one year to four years) that have been reported to IPEDS. Higher education institutions are required to report completion data to NCES if they
participate in any federal financial assistance program authorized by Title IV of
the Higher Education Act.
nces.ed.gov/ipeds
California Community College Chancellor’s Office Data Mart. The Student Success Scorecard Skills Builder Metric module displays the median percentage in
wages for students who completed higher level CTE coursework in a given cohort
year and left the system without receiving any type of traditional outcome such
as transfers to a four-year college or completion of a degree or certificate.
datamart.cccco.edu
Bureau of Labor Statistics (BLS) uses a system to assign categories for entry-level
education and typical on-the-job training to each occupation for which BLS publishes projections data.
http://www.bls.gov/emp/ep_education_tech.htm
Key Terms and Concepts
Annual Job Openings: Annual openings are calculated by dividing the number of years in the
projection period by total job openings.
Community College Annual Average Awards: Annual average awards for a Community college
program are based on a three-year average for years 2012-15.
Community College Annual Average Headcount: Three-year average unduplicated student
count for years 2012-15.
Education Attainment Level: The highest education attainment level of workers age 25 years or
older.
Centers of Excellence for Labor Market Research
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
Employment Estimate: The total number of workers currently employed.
Employment Projections: Projections of employment are calculated by a proprietary Economic
Modeling Specialists, Intl. (EMSI) formula that includes historical employment and economic indicators along with national, state, and local trends.
Entry and Experienced Wage: Hourly wages are reported in percentiles and averages. The10th
percentile is a useful proxy of entry-level wages - 90 percent of people working in the occupation
earn a higher wage - while the 50th percentile (median) wage may reflect a more experienced
worker.
Industry: Occupations are grouped into industries using the North American Industry Classification
System (NAICS). (ONLY MG’s report)
Living Wage: The cost of living in a specific community or region for one adult and no children.
The cost increases with the additional of children.
Occupation: An occupation is a grouping of jobs titles that have a similar set of activities or tasks
that employees perform.
Percent Change: Rate of growth or decline in the occupation for the projected period; this does
not factor in replacement openings.
Private Education Annual Average Awards: Annual average awards for private educational institutes based on a three-year average for years 2012-15.
Replacements: Estimate of job openings resulting from workers retiring or otherwise permanently
leaving an occupation. Workers entering an occupation often need training. These replacement
needs, added to job openings due to growth, may be used to assess the minimum number of
workers who will need to be trained for an occupation.
Skills Builders: Students who completed higher level CTE coursework and leave the system without
receiving any type of traditional outcome such as transfer to a four-year college or completion of
a degree or certificate.
Standard Occupational Classification (SOC) System: The 2010 Standard Occupational Classification (SOC) system is used by Federal statistical agencies to classify workers into occupational
categories for the purpose of collecting, calculating, or disseminating data. All workers are classified into one of 840 detailed occupations according to their occupational definition. Only
occupations that met the community college relevant criteria were included in this study. For quick
reference to the SOC definitions, please review the Occupation Definitions Reference Guide (ADD
LINK HERE).
Total Job Openings (New + Replacements): Sum of projected growth (new jobs) and replacement needs. When an occupation is expected to lose jobs or retain the current employment level,
number of openings will equal replacements.
Typical Education Requirement: represents the typical education level most workers need to enter
an occupation.
Typical On-The-Job Training: indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation.
Centers of Excellence for Labor Market Research
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
Implications for Analysis
1. Projections are estimates of future employment and can be used to assess the need for job
training programs and gain insight into future employment trends. The estimates are based
on information available at the time of the forecast and assume that historical trends will continue into the future. Unforeseen events may occur during the projection period such as major
business closures or openings and natural disasters can have a major impact on employment
levels. More recent sources of local economic data can also be used to corroborate the projections data. This information may be found in other documents such as those published by
the Centers of Excellence, in local and regional news sources, local chambers of commerce, or
local economic development agencies.
2. Emerging trends in occupations may not be accurately reflected in the SOC titling and in the
estimates of employment, current and future. One way to associate an ‘emerging job’ with a
traditional job title is to conduct a keyword search on O*NET to locate the SOC with the
highest relevance. It is likely that the BLS will be assigning employment for the ‘emerging job’
under that title. Real-time LMI, or job posting data, is another good source of information
about emerging trends and occupations, but cannot provide reliable projected demand.
3. Determining a ‘labor market gap’ only using the Demand data in conjunction with the Supply
data is not recommended. In addition to graduates of training programs, there are other considerations factored into ‘supply’ that remain unknown, such as the number of existing
unemployed workers with the needed skills or work experience in the labor pool, influx of
graduates from outside the region, migration of graduates to other regions, and more. For
assistance with determining a more well-rounded analysis, please contact your regional COE
director.
