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Criminal justice professors

Official title Criminal Justice and Law Enforcement Teachers, Postsecondary (SOC 25-1111)

Also called Criminology professor, CJ professor, Criminal justice faculty, Criminal justice lecturer, Criminal justice instructor

In brief

In May 2025, BLS counted 13,150 US criminal justice professors, with median pay of $76,590 a year. Of the BLS counts since 2003, the highest was 14,890, in May 2014. The earliest figure here is an estimate of 500 from 1965, not measured the same way as today's count. The last full technology era for criminal justice professors: Predictive policing tools and risk assessment instruments as curriculum subjects, 2016 to 2022.

What the sources say

Official outlook

BLS projects employment to grow 1.5% 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). Criminal justice professors: jobs and pay since 1965 [Data set; data as of BLS OEWS May 2025; BLS Employment Projections 2025-35]. https://futurehistory.earth/timeline/25-1111

Chicago

Future History. "Criminal justice professors: jobs and pay since 1965." Data as of BLS OEWS May 2025; BLS Employment Projections 2025-35. Last modified October 11, 2026. https://futurehistory.earth/timeline/25-1111.

BibTeX

@misc{futurehistory_25_1111, author = {{Future History}}, title = {Criminal justice professors: jobs and pay since 1965}, year = {2026}, month = oct, howpublished = {\url{https://futurehistory.earth/timeline/25-1111}}, 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
1925195019752000now
2026
Known then as Professor of Criminology / Instructor in Police Science (UC Berkeley and early programs)
Known then as Police Science Instructor / Professor of Police Administration
Known then as Criminal Justice Faculty / Law Enforcement Instructor (LEEP expansion era)
Known then as Criminology Professor / Criminal Justice Professor (post-LEEP academic consolidation)
Known then as Criminal Justice and Law Enforcement Teachers, Postsecondary (BLS SOC 25-1111)
Known today as Criminal Justice and Law Enforcement Teachers, Postsecondary (BLS SOC 25-1111)
Projected to still be called Criminal Justice and Law Enforcement Teachers, Postsecondary (BLS SOC 25-1111)
Data from the May 2025 survey
US Employment
13K
Est.

Stated in source: BLS OEWS

Official statistic
Report an error
Median Annual Wage
$76,590
Est.

≈ $74,626 in 2024 prices (derived by us, CPI-adjusted)

Official statistic
Report an error
Beat · 1916

Summer 1916: August Vollmer, Police Chief of Berkeley, California, begins offering a series of classes at the University of California that constitute the first formally accredited criminal justice higher education program in the United States. The course is titled Criminology and covers police practices, criminal law, and natural science courses including biology, chemistry, and toxicology. Vollmer's vision -- that law enforcement should be grounded in academic research and scientific method -- produces a handful of graduates who go on to lead police departments in the following decades. Vollmer himself would be appointed the first professor of police administration at UC Berkeley and later at the University of Chicago.

Beat · 1963

The Academy of Criminal Justice Sciences (ACJS) is founded in 1963 as an international association to foster professional and scholarly activities in criminal justice. ACJS becomes the primary standard-setting and professional community body for criminal justice postsecondary faculty: it publishes Criminology (the field's flagship journal, founded 1963), holds annual meetings that serve as the primary faculty hiring conference, and creates the curriculum standards that define what a criminal justice program at the associate, undergraduate, and graduate level should cover. ACJS membership eventually grows to approximately 2,800 members across every state and many countries.

Beat · 1965

September 1965: John Jay College of Criminal Justice enrolls its first class. The College of Police Science of the City University of New York had been recommended by the Board of Higher Education the previous year, building on a Police Science Program established at the Baruch School of Business and Public Administration in 1954. John Jay is renamed from its original title within a year to reflect broader criminal justice objectives. It becomes the world's largest criminal justice-focused liberal arts college and a major producer of criminal justice faculty -- its PhD program, established in 1980, produces a significant share of the practitioners who become professors at other institutions.

