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Instructional coordinators

Also called Curriculum coordinator, Curriculum specialist, Instructional specialist, Instructional coach, Curriculum and instruction coordinator

In brief

In May 2025, BLS counted 227,760 US instructional coordinators, with median pay of $77,440 a year. Of the BLS counts since 2003, the May 2025 count is the highest. The earliest figure here is an estimate of 57,837 from 2000, not measured the same way as today's count. The current technology era for instructional coordinators: AI lesson-planning tools, since 2022.

What the sources say

Official outlook

BLS projects employment to grow 1.6% from 2025 to 2035.

BLS Employment Projections 2025-35

AI exposure studies

  • 52.5% of this job's tasks are exposed to large language models. Not a forecast of job losses. Eloundou and others, 2023
  • 0.0042 estimated probability that the whole occupation could be computerised, over an unspecified number of years. Not a forecast of job losses. Frey and Osborne, 2013

Since the 2013 prediction

In 2013, Frey and Osborne put this job's probability of computerisation at 0.0042. BLS counted 133,840 of these jobs in May 2013 and 227,760 in May 2025 (+70%, a change derived by Future History).

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). Instructional coordinators: jobs and pay since 1965 [Data set; data as of BLS OEWS May 2025; BLS Employment Projections 2025-35]. https://futurehistory.earth/timeline/25-9031

Chicago

Future History. "Instructional coordinators: 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/25-9031.

BibTeX

@misc{futurehistory_25_9031, author = {{Future History}}, title = {Instructional coordinators: jobs and pay since 1965}, year = {2026}, month = oct, howpublished = {\url{https://futurehistory.earth/timeline/25-9031}}, 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
195019752000now
Country
2026
Known then as Curriculum Supervisor / Supervisor of Instruction (ASCD era; NEA affiliate)
Known then as Curriculum Coordinator / Curriculum Specialist (district-level titles; ASCD independent)
Known then as Curriculum Coordinator / Instructional Designer / Staff Development Specialist (titles vary by sector)
Known then as Instructional Coordinators (BLS SOC 25-9031); also Curriculum Specialist, Instructional Designer, Instructional Coach
Known today as Instructional Coordinators (BLS SOC 25-9031); also Curriculum Specialist, Instructional Designer, Instructional Coach
Projected to still be called Instructional Coordinators (BLS SOC 25-9031); also Curriculum Specialist, Instructional Designer, Instructional Coach
Data from the May 2025 survey
US Employment
228K
Est.

Stated in source: BLS OEWS

Official statistic
Report an error
Median Annual Wage
$77,440
Est.

≈ $75,455 in 2024 prices (derived by us, CPI-adjusted)

Official statistic
Report an error
Beat · 1916

The National Education Association formalizes the Department of Supervisors and Directors of Instruction: the first national professional organization for the people whose job is watching and improving how teaching happens, rather than managing schools. This is the institutional birth certificate of the instructional supervisor as a distinct role in American education. The department's early members were almost entirely women in large urban districts; they carried clipboards through classrooms and produced the scope-and-sequence documents that told teachers what to teach when.

Beat · 1943

The NEA's Society for Curriculum Study and Department of Supervisors and Directors of Instruction merge to form the Association for Supervision and Curriculum Development (ASCD). The merger names something real: curriculum design and instructional supervision are two halves of one professional function, not separate administrative silos. ASCD founds its journal Educational Leadership in the same year, which will become the flagship publication of the field for the next eighty years. In 2023, ASCD merged with ISTE (International Society for Technology in Education), linking curriculum expertise with educational technology: an organizational recognition of the AI era's demands.

Beat · 1965

President Johnson signs the Elementary and Secondary Education Act on April 11, 1965, the first major federal investment in K-12 education, putting $1.3 billion into district hands in year one. Title I directs funds toward high-poverty schools for professional development, instructional materials, and the staff to coordinate both. Instructional coordinator positions proliferate in high-poverty districts that could not previously afford non-classroom professional staff. The compliance requirements, documenting that funds were spent on approved instructional purposes, create the administrative infrastructure that makes curriculum coordination a governance function as well as a pedagogical one.