Centers of Excellence for Labor Market Research
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Regional Labor Market Assessment, Central Valley/Mother Lode Region
Appendix B: Skills Builder Wage Gains
Within the California Community College system, Skills-Builders are a special cohort of students
that come to the colleges as already experienced workers who take a limited number of courses
to maintain and add to skill‐sets for ongoing employment and career advancement. To qualify as
a Skills-Builder, the student must have successfully completed at least one 0.5 or greater unit value
non‐introductory CTE course, passed all CTE courses they took, did not re‐enroll in any community
college after one year, did not earn a community college degree or certificate, and did not transfer to a four-year institution. The following tables provide data on the wage gains of SkillsBuilders for each occupation group profiled in this study.
Description
Management
Occupations
TOP06
TOP06 Title
011200
050100
050500
050600
Agriculture Business, Sales and Service
Business and Commerce, General
Business Administration
Business Management
Management Development and Supervision
Small Business and Entrepreneurship
Real Estate
Child Development Administration and
Management
Dietetic Services and Management
Restaurant and Food Services and
Management
050630
050640
051100
130580
130620
130710
Management
Occupations
Total
Business and
Financial Operations
Occupations
Business and
Financial Operations
Occupations
Total
Computer and
Mathematical
Occupations
Computer and
Mathematical
Occupations
Total
Architecture
and Engineer-
050100
050200
050210
050500
050900
051100
Business and Commerce, General
Accounting
Tax Studies
Business Administration
Marketing and Distribution
Real Estate
061430 Website Design and Development
070100 Information Technology, General
070200 Computer Information Systems
093400 Electronics and Electric Technology
093420 Industrial Electronics
Centers of Excellence for Labor Market Research
Median
Wages
Before
Median
Wages
After
Median
Wage
Gain
Median
Wage
Gain %
$3,126
$16,342
$13,309
$14,786
$13,692
$21,597
$19,583
$20,554
$10,565
$5,255
$6,275
$5,768
338.0%
32.2%
47.1%
39.0%
Skills
Builders
Sample
Size (n)
16
279
46
166
$55,796
$51,496
($4,300)
(7.7%)
187
2
$15,444
$23,122
$13,670
$14,844
($1,773)
($8,278)
(11.5%)
(35.8%)
25
10
2
1
$16,934
$19,310
$2,376
14.0%
17
1
$15,593
$17,085
$1,492
9.6%
27
1
$6,942
$16,634
$9,692
139.6%
15
1
$24,798
$27,559
$2,761
11.1%
788
25
$16,342
$16,268
$31,488
$13,309
$17,766
$23,122
$21,597
$19,795
$27,962
$19,583
$16,781
$14,844
$5,255
$3,526
($3,526)
$6,275
($985)
($8,278)
32.2%
21.7%
(11.2%)
47.1%
(5.5%)
(35.8%)
279
259
10
46
17
10
8
7
1
2
1
1
$16,479
$20,558
$4,079
24.8%
621
20
$17,003
$11,462
$38,431
$30,204
$16,455
$28,465
$13,200
$4,994
($9,966)
77.6%
43.6%
(25.9%)
10
258
19
1
10
1
$13,440
$17,729
$4,289
31.9%
287
12
$29,375
$19,574
$39,343
$31,718
$9,968
$12,144
33.9%
62.0%
94
30
3
2
Number
of Colleges
1
8
2
6
79
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Description
TOP06
ing Occupations
095220 Electrical
095300 Drafting Technology
Manufacturing and Industrial Technol095600
ogy
Architecture
and Engineering
Occupations
Total
Life, Physical,
and Social Science
Occupations
Life, Physical,
and Social Science
Occupations
Total
Community
and Social
Service Occupations
Community
and Social
Service Occupations Total
Legal Occupations
Legal Occupations Total
Education,
Training, and
Library Occupations
Education,
Training, and
Library Occupations Total
010100
010200
010300
011400
095430
TOP06 Title
Agriculture Technology and Sciences,
General
Animal Science
Plant Science
Forestry
Petroleum Technology
