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Psychology professors

Official title Psychology Teachers, Postsecondary (SOC 25-1066)

Also called Psych professor, Psychology postsec teacher, Psychology faculty, Psychology lecturer, Clinical psychology professor

In brief

In May 2025, BLS counted 41,530 US psychology professors, with median pay of $80,340 a year. Of the BLS counts since 2003, the highest was 41,610, in May 2024, close to the May 2025 count. The earliest figure here is an estimate of 200 from 1900, not measured the same way as today's count. The last full technology era for psychology professors: AI clinical simulation tools and automated grading, 2015 to 2023.

What the sources say

Official outlook

BLS projects employment to grow 4% from 2025 to 2035.

BLS Employment Projections 2025-35

AI exposure studies

Data as of BLS OEWS May 2025; BLS Employment Projections 2025-35. BLS publishes these counts as yearly survey snapshots and cautions against reading them as a precise trend. In May 2021 BLS changed how it estimates these counts (a model-based method using three years of survey data) and moved fully to the 2018 occupation codes, so part of a change across 2021 can come from the method rather than the work.

Last updated .

Cite this page
APA

Future History. (2026, October 11). Psychology professors: jobs and pay since 1900 [Data set; data as of BLS OEWS May 2025; BLS Employment Projections 2025-35]. https://futurehistory.earth/timeline/25-1066

Chicago

Future History. "Psychology professors: jobs and pay since 1900." Data as of BLS OEWS May 2025; BLS Employment Projections 2025-35. Last modified October 11, 2026. https://futurehistory.earth/timeline/25-1066.

BibTeX

@misc{futurehistory_25_1066, author = {{Future History}}, title = {Psychology professors: jobs and pay since 1900}, year = {2026}, month = oct, howpublished = {\url{https://futurehistory.earth/timeline/25-1066}}, note = {Last updated 2026-10-11. Data as of BLS OEWS May 2025; BLS Employment Projections 2025-35}, }

The access date is today's date on your device.

drag to travel through time
187519001925195019752000now
2026
Known then as Professor of Philosophy (with psychological demonstrations)
Known then as Professor of Psychology (laboratory-era designation)
Known then as Professor of Psychology / Instructor in Psychology
Known then as Psychology Professor / Instructor in Psychology (tenure-track and adjunct era)
Known then as Psychology Teachers, Postsecondary (BLS SOC 25-1066)
Known today as Psychology Teachers, Postsecondary (BLS SOC 25-1066)
Projected to still be called Psychology Teachers, Postsecondary (BLS SOC 25-1066)
Data from the May 2025 survey
US Employment
42K
Est.

Stated in source: BLS OEWS

Official statistic
Report an error
Median Annual Wage
$80,340
Est.

≈ $78,280 in 2024 prices (derived by us, CPI-adjusted)

Official statistic
Report an error
Beat · 1875

William James teaches "The Relations between Physiology and Psychology" at Harvard -- the first psychology course in the United States framed as a natural science rather than a branch of philosophy. James establishes a demonstration laboratory in Lawrence Hall the same year. His student G. Stanley Hall earns the first American PhD in psychology in 1878 and goes on to found the American Psychological Association in 1892. James himself never joins the APA, reportedly finding its professionalization apparatus tedious. The occupation of psychology professor is born in this moment, though the word "professor of psychology" is not used in the United States until 1888.

Beat · 1892

G. Stanley Hall founds the American Psychological Association at Clark University with 31 charter members. The founding membership is overwhelmingly academic -- laboratory researchers and philosophy-department psychologists at research universities. The APA's early decades are a faculty guild: membership requires a record of original research, and the association debates what kind of work qualifies as properly scientific psychology. By 1926 the growth of applied psychology (testing, clinical work) forces the creation of a non-voting associate membership class; by 1940, 2,079 associate members reflect how far the profession has moved beyond its purely academic origins.

Beat · 1917

The US entry into World War I mobilizes psychologists at unprecedented scale. Robert Yerkes leads the development of the Army Alpha and Beta intelligence tests, administered to 1.75 million military recruits by 1919. The wartime program demonstrates that psychologists can deliver practical results at institutional scale and legitimizes psychology as an applied profession. Returning faculty bring testing expertise, clinical assessment skills, and a new confidence that psychological methods have real-world value -- all of which they bring back into the classroom. The APA membership doubles in the years immediately after the war.