Beat · 2001

No Child Left Behind is signed January 8, 2002, requiring annual testing, Adequate Yearly Progress benchmarks, and data disaggregation by student subgroup. For instructional coordinators, this turns curriculum work into a data-driven quarterly cycle: benchmark assessments calibrated to state standards, results analyzed by instructional coaches, fed back to teachers within weeks. The "instructional coach" title proliferates as a NCLB-era variant working at the school level; data warehouses (Illuminate Education, PowerSchool) give coordinators their first real-time dashboards. NCES headcount grows from 57,837 (Fall 2000) to 62,464 (Fall 2005) as districts build out the human infrastructure for standards compliance.

Beat · 2010

Common Core State Standards are released June 2, 2010; by year's end 41 states have committed to adoption through Race to the Top applications. The single largest curriculum-redesign event in US history begins: every scope-and-sequence document, unit plan, and assessment framework must be reviewed and rewritten. Instructional coordinators manage the adoption cycles for a decade, evaluating new textbook programs (Eureka Math, Wit & Wisdom, Into Reading), building PD sequences, coaching teachers through the transition. NCES public-school headcount grows from 64,597 (2010) to 85,114 (2021), a 32% increase driven substantially by Common Core implementation demand.

Beat · 2022

ChatGPT launches November 30, 2022. Within months, purpose-built education AI tools follow: MagicSchool AI and Brisk Teaching launch in 2023, each specifically targeting the core work of instructional coordinators, lesson plan drafting, differentiated-instruction scaffolding, rubric generation, PD material creation. MagicSchool AI reaches 3 million+ teachers with reported 7-10 hour/week time savings. The tools are genuinely faster than human drafting for first-pass curriculum materials. The judgment calls (which program to adopt, how to sequence PD for a specific school's culture, how to bring a skeptical veteran teacher into a new framework) remain the coordinator's irreplaceable contribution. BLS projects modest +1.3% growth 2024-34, consistent with an augmentation rather than displacement regime.

Beat · 2024

The science-of-reading mandate wave reaches critical mass: by 2024, more than 40 US states have passed legislation or regulations requiring structured literacy instruction, with many mandating LETRS (Language Essentials for Teachers of Reading and Spelling) professional development for all K-3 teachers and reading coaches. LETRS training, a 160-hour course, requires instructional coordinators to plan and deliver multi-year PD sequences, manage cohort scheduling, track completion, and support implementation. The mandate wave creates a new sustained demand signal for instructional coordinators specifically trained in structured literacy: a demand that runs parallel to the AI-substitution pressure on the generalist curriculum-design tasks of the same role.

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 instructional coordinators? 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
+1.6%
BLS National Employment Matrix, 2025-35 cycle, line for SOC 25-9031 (Instructional coordinators): 248.7 thousand jobs in 2025, projected 252.8 thousand in 2035, a change of +4.1 thousand (+1.6%). Matrix employment counts all jobs in the occupation, including self-employed workers (2.3% 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)
52.5%
of tasks
What this measures

Published occupation-level exposure from the paper's occ_level.csv for O*NET-SOC 25-9031.00 Instructional Coordinators. Shown: human-rated β = 0.525, 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) 0.275 and γ (all LLM-assisted) 0.775; GPT-4-rated β 0.488. This measures how much of the work an LLM could touch, not how many jobs disappear.

Official statisticReport an error
Frey & Osborne (2013), "The Future of Employment"
2013 study · Probability of computerisation (2013 model)
0.4%
probability
What this measures

Published appendix value for SOC 2010 25-9031 Instructional Coordinators: probability of computerisation 0.0042, rank 16 of 702 (rank 1 is least computerisable). Frey and Osborne estimated in 2013, with a Gaussian-process classifier on O*NET variables, how likely the whole occupation is to be technically automatable over "some unspecified number of years, perhaps a decade or two". It is a probability for the occupation, not a share of tasks and not a forecast of jobs lost.

Official statisticReport an error
Today, in this role

What's changing day to day for instructional coordinators

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

AI is sitting alongside you hereDevelop and update pacing guides, instructional frameworks, and scope-and-sequence documents: using MagicSchool AI and ChatGPT to generate standards-aligned first drafts of pacing calendars and unit overviews, then refining the output for local context (state testing calendar, school schedule, Title I pull-out logistics) and sharing with grade-level or department teams for collaborative review.