Beat · 1968

Congress passes the Omnibus Crime Control and Safe Streets Act of 1968, creating the Law Enforcement Assistance Administration (LEAA) and the Law Enforcement Education Program (LEEP). LEEP makes grants and loans available to students pursuing law enforcement or criminal justice degrees, and to in-service officers attending college. The program produces the most dramatic growth episode in the history of criminal justice postsecondary education: participating institutions grow from 485 in 1970 to 1,036 by 1975. Virtually every community college in the country adds a criminal justice program to capture LEEP enrollment. The corresponding faculty demand is enormous, and most of it is met by hiring practitioners with master's degrees, cementing the field's practitioner-heavy character for a generation.

Beat · 1982

Congress defunds LEEP and abolishes the Law Enforcement Assistance Administration in 1982 following a 1980 GAO audit that documented serious financial disarray in the program. LEAA had funded over $7 billion in criminal justice assistance since 1968; without the grants and loans that brought officers to college, criminal justice enrollment at many programs falls sharply. Programs contract, faculty positions are eliminated, and the field enters a period of academic consolidation through the mid-1980s. The post-LEEP survivors are the programs that had built genuine academic programs around criminological research -- not just vocational training for officers -- and the faculty with doctoral credentials who could sustain those programs independently of federal tuition subsidies.

Beat · 2001

The September 11 attacks trigger the largest single surge in criminal justice program enrollment since the LEEP era. Applications to John Jay College of Criminal Justice reach record levels in 2002-2003. Programs offering homeland security, counterterrorism, and intelligence concentrations attract student cohorts that would not otherwise have enrolled in criminal justice. The Department of Homeland Security, established in 2002, creates visible federal career pathways that sustain enrollment for much of the decade. Criminal justice faculty hiring accelerates through the mid-2000s, particularly at regional universities and online programs that can scale rapidly to serve non-traditional students.

Beat · 2016

ProPublica publishes "Machine Bias" in May 2016, documenting that the COMPAS recidivism risk assessment score used in sentencing across the country assigned higher risk ratings to Black defendants at nearly twice the rate of white defendants, controlling for actual recidivism. The paper generates 3,000+ academic citations and becomes the most-assigned reading in criminal justice AI courses. For criminal justice faculty, the paper marks the moment the field's curriculum acquires an AI accountability dimension that no other academic discipline was positioned to fill: criminology is the field whose practitioners will use or be subject to these risk scores daily, making CJ faculty the necessary academic counterpart to ProPublica's investigative journalism.

Beat · 2023

Axon announces Draft One in April 2023 -- a GPT-4 system that generates incident report first drafts from body camera audio, adopted by 20,000+ Axon agency customers through 2024-2025. The Police Chief (IACP, 2024) reports 60-75% time savings on narrative writing at deployed agencies. For criminal justice faculty, the practical implication is immediate: students entering patrol assignments in 2025-2026 will use or encounter AI report drafting on day one, making professional review, edit, and attestation competency a curriculum requirement. The ACJS Annual Meeting in March 2025 includes a full track on AI in criminal justice education, signaling formal disciplinary recognition that AI literacy is now a core faculty curriculum responsibility.

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 criminal justice 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
+1.5%
BLS National Employment Matrix, 2025-35 cycle, line for SOC 25-1111 (Criminal justice and law enforcement teachers, postsecondary): 15.7 thousand jobs in 2025, projected 15.9 thousand in 2035, a change of +0.2 thousand (+1.5%). Matrix employment counts all jobs in the occupation, including self-employed workers. 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)
43.8%
of tasks
What this measures

Published occupation-level exposure from the paper's occ_level.csv for O*NET-SOC 25-1111.00 Criminal Justice and Law Enforcement Teachers, Postsecondary. Shown: human-rated β = 0.438, 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) 0.2 and γ (all LLM-assisted) 0.675; GPT-4-rated β 0.5. 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 criminal justice 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 assessments: using Gradescope AI-assisted answer grouping for large-enrollment Introduction to Criminal Justice and Criminal Law courses at community colleges and regional universities (objective assessments: case identification, statutory element matching, constitutional amendment application)