Beat · 1944

The Servicemen's Readjustment Act (GI Bill) is signed by President Roosevelt. By the time the program concludes in 1956, nearly 8 million veterans have used its educational provisions, tripling the college-educated share of the US workforce in a decade. For psychology departments, the GI Bill is a demand shock unlike anything before or since: suddenly, hundreds of thousands of veterans who had been tested, classified, or treated by military psychologists arrived at universities wanting to study the discipline. Psychology became one of the most popular majors of the postwar era, and faculty hiring to meet demand was rapid and relatively unconstrained.

Beat · 1952

The American Psychological Association publishes the first edition of the Publication Manual of the American Psychological Association. The manual standardizes research reporting for the discipline and becomes a pedagogical object taught in research methods courses worldwide: "APA format" becomes a core competency for psychology students. For faculty, the manual represents the professionalization of the teaching role -- a shared set of standards that defines what counts as rigorous psychological writing and separates the discipline from journalism and popular science.

Beat · 1977

Psychology bachelor's degrees in the United States peak at approximately 52,000 in 1976-77 -- the highest level of the 20th century. This is the high-water mark of a postwar expansion that made psychology one of the most popular undergraduate majors in the country. The peak occurs during a period of declining faculty real wages (NCES data shows a 16% real-wage loss from 1970-71 to 1980-81) and growing uncertainty about academic job prospects. The number of new psychology PhDs was also near its historical peak, creating a faculty supply glut that would persist through the 1980s. Psychology bachelor's production would not recover to the 1977 peak until approximately 2001, and would reach 120,000 per year by 2024.

Beat · 2011

The "replication crisis" in psychology goes public. In 2011, Daryl Bem's study claiming to demonstrate precognition ("Feeling the Future," Journal of Personality and Social Psychology) triggers a public reckoning with psychology's methodology when multiple replication attempts fail. The Open Science Collaboration, reporting in Science in 2015, finds that fewer than 40% of 100 published psychology experiments fully replicate. For psychology faculty, the replication crisis becomes a central pedagogical challenge: how do you teach students a canon of research findings when a significant fraction of those findings may not hold up? The crisis transforms research methods teaching, elevates pre-registration and open science practices as faculty competencies, and introduces a new layer of disciplinary self-criticism into the classroom.

Beat · 2025

Teaching of Psychology publishes a special issue on Artificial Intelligence and the Teaching of Psychology (April 2025, edited by Guy A. Boysen). The issue documents that AI tools now span "the full range of learning goals in psychology" -- not limited to specific content areas. A qualitative study of 15 psychology instructors (Costa, Husain-Habib and Reiter) identifies ChatGPT-4 as the primary tool in use, with critical thinking and ethical AI literacy as the central pedagogical motivations for adoption. The APA issues a Resolution on AI in Psychology Education and Practice requiring faculty to demonstrate competence in any AI tools incorporated into coursework. This marks the formal institutionalization of AI as a faculty competency requirement in the discipline.

How to read this number

OEWS is a point-in-time survey snapshot, not a continuous time series; BLS advises against using it for year-over-year trend comparison.

Each dot is a cited figure over time; the dotted line only links them (values between aren't measured). Hollow dots are estimates.

Official statistic: Copied by a script from a statistics agency table or a published study's table, not retyped by hand. BLS figures and the forecast and exposure tables are also re-checked against that table on every data run. Researched context: Researched from the cited source rather than copied from it by a script, so it is not machine-checked yet. Spot a mistake? Each figure has a “Report an error” link.

Cited forecasts · present → 2035

Will AI replace psychology professors? What the research says

Each figure is stated by the named source; we publish no forecasts of our own. Where sources disagree, we show the disagreement rather than an average.

Each figure is stated by the named source; we publish no forecasts of our own. Where sources disagree, the spread is the honest signal.