Family and Consumer Sciences, General
130800 Family Studies
210400 Human Services
210440 Alcohol and Controlled Substances
130100
140200 Paralegal
080200 Educational Aide (Teacher Assistant)
130500
Child Development/Early Care and Education
061400 Digital Media
Arts, Design,
Computer Graphics and Digital ImageEntertainment, 061460 ry
Sports, and
101200 Applied Photography
Media Occupa103000 Graphic Art and Design
tions
214000 Legal and Community Interpretation
Centers of Excellence for Labor Market Research
Median
Wages
Before
Median
Wages
After
Median
Wage
Gain
$35,329
$20,364
$57,260
$36,760
$21,932
$16,396
62.1%
80.5%
Skills
Builders
Sample
Size (n)
69
63
$20,271
$36,068
$15,798
77.9%
53
4
$26,354
$41,515
$15,161
57.5%
309
15
$13,726
$11,401
($2,325)
(16.9%)
15
1
$8,639
$9,261
$6,483
$26,167
$8,513
$18,405
$15,420
$41,560
($126)
$9,144
$8,937
$15,393
(1.5%)
98.7%
137.8%
58.8%
26
67
31
715
2
5
2
1
$23,374
$37,259
$13,885
59.4%
854
11
$9,781
$13,649
$3,868
39.5%
32
2
$4,311
$8,466
$13,634
$12,966
$11,490
$20,190
$8,655
$3,024
$6,556
200.8%
35.7%
48.1%
10
29
13
1
2
1
$9,272
$13,835
$4,563
49.2%
84
6
$23,408
$24,444
$1,036
4.4%
44
3
$23,408
$24,444
$1,036
4.4%
44
3
$9,915
$11,851
$1,936
19.5%
17
1
$13,873
$16,976
$3,103
22.4%
1,155
13
$13,815
$16,901
$3,086
22.3%
1,172
14
$17,534
$32,926
$15,391
87.8%
10
1
$68,297
$74,293
$5,996
8.8%
11
1
$12,993
$17,103
$9,920
$14,145
$18,313
$14,844
$1,152
$1,209
$4,924
8.9%
7.1%
49.6%
43
36
40
2
2
1
Median
Wage
Gain %
Number
of Colleges
3
3
80
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Description
TOP06
TOP06 Title
Arts, Design,
Entertainment,
Sports, and
Media Occupations Total
Healthcare
Practitioners
and Technical
Occupations
010210
121300
122300
123000
123010
123020
125000
125100
130600
130620
Veterinary Technician (Licensed)
Cardiovascular Technician
Health Information Technology
Nursing
Registered Nursing
Licensed Vocational Nursing
Emergency Medical Services
Paramedic
Nutrition, Foods, and Culinary Arts
Dietetic Services and Management
Healthcare
Practitioners
and Technical
Occupations
Total
Healthcare
Support Occupations
051420 Medical Office Technology
120100 Health Occupations, General
120800 Medical Assisting
Speech/Language Pathology and Audi122000
ology
123000 Nursing
123030 Certified Nurse Assistant
Healthcare
Support Occupations Total
Protective
Service Occupations
210500
210510
210520
210550
213300
213310
213350
Administration of Justice
Corrections
Probation and Parole
Police Academy
Fire Technology
Wildland Fire Technology
Fire Academy
Protective
Service Occupations Total
Food Preparation and
Serving Related
Occupations
130600 Nutrition, Foods, and Culinary Arts
130620 Dietetic Services and Management
130630 Culinary Arts
Restaurant and Food Services and
130710
Management
Centers of Excellence for Labor Market Research
Median
Wage
Gain
Median
Wage
Gain %
Skills
Builders
Sample
Size (n)
Median
Wages
Before
Median
Wages
After
Number
of Colleges
$17,842
$21,484
$3,642
20.4%
140
7
$12,976
$35,627
$24,377
$14,453
$17,422
$14,201
$18,025
$24,536
$11,092
$15,593
$15,876
$2,900
$46,439 $10,812
$12,052 ($12,325)
$18,443
$3,990
$20,634
$3,212
$22,865
$8,663
$21,488
$3,463
$39,385 $14,849
$17,383
$6,291
$17,085
$1,492
22.3%
30.3%
(50.6%)
27.6%
18.4%
61.0%
19.2%
60.5%
56.7%
9.6%
12
10
10
69
39
48
230
103
265
27
1
1
1
2
1
2
7
3
7
1
$16,172
$22,161
$5,989
37.0%
813
26
$16,062
$19,240
$35,072
$20,860
$24,227
$40,775
$4,798
$4,988
$5,702
29.9%
25.9%
16.3%
52
49
120
1
3
1
$22,150
$20,562
($1,588)
(7.2%)
15
1
$14,453
$8,128
$18,443
$12,899
$3,990
$4,771
27.6%
58.7%
69
78
2
4
$20,758
$25,462
$4,704
22.7%
383
12
$61,654
$28,916
$22,353
$67,664
$87,836
$56,844
$55,144
$65,381
$31,100