Evaluate and grade student assessments: using Gradescope AI-assisted answer grouping for large-enrollment Introduction to Criminal Justice and Criminal Law courses at community colleges and regional universities (objective assessments: case identification, statutory element matching, constitutional amendment application); running written case analyses and policy papers through Turnitin AI detection as a flag for further scrutiny of assignments (COMPAS bias analyses, policing policy position papers, criminological theory application essays) that may reflect AI generation rather than authentic policy reasoning; and applying expert disciplinary judgment for all evaluations of professional scenario simulations, ethics case analysis papers, and applied research assignments that require current-practice grounding.[11],[12]

Tools picking this up
Where your edge is

Criminal justice programs at community colleges frequently enroll many students per intro section, and Gradescope's AI-assisted answer grouping is directly applicable to the objective-knowledge assessments that anchor foundation courses (case elements, constitutional amendments, statutory definitions). The faculty-irreplaceable grading work is in applied analysis: a student's COMPAS bias analysis paper requires assessment of whether they applied the ProPublica differential false positive framework correctly, engaged with the Northpointe/Equivant rebuttal methodologically, and drew defensible policy conclusions, assessment that requires disciplinary expertise in both criminal justice and statistical methodology. A high Turnitin AI probability score on a policing policy paper is also clinically significant in a different sense than in most disciplines: students who AI-generate their police use-of-force policy analysis are masking whether they have developed the professional judgment that will govern life-and-death decisions in the field. Use Gradescope to recover time from objective grading; invest in substantive feedback on applied analysis that builds the professional reasoning criminal justice careers require.

AI is sitting alongside you hereDesign and deliver lectures on criminological theory, criminal law, and criminal justice policy: using ChatGPT Edu or Claude to generate first-draft lecture scaffolds (strain theory application to contemporary crime trends, social learning theory and gang dynamics, routine activities theory in cybercrime contexts, comparative sentencing policy across jurisdictions) for courses in Introduction to Criminal Justice, Criminology, Criminal Law, and Corrections, then substantively revising AI output for disciplinary accuracy, current case law, and current-events alignment

Design and deliver lectures on criminological theory, criminal law, and criminal justice policy: using ChatGPT Edu or Claude to generate first-draft lecture scaffolds (strain theory application to contemporary crime trends, social learning theory and gang dynamics, routine activities theory in cybercrime contexts, comparative sentencing policy across jurisdictions) for courses in Introduction to Criminal Justice, Criminology, Criminal Law, and Corrections, then substantively revising AI output for disciplinary accuracy, current case law, and current-events alignment; embedding AI ethics content (predictive policing algorithms, COMPAS risk scores, facial recognition accuracy disparities) as required critical AI literacy modules across relevant course areas per ACJS (2025) guidance.[3],[10]

Where your edge is

ChatGPT Edu can scaffold a lecture outline on social disorganization theory or a comparative corrections policy summary in under two minutes: the structural scaffolding is genuinely useful, particularly for maintaining the current-events components of criminal justice courses where law, technology, and policy shift faster than any other social science discipline. The faculty contribution AI cannot replace: situating AI-generated content in the current operational reality of criminal justice agencies (what predictive policing tools did Chicago and Los Angeles just decommission, what AI risk assessment is the New Jersey courts currently using, what did the NIST FRVT say about the facial recognition vendor your local PD just procured?); applying ACJS curriculum standards for current-practice content grounding; and building the AI ethics modules that students entering policing, courts, and corrections need to navigate these tools with professional judgment. Use Canvas AI and ChatGPT Edu to draft and update lecture scaffolds; invest recaptured time in maintaining agency relationships that keep curriculum current.