What published forecasts say
Forecast change in the number of people doing this work, as published by each named source. Bars share one scale on every role, centred on zero and reaching the end at ±30%. Grey marks a small change, 3% or less either way.
BLS Employment Projections 2025-35
→ 2035
+4%
BLS National Employment Matrix, 2025-35 cycle, line for SOC 25-1066 (Psychology teachers, postsecondary): 52.3 thousand jobs in 2025, projected 54.4 thousand in 2035, a change of +2.1 thousand (+4.0%). Matrix employment counts all jobs in the occupation, including self-employed workers (0.3% of this occupation in 2025). The average for all occupations in this cycle is +3.5%.
Official statisticReport an error
How exposed is this work to AI (research measures)
Scores as published by each study. Each row says what it measures. These measure what AI could technically do, not forecasts of jobs lost.
Eloundou et al. (2023), "GPTs are GPTs"
2023 study · Share of tasks exposed to LLMs (β, human-rated)
39%
of tasks
What this measures

Published occupation-level exposure from the paper's occ_level.csv for O*NET-SOC 25-1066.00 Psychology Teachers, Postsecondary. Shown: human-rated β = 0.39, the share of the occupation's tasks an LLM could do in at least half the time at equal quality, counting tasks that need LLM-powered software at half weight (β = E1 + 0.5 × E2). Other published measures for this occupation: human-rated α (LLM alone) 0.16 and γ (all LLM-assisted) 0.62; GPT-4-rated β 0.48. This measures how much of the work an LLM could touch, not how many jobs disappear.

Official statisticReport an error
Today, in this role

What's changing day to day for psychology professors

Three parts of your work where AI is already doing real lifting, and what stays yours.

AI is sitting alongside you hereEvaluate and grade student work: using Gradescope AI-assisted answer grouping for high-enrollment introductory psychology problem sets and multiple-choice examinations (batch-grading short-answer responses with shared rubric application), running student papers through Turnitin AI writing detection + similarity checking before substantive feedback, and using NotebookLM to synthesize student thesis drafts against their cited literature to verify synthesis quality before detailed written commentary.

Evaluate and grade student work: using Gradescope AI-assisted answer grouping for high-enrollment introductory psychology problem sets and multiple-choice examinations (batch-grading short-answer responses with shared rubric application), running student papers through Turnitin AI writing detection + similarity checking before substantive feedback, and using NotebookLM to synthesize student thesis drafts against their cited literature to verify synthesis quality before detailed written commentary.[14],[3]

Where your edge is

High-enrollment introductory psychology courses (hundreds of students at large universities) create grading burdens that directly reduce time available for graduate mentorship and research. Gradescope's AI answer grouping has been documented to reduce grading time substantially for structured assignments; paired with Turnitin AI detection, it provides a complete academic integrity layer. The faculty-irreplaceable work is rubric design (what does a sophisticated analysis of attachment theory actually look like vs. a summary?), writing substantive comments on the highest-complexity responses, and the judgment call on borderline Turnitin AI-detection flags: false positives are common and require human context to resolve fairly.

AI is sitting alongside you hereDesign and deliver lectures on psychology subfields: using ChatGPT Edu to generate first-draft lecture scaffolds (case vignettes, discussion questions, DSM-5-TR clinical examples) for courses in abnormal, cognitive, developmental, social, and clinical psychology, then substantively revising AI output for disciplinary accuracy, contested-research nuance, and cultural context before delivery

Design and deliver lectures on psychology subfields: using ChatGPT Edu to generate first-draft lecture scaffolds (case vignettes, discussion questions, DSM-5-TR clinical examples) for courses in abnormal, cognitive, developmental, social, and clinical psychology, then substantively revising AI output for disciplinary accuracy, contested-research nuance, and cultural context before delivery; teaching the replication crisis, open-science practices, and evidence evaluation as core disciplinary literacy rather than peripheral content.[4],[3]

Where your edge is

AI can draft a competent abnormal psychology lecture on PTSD or a cognitive psychology overview of working memory in minutes: the scaffolding is genuinely useful. The faculty contribution is everything that makes the lecture psychologically rigorous: situating AI-generated case examples in current diagnostic debates (Is Prolonged Grief Disorder in DSM-5-TR capturing a real clinical entity or pathologizing bereavement?), integrating findings from the 2025 replication literature that the AI training data may have pre-dated, and live Socratic facilitation that responds to what students actually bring to the room. Use ChatGPT Edu to draft; invest recaptured time in updating contested-research coverage and case example diversification.

AI is sitting alongside you hereDevelop and revise course curricula and syllabi: using ChatGPT Edu to generate first-draft syllabi, reading lists, and assignment sequences for new or redesigned courses, then substantively revising AI output for disciplinary accuracy, APA Guidelines for Undergraduate Education alignment, cultural and population diversity representation in case materials and readings, and explicit inclusion of AI ethics and AI contribution statement policies as required elements of every course in the APA Resolution on AI in Psychology Education and Practice (2025).