$39,950
$76,446
$90,089
$62,111
$71,983
$3,727
$2,184
$17,597
$8,782
$2,253
$5,266
$16,839
6.0%
7.6%
78.7%
13.0%
2.6%
9.3%
30.5%
1,167
212
27
563
619
44
55
12
4
1
5
7
3
3
$65,755
$70,513
$4,758
7.2%
2,687
35
$11,092
$15,593
$8,095
$17,383
$17,085
$14,587
$6,291
$1,492
$6,492
56.7%
9.6%
80.2%
265
27
30
7
1
2
$6,942
$16,634
$9,692
139.6%
15
1
81
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Description
Median
Wages
After
$11,001
$17,077
$6,076
55.2%
337
11
$4,597
$9,187
$4,590
99.8%
12
1
$13,873
$16,976
$3,103
22.4%
1,155
13
$15,945
$17,103
$1,158
7.3%
39
3
$13,847
$16,902
$3,055
22.1%
1,206
17
050900 Marketing and Distribution
$17,766
$16,781
($985)
(5.5%)
17
1
051100 Real Estate
$23,122
$14,844
($8,278)
(35.8%)
10
1
$19,750
$16,064
($3,686)
(18.7%)
27
2
$16,268
$19,795
$3,526
21.7%
259
7
$55,796
$51,496
($4,300)
(7.7%)
187
2
$15,358
$17,812
$2,454
16.0%
197
8
$16,062
$17,832
$23,408
$20,860
$20,776
$24,444
$4,798
$2,944
$1,036
29.9%
16.5%
4.4%
52
64
44
1
2
3
$25,753
$27,093
$1,340
5.2%
803
23
$10,237
$14,212
$3,975
38.8%
16
1
$10,237
$14,212
$3,975
38.8%
16
1
$35,329
$57,260
$21,932
62.1%
69
3
$34,254
$45,589
$11,334
33.1%
12
1
$35,170
$55,531
$20,362
57.9%
81
4
$17,011
$27,088
$10,077
59.2%
40
3
TOP06
TOP06 Title
Food Preparation and
Serving Related
Occupations
Total
Personal Care
and Service
Occupations
Personal Care
and Service
Occupations
Total
Sales and Related
Occupations
Sales and Related
Occupations
Total
083610 Recreation Assistant
Child Development/Early Care and Ed130500
ucation
130590 Infants and Toddlers
050200 Accounting
Management Development and Super050630
vision
Office and
Administrative 051400 Office Technology/Office Computer Applications
Support Occu051420 Medical Office Technology
pations
070210 Software Applications
140200 Paralegal
Office and
Administrative
Support Occupations Total
Farming, Fishing, and
011500 Natural Resources
Forestry Occupations
Farming, Fishing, and
Forestry Occupations
Total
Construction 095220 Electrical
and Extraction
Occupations 095720 Construction Inspection
Construction
and Extraction
Occupations
Total
Installation,
Agricultural Power Equipment Technol011600
Maintenance,
ogy
Centers of Excellence for Labor Market Research
Median
Wage
Gain
Median
Wage
Gain %
Skills
Builders
Sample
Size (n)
Median
Wages
Before
Number
of Colleges
82
Regional Labor Market Assessment, Central Valley/Mother Lode Region
Description
TOP06
and Repair
Occupations
093400
093420
094600
094730
094800
TOP06 Title
Electronics and Electric Technology
Industrial Electronics
Environmental Control Technology
Heavy Equipment Operation
Automotive Technology
Installation,
Maintenance,
and Repair
Occupations
Total
Production
Occupations
093400 Electronics and Electric Technology
093420 Industrial Electronics
095430 Petroleum Technology
Manufacturing and Industrial Technol095600
ogy
095630 Machining and Machine Tools
095650 Welding Technology
095800 Water and Wastewater Technology
Production
Occupations
Total
Grand Total
Centers of Excellence for Labor Market Research
Median
Wages
Before
Median
Wages
After
Median
Wage
Gain
Median
Wage
Gain %
$29,375
$19,574
$12,859
$4,708
$10,144
$39,343
$31,718
$21,485
$14,795
$20,879
$9,968
$12,144
$8,627
$10,087
$10,735
33.9%
62.0%
67.1%
214.3%
105.8%
Skills
Builders
Sample
Size (n)
94
30
30
11
110
$17,721
$28,055
$10,333
58.3%
315
17
$29,375
$19,574
$26,167
$39,343
$31,718
$41,560
$9,968
$12,144
$15,393
33.9%
62.0%
58.8%
94
30
715
3
2
1
$20,271
$36,068
$15,798
77.9%
53
4
$36,606
$16,860
$35,024
$44,759
$25,287
$43,418
$8,153
$8,427
$8,395
22.3%
50.0%
24.0%
28
147
70
2
7
3
$25,582
$38,950
$13,368
52.3%
1,137
22
$29,686 $35,747
$6,062
20.4%
12,104
283
Number
of Colleges
3
2
2
1
6
83