AI is sitting alongside you hereConduct and publish criminological research on AI in the criminal justice system: using Elicit and Consensus AI research tools to conduct rapid systematic literature review for grant proposals (NIJ, BJA, MacArthur Safety and Justice Challenge grants) and peer-reviewed scholarship on AI tool accuracy, disparate impact, and governance in policing, courts, and corrections

Conduct and publish criminological research on AI in the criminal justice system: using Elicit and Consensus AI research tools to conduct rapid systematic literature review for grant proposals (NIJ, BJA, MacArthur Safety and Justice Challenge grants) and peer-reviewed scholarship on AI tool accuracy, disparate impact, and governance in policing, courts, and corrections; identifying empirical evidence on predictive policing outcomes, risk assessment instrument accuracy, facial recognition error rates, and AI governance frameworks; maintaining that research question, theoretical contribution, and interpretive conclusions remain the human intellectual core; and publishing findings in Criminology, Justice Quarterly, Crime and Delinquency, or Journal of Criminal Law and Criminology.[13],[14]

Tools picking this up
Where your edge is

Elicit and Consensus can compress literature review time for NIJ and BJA grant proposals: useful for criminal justice research, where relevant literature spans criminology, law, computer science, public policy, and civil liberties scholarship that no single faculty researcher monitors comprehensively. The faculty-irreplaceable contribution: identifying a research question with genuine policy traction (understanding which AI procurement decisions are reversible, which algorithmic biases are measurable with available data, which intervention points in the criminal justice AI adoption cycle are accessible to empirical study); designing research protocols with appropriate IRB protections for vulnerable populations (incarcerated persons, juvenile offenders, people under supervision, all standard CJ research populations with specific federal IRB requirements under 45 CFR 46 Subpart C); and interpreting findings in the context of constitutional law and civil rights accountability frameworks that shape how criminal justice AI research is used by advocates, legislators, and courts. The most impactful CJ AI scholarship (ProPublica "Machine Bias," NIST FRVT, Lum & Isaac on predictive policing) all required deep domain knowledge and practitioner access that AI tools cannot provide.

Where criminal justice professors go next

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

What each move takes

A direction you could grow

Social and Community Service Managers

Criminal justice faculty (particularly those who have directed CJ programs, led research centers on justice policy, or built relationships with reentry organizations, public defender offices, and community supervision agencies) are natural candidates for leadership roles at justice-adjacent nonprofits, reentry service organizations, pretrial services agencies, and community corrections programs. The MacArthur Safety and Justice Challenge network, ACLU affiliates, and Vera Institute of Justice field a standing demand for program leaders who understand both criminal justice system operation and evidence-based reform. As agencies adopt AI decision-support tools, these organizations specifically seek leaders who can evaluate AI vendor claims critically, develop organizational AI governance policies, and train frontline staff on algorithmic accountability. Faculty with grant writing experience (NIJ, BJA, MacArthur) are particularly competitive for executive director and program director roles, where grant management is a core competency.

What you'd add
  • · Nonprofit financial management, reading and presenting organizational budgets to boards and funders; federal grant compliance (BJA, NIJ, OJJDP, MacArthur Safety and Justice Challenge reporting requirements); operating reserve and cash flow management for organizations dependent on government contracts
  • · AI governance for justice organizations, developing organizational policies for responsible AI tool use in pretrial, reentry, and community corrections contexts; evaluating vendor accuracy claims against independent audits (NIST FRVT methodology, ProPublica differential false positive analysis); staff training on algorithmic accountability and override obligations
  • · Human resources management in high-turnover social service settings: frontline staff retention in reentry and community supervision organizations; trauma-informed management practices; EEOC compliance in mission-driven organizations
  • · Program evaluation and outcomes measurement: recidivism outcome measurement methodology; logic model development for pretrial services and reentry programs; data sharing agreements with criminal justice agencies for outcomes tracking; HMIS data systems for housing and reentry services
  • · Community and stakeholder engagement, building collaborative relationships with courts, corrections, and law enforcement while maintaining organizational independence; media engagement on criminal justice AI issues; legislative testimony and policy advocacy
What it takesSome new skills to pick up
Tools of the era

How has the work of criminal justice professors changed since 1916?