Develop and revise course curricula and syllabi: using ChatGPT Edu to generate first-draft syllabi, reading lists, and assignment sequences for new or redesigned courses, then substantively revising AI output for disciplinary accuracy, APA Guidelines for Undergraduate Education alignment, cultural and population diversity representation in case materials and readings, and explicit inclusion of AI ethics and AI contribution statement policies as required elements of every course in the APA Resolution on AI in Psychology Education and Practice (2025).[13],[11]

Where your edge is

AI can generate a usable introduction to abnormal psychology syllabus in under two minutes: the structure, topic sequencing, and textbook alignment are reasonable. The faculty-irreplaceable revision involves: (1) replacing AI-selected case examples with cases that reflect the cultural and demographic diversity of your actual student population; (2) integrating recent contested findings from the replication literature the AI training data may not include; (3) adding explicit AI use policies that comply with your institution's academic integrity framework and the APA 2025 resolution; (4) designing assessment structures that are genuinely AI-resistant (oral defenses, in-class clinical case analyses, practicum reflection journals) for the portions of learning that require demonstrated individual competency.

Where psychology professors go next

Natural next steps for someone with your foundation: not exits, evolutions.

What each move takes

A direction you could grow

Clinical and Counseling Psychologists

Psychology faculty with a doctoral degree and active licensure (or who are license-eligible) can transition fully or partially into clinical and counseling psychology practice: a higher-CRI role with greater humanAdvantage defensibility. Many psychology faculty already hold or held a clinical license; re-activating and maintaining a caseload (even part-time) provides a meaningful income diversification and career resilience hedge. The clinical skills taught in training programs are directly applicable; the key transitions are obtaining or reinstating licensure (EPPP + state requirements), satisfying continuing education hours for CE compliance, and rebuilding clinical infrastructure (EHR setup, HIPAA-compliant documentation workflow, insurance credentialing if doing insurance-based practice). Full-time clinical practice eliminates the academic publish-or-perish pressure and offers schedule flexibility. For faculty in APA-accredited programs, clinical practice also strengthens their credibility as supervisors: a self-reinforcing loop.

What you'd add
  • · Active licensure reinstatement: EPPP Part 1 + Part 2 (or state equivalent); state jurisprudence exam; most psychology faculty are either already licensed or were licensed pre-tenure and need CE refreshers rather than full re-examination
  • · EHR and practice management setup: SimplePractice or TherapyNotes for private practice; HIPAA Business Associate Agreements for AI tools (Eleos Health, Upheal); insurance credentialing with BCBS, Aetna, Cigna, UHC panels if billing insurance
  • · AI documentation workflow: Eleos Health or Upheal for ambient session note drafting; reduces the administrative overhead that historically made private practice unattractive to faculty accustomed to structured semester schedules
  • · Telehealth compliance: PSYPACT authorization for interjurisdictional telehealth practice (36+ states as of 2025); practice privilege registration in each state where patient is located; APA telehealth guidelines competency
  • · Insurance billing or private-pay pricing: fee schedule benchmarking against psychology private practice rates ($150–$300/session); superbill generation; out-of-network claim assistance for private-pay clients
What it takesSome new skills to pick up
Tools of the era

How has the work of psychology professors changed since 1875?

The tools that defined the work, one line per era. Select an era to see how it reshaped the work.

  • Laboratory demonstration apparatus (brass instruments era)

    The founding generation of psychology professors built their teaching around laboratory demonstrations: chronoscopes to measure reaction times, tachistoscopes to flash visual stimuli, color wheels and tone generators. These instruments, largely imported from German workshops, defined psychology's claim to scientific status. Teaching was inseparable from demonstration. A psychology professor in 1900 was also a laboratory technician, a builder of apparatus, and a publicist for empirical method in a university culture still dominated by classical philosophy.

    Effect on the work

    The laboratory requirement for psychology departments created a capital-and-expertise barrier to entry: only universities that could afford the apparatus and a trained experimenter could offer "scientific psychology." This constraint limited the number of psychology faculty positions to well-resourced research universities through the 1920s.

  • Psychometric testing materials (IQ tests, personality inventories, projective instruments)

    World War I deployed psychologists at scale for the first time, administering the Army Alpha and Beta intelligence tests to nearly 1.75 million recruits. The tests' success legitimized psychology as a practical science and created demand for faculty who could teach testing methodology. By the 1920s, courses in psychological measurement, intelligence testing, and personality assessment entered the standard curriculum. The tools of this era -- mimeographed test booklets, scoring keys, answer sheets -- were not exotic laboratory apparatus but materials a single instructor could administer to a classroom of fifty students. This shift from laboratory demonstrations to classroom-scale assessment transformed who could teach psychology and where.