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

  • Practitioner lecture + blackboard (early police science era)

    The founding era of criminal justice education operated entirely on practitioner knowledge transmission. August Vollmer's 1916 UC Berkeley course -- and the small cohort of similar programs at Indiana, San Jose State, and Michigan State that followed -- relied on active or retired law enforcement professionals delivering lecture-based instruction from operational experience. There was no textbook industry for police science (Vollmer's own book, "The Police and Modern Society," published in 1936, was among the first), no academic journals, no peer-reviewed research base. The blackboard was the primary technology of instruction; crime scene photographs and physical evidence were the pedagogical materials. Faculty who taught in these programs were practitioners first and academics second, if at all.

  • Mimeograph + 16mm film (post-Vollmer academic era)

    The School of Criminology at UC Berkeley, opened by O.W. Wilson in 1950, was the first graduate-level criminal justice program in the United States. The mid-century faculty toolkit was built around mimeographed course packets, 16mm training films sourced from the FBI and state police academies, and the first dedicated academic journals for the field (Journal of Criminal Law and Criminology, founded 1910 at Northwestern, had predated the professional faculty by decades; Criminology, the flagship ACJS journal, was founded in 1963). Faculty who taught criminal procedure, evidence, and police administration used court reporters' typed transcripts and appellate case collections as primary instructional documents. Forensic science instruction relied on physical evidence kits, spectrographic analysis equipment, and photographic darkrooms.

  • Overhead projector + VHS training video (LEEP and post-LEEP era)

    The LEEP-era expansion of criminal justice programs produced a corresponding growth in instructional media: overhead projectors with acetate slides became the standard lecture technology, and VHS-format training videos from the National Institute of Justice and state police commissions replaced 16mm film. The era also saw the first criminal justice simulation exercises -- tabletop crime scene reconstructions, mock trials in law school facilities, and early role-play interrogation training. The post-LEEP contraction of the early 1980s produced a different kind of technological shift: faculty who survived program cuts had to become more broadly competent across criminology, law, and corrections rather than specialists in a single operational subfield, because shrinking departments required each person to cover more curricular ground.

    Effect on the work

    The creation and then defunding of LEEP (1968-1982) produced the first major boom-and-bust in criminal justice faculty employment. Participating institutions grew between 1970 and 1975; faculty numbers grew proportionally. The 1980 GAO audit found the program in "serious financial disarray"; Congress defunded it in 1982 and enrollment fell, resulting in program contractions and faculty layoffs through the early 1980s.

  • PowerPoint + Westlaw / LexisNexis online legal research

    PowerPoint, introduced for Windows in 1990, had become the near-universal lecture technology for criminal justice faculty by the mid-1990s. More transformative for the field was the arrival of affordable Westlaw and LexisNexis academic subscriptions, which gave faculty and students real-time access to full-text case law, statutory codes, and law review articles. Criminal procedure courses that had previously relied on printed case packets could now be built around searchable databases; faculty could update case materials within days of a significant court decision rather than waiting for the next edition of a published casebook. The internet also enabled the first distance-learning experiments in criminal justice: several large programs began offering certificate courses online in the late 1990s, a mode of delivery that would transform the field's economics within a decade.

  • Learning Management Systems (Blackboard, Desire2Learn) + online program expansion

    The 9/11 attacks in 2001 triggered a surge in criminal justice enrollment that persisted through the decade: homeland security, counterterrorism, and forensic science concentrations attracted students who might not otherwise have enrolled in CJ programs, and the establishment of the Department of Homeland Security in 2002 created visible career pathways. Blackboard and its competitors allowed criminal justice programs to scale rapidly through online sections without proportional facility investment, enabling the growth of large-enrollment online programs at regional universities and for-profit institutions (University of Phoenix, American Military University, Kaplan). By 2010, criminal justice was one of the most popular online degree fields in the country. Faculty in this era added an online course design and facilitation competency to their toolkit that had not existed a decade earlier.

    Effect on the work

    Online program expansion grew criminal justice faculty employment substantially through the 2000s, though the growth was uneven: tenure-track faculty at research universities remained roughly stable while non-tenure-track and adjunct positions at community colleges and online-focused institutions grew rapidly. The 9/11 enrollment surge translated into additional faculty hiring with a lag.

  • Predictive policing tools and risk assessment instruments as curriculum subjects (COMPAS, PredPol)

    The ProPublica "Machine Bias" investigation (May 2016) and the simultaneous adoption of predictive policing tools (PredPol, HunchLab) by large police departments gave criminal justice faculty an entirely new curriculum challenge: students entering law enforcement, courts, and corrections careers were going to encounter AI-driven decision tools on day one, and no other academic discipline was positioned to teach those tools critically. Criminal justice faculty became, by default, the primary academic custodians of a curriculum that covered not just how these tools worked but what the documented failures were: the COMPAS false positive rate disparities, the ShotSpotter error rate (90% of Chicago alerts led to no evidence of a shooting, per the 2021 OIG audit), the predictive policing feedback loop described by Lum and Isaac (2016). The physical tool of this era was the classroom display of live platform demos alongside the critical literature -- presenting the PredPol interface alongside the Lum and Isaac methodology paper, and asking students to evaluate the gap between the vendor's claims and the independent audit.

  • Generative AI in law enforcement (Axon Draft One, Canvas AI, Turnitin detection)

    The 2023 rollout of Axon Draft One -- GPT-4 generating incident report first drafts from body camera audio, adopted by 20,000+ agency customers -- gave criminal justice faculty a teaching challenge that was immediate and operational: students entering patrol assignments in 2025-2026 would encounter AI report drafting on the job before graduation. Simultaneously, Canvas AI (January 2025 general availability) compressed the content-update burden for faculty maintaining AI-in-CJ modules, and Turnitin AI detection became a routine part of case analysis grading. The era marks the first time the tools that reshape what faculty teach are the same class of tools that reshape how faculty teach and grade.

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Criminal Justice and Law Enforcement Teachers, Postsecondary employment and pay by year

On record since1916
Latest US employment13,150 (May 2025)Source: BLS OEWS May 2025Official statisticReport an error
Latest US median pay$76,590 (May 2025)Source: BLS OEWS May 2025Official statisticReport an error
Outlook+1.5% by 2035Source: BLS Employment Projections 2025-35Official statisticReport an error
View all 26 years of cited US data, each linked to its source
YearUS employmentAnnual pay (median unless marked)SourceReport
1965500n/aEst., Academy of Criminal Justice Sciences Researched contextReport
19755,000$14,000Est., OJP NCJRS (employment) Researched contextEst., AAUP Faculty Compensation Survey… (pay) Researched contextReport
19853,500n/aEst., U.S. GAO Researched contextReport
20039,610$45,560BLS OEWS May 2003 Official statisticReport
20049,550$47,800BLS OEWS May 2004 Official statisticReport
20059,880$49,240BLS OEWS May 2005 Official statisticReport
200610,430$49,730BLS OEWS May 2006 Official statisticReport
200711,110$51,060BLS OEWS May 2007 Official statisticReport
200811,630$53,640BLS OEWS May 2008 Official statisticReport
200912,610$57,500BLS OEWS May 2009 Official statisticReport
201013,860$59,520BLS OEWS May 2010 Official statisticReport
201114,630$59,480BLS OEWS May 2011 Official statisticReport
201214,020$58,040BLS OEWS May 2012 Official statisticReport
201314,870$56,980BLS OEWS May 2013 Official statisticReport
201414,890$57,200BLS OEWS May 2014 Official statisticReport
201514,560$58,770BLS OEWS May 2015 Official statisticReport
201614,620$59,590BLS OEWS May 2016 Official statisticReport
201714,210$60,400BLS OEWS May 2017 Official statisticReport
201814,890$61,900BLS OEWS May 2018 Official statisticReport
201914,070$62,860BLS OEWS May 2019 Official statisticReport
202014,030$63,560BLS OEWS May 2020 Official statisticReport
202113,790$64,600BLS OEWS May 2021 Official statisticReport
202213,900$64,990BLS OEWS May 2022 Official statisticReport
202313,390$69,030BLS OEWS May 2023 Official statisticReport
202413,560$71,470BLS OEWS May 2024 Official statisticReport
202513,150$76,590BLS OEWS May 2025 Official statisticReport
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