    Effect on the work

    The expansion of applied testing curricula drove psychology department growth at teachers colleges and state universities, not just research universities. The faculty role diversified from pure experimentalist to include clinical assessment instructors and vocational testing specialists.

  • Overhead projector, mimeograph, and the APA Publication Manual (standardized pedagogy era)

    The postwar expansion of psychology departments introduced mass higher education to the discipline for the first time. Faculty teaching introductory psychology to lecture halls in the 1950s and 1960s used overhead projectors for diagrams of the nervous system and mimeographed readings to supplement the textbook. The APA Publication Manual, first published in 1952 (building on a 1929 guideline), standardized how psychology research was written and taught -- it became both a faculty research tool and a pedagogical object, with "APA format" taught in research methods courses as a disciplinary literacy. The mimeograph and ditto machine democratized course materials: faculty no longer needed a publisher to reproduce readings at scale.

    Effect on the work

    Mass lecture formats allowed one faculty member to teach hundreds of students, which initially suppressed the hiring demand that degree-production growth would otherwise have required. Teaching assistants (often doctoral students) became the labor model for large introductory psychology courses from this era onward.

  • SPSS, word processor, and the personal computer (quantitative methods democratization)

    SPSS (Statistical Package for the Social Sciences) was released in 1968 but became widely available in psychology departments during the 1970s through university mainframe installations, then desktop versions in the mid-1980s. For the psychology professor, SPSS transformed how research methods was taught: students who had previously hand-calculated t-tests and ANOVAs from printed tables could now run analyses on real datasets in a computer lab. WordPerfect and then Microsoft Word replaced the typewriter for paper-writing. The personal computer fundamentally changed the faculty member's relationship to the production of course materials -- lecture notes, exams, and syllabi could be revised and reprinted without retyping from scratch.

    Effect on the work

    Computer-based statistics teaching shifted the bottleneck in research methods courses from calculation skill to conceptual interpretation. Faculty could assign more complex analyses to undergraduates, but also needed to add software instruction to their teaching load. The PC created a new de facto skill requirement for the role.

  • Internet, PsycINFO, and the learning management system (online course delivery)

    PsycINFO moved from CD-ROM to web-based access in the late 1990s, making the full psychology literature searchable from any campus terminal. Teaching research methods was transformed: students could find primary sources in minutes that would have required library visits and interlibrary loan weeks earlier. Blackboard (launched 1997) and later Canvas and Moodle changed how course materials were distributed, how assignments were submitted, and how grades were communicated. Online course offerings in psychology grew substantially from the 2000s onward, creating a new teaching modality that required faculty to redesign courses for asynchronous delivery. The adjunct share of psychology instructional faculty grew significantly in this era as online delivery reduced the geography constraints on course staffing.

    Effect on the work

    Online delivery expanded the reach of individual psychology courses while also creating pricing pressure on campus-based course sections. Adjunct instructors, typically paid per-course without benefits, became a large share of the psychology instructional workforce by 2010 -- estimated at a sizeable share of psychology teaching faculty at many institutions.

  • AI clinical simulation tools and automated grading (Lyssn, Gradescope, Turnitin)

    Between 2015 and 2023, a wave of purpose-built AI tools entered the psychology classroom and clinical training environment. Gradescope (launched 2014, acquired by Turnitin 2021) deployed AI-assisted answer grouping for batch-grading psychology short-answer responses, reducing grading time substantially in high-enrollment introductory courses. Turnitin's AI writing detection layer (launched 2023) added an academic integrity dimension to essay grading. Most significantly for clinical training programs, Lyssn (founded 2015) built a transformer-based model trained by clinical psychologists to score CBT, motivational interviewing, and empathy skills in session transcripts -- giving practicum supervisors quantitative fidelity data before supervision meetings. A University of Washington collaboration found 96% of learners rated Lyssn's AI feedback as accurate in CBTp training.

    Effect on the work

    Gradescope and Turnitin reduced grading burden on high-enrollment introductory psychology courses without displacing faculty; they shifted faculty time from mechanical grading toward rubric design, feedback on complex responses, and borderline-case judgment. Lyssn augmented clinical supervision quality without reducing the number of supervision hours required -- APA accreditation standards mandate direct supervisor contact regardless of AI tools.

  • Generative AI: ChatGPT Edu, virtual simulated patients, and AI research synthesis (HeyGen, Elicit, NotebookLM)

    The 2023-2026 generative AI wave reshaped psychology faculty work on multiple fronts simultaneously. ChatGPT Edu (deployed system-wide at California State University across many campuses, hundreds of thousands of users) became the primary tool for first-draft lecture scaffolding, case vignette generation, and quiz question writing -- documented in a 2025 Teaching of Psychology qualitative study of several psychology instructors. HeyGen voice-based avatars entered clinical training as virtual simulated patients; a 2026 arxiv study found HeyGen avatars rated significantly higher than text chatbots for perceived skill improvement in CBT role-plays. Elicit and Consensus AI compressed literature search from hours to minutes, shifting research methods pedagogy from search mechanics to evidence evaluation. The APA issued a Resolution on AI in Psychology Education and Practice (2023, updated 2025) requiring faculty to demonstrate competence in any AI tools incorporated into coursework. The net effect has been augmentation rather than displacement: generative AI accelerates the routine content-production tasks while concentrating the irreducible faculty value in clinical supervision authority, contested-knowledge expertise, and simulation pedagogy design.

    Effect on the work

    As of 2025-2026 there is no documented evidence of generative AI tools reducing psychology faculty headcount. BLS projects postsecondary teacher employment to grow 7% from 2024 to 2034. The AI tools have reduced the time cost of certain tasks (lecture prep, literature review) without eliminating the licensed-faculty-of-record functions that APA accreditation standards enforce.

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Psychology Teachers, Postsecondary employment and pay by year

On record since1875
Latest US employment41,530 (May 2025)Source: BLS OEWS May 2025Official statisticReport an error
Latest US median pay$80,340 (May 2025)Source: BLS OEWS May 2025Official statisticReport an error
Outlook+4% by 2035Source: BLS Employment Projections 2025-35Official statisticReport an error
View all 31 years of cited US data, each linked to its source
YearUS employmentAnnual pay (median unless marked)SourceReport
1900200n/aEst., Noba Project Researched contextReport
19403,200n/aEst., APA History and Archives Researched contextReport
196012,000n/aEst., NCES Digest of Education Statistics Researched contextReport
1972n/a$13,400Est., AAUP Faculty Compensation Survey Researched contextReport
197528,000n/aEst., NCES Digest of Education Statistics Researched contextReport
1985n/a$29,000Est., AAUP Faculty Compensation Survey Researched contextReport
199035,000n/aEst., National Center for Education Statistics Researched contextReport
200024,000$51,640BLS OEWS 2000 Official statisticReport
200327,250$54,170BLS OEWS May 2003 Official statisticReport
200429,400$55,600BLS OEWS May 2004 Official statisticReport
200530,240$56,370BLS OEWS May 2005 Official statisticReport
200629,690$58,670BLS OEWS May 2006 Official statisticReport
200730,590$60,610BLS OEWS May 2007 Official statisticReport
200831,420$63,630BLS OEWS May 2008 Official statisticReport
200933,450$65,760BLS OEWS May 2009 Official statisticReport
201034,350$67,330BLS OEWS May 2010 Official statisticReport
201137,540$68,150BLS OEWS May 2011 Official statisticReport
201238,060$68,020BLS OEWS May 2012 Official statisticReport
201340,380$68,980BLS OEWS May 2013 Official statisticReport
201437,930$68,690BLS OEWS May 2014 Official statisticReport
201538,380$70,260BLS OEWS May 2015 Official statisticReport
201637,640$73,140BLS OEWS May 2016 Official statisticReport
201737,090$73,770BLS OEWS May 2017 Official statisticReport
201837,630$76,710BLS OEWS May 2018 Official statisticReport
201937,480$76,620BLS OEWS May 2019 Official statisticReport
202036,520$78,180BLS OEWS May 2020 Official statisticReport
202136,060$77,860BLS OEWS May 2021 Official statisticReport
202240,050$78,810BLS OEWS May 2022 Official statisticReport
202340,610$82,140BLS OEWS May 2023 Official statisticReport
202441,610$80,330BLS OEWS May 2024 Official statisticReport
202541,530$80,340BLS OEWS May 2025 Official statisticReport
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