Develop and update pacing guides, instructional frameworks, and scope-and-sequence documents: using MagicSchool AI and ChatGPT to generate standards-aligned first drafts of pacing calendars and unit overviews, then refining the output for local context (state testing calendar, school schedule, Title I pull-out logistics) and sharing with grade-level or department teams for collaborative review.[6],[6]

Where your edge is

AI tools now handle the mechanical scaffolding of pacing guide and scope-and-sequence drafting: the task that previously consumed coordinator summers. MagicSchool AI's scope-and-sequence generator produces a standards-aligned unit-by-unit draft from a grade level and content area in minutes. Your professional investment should shift to the contextual refinement and the collaborative process: the pacing guide produced by AI needs your local knowledge (when does NWEA testing land? what units fell short last year?) and the teacher review process that builds ownership. A pacing guide teachers helped build is worth ten that arrived from the coordinator's office pre-finished.

AI is sitting alongside you hereMap and audit district or school curriculum against state standards: using IXL AI Curriculum Mapping and Otus to generate automated standards-alignment gap reports across grade bands and subject areas, then applying instructional expertise to prioritize the gaps, contextualize findings against local student performance data, and produce a recommendation report that district leadership can act on.

Map and audit district or school curriculum against state standards: using IXL AI Curriculum Mapping and Otus to generate automated standards-alignment gap reports across grade bands and subject areas, then applying instructional expertise to prioritize the gaps, contextualize findings against local student performance data, and produce a recommendation report that district leadership can act on.[11],[6],[5]

Where your edge is

AI curriculum mapping tools (IXL, Otus, MagicSchool AI scope-and-sequence generator) compress what was previously weeks of manual standards cross-referencing into hours. EdWeek (2025) reports coordinators spending less time on the document-production phase. Invest the recovered time in the interpretive layer, translating a gap report into a specific recommendation for this school community, with the local context, teacher capacity, and resource constraints that no tool can model. The gap report is the AI's job; the judgment call about what to do about it is yours.

AI is sitting alongside you hereAnalyze student achievement and curriculum data across grade levels: using Otus or IXL dashboards to surface standards-based performance gaps by subgroup, then synthesizing findings into a coherent data story for school leadership, identifying root causes in instructional practice or curriculum sequencing, and recommending targeted interventions with supporting implementation timeline.

Analyze student achievement and curriculum data across grade levels: using Otus or IXL dashboards to surface standards-based performance gaps by subgroup, then synthesizing findings into a coherent data story for school leadership, identifying root causes in instructional practice or curriculum sequencing, and recommending targeted interventions with supporting implementation timeline.[12],[11]

Where your edge is

Otus and IXL auto-generate standards-aligned subgroup performance dashboards that previously required a coordinator to manually cross-reference assessment exports in Excel: that technical production work is largely automated. Your irreplaceable contribution is the interpretive layer: why are 4th-grade ELL students showing a persistent gap on informational text comprehension? Is it a curriculum-sequencing problem, a vocabulary acquisition issue, or a teacher-support gap? That diagnosis requires school-community knowledge, teacher relationship context, and instructional expertise that no dashboard can provide.

Where instructional coordinators go next

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

What each move takes

Instructional coordinators are one of the primary pipelines for K-12 instructional leadership roles: assistant principal, principal, director of curriculum and instruction, and assistant superintendent for curriculum. The 2025–2026 AI policy pressure on schools has accelerated demand for school leaders who understand AI's instructional implications: building acceptable-use policies for student AI tools, evaluating EdTech vendors for ESSA evidence and FERPA compliance, and guiding teachers through AI-era assessment redesign all require exactly the expertise instructional coordinators have built. Coordinators who have led curriculum adoptions (managing change across a full faculty) and built district AI EdTech governance processes are among the strongest candidates for K-12 administrative leadership tracks. The CRI increase reflects that education administrators have lower direct AI task exposure than coordinators, the administrative and policy governance work is durably human, though they are increasingly supported by AI data tools.

What you'd add
  • · School finance and budgeting: per-pupil expenditure models, Title I/II/III allocation, EdTech procurement cycles and RFP processes
  • · Instructional supervision and evaluation: formal teacher evaluation frameworks (Danielson, Marzano), pre- and post-observation conferencing, professional growth planning
  • · K-12 AI governance leadership: district AI acceptable-use policy development, EdTech ESSA evidence tier evaluation, student data privacy compliance (FERPA, COPPA, state laws)
  • · School improvement planning: ESSA-compliant comprehensive needs assessment, school improvement plan writing, state accountability system navigation
  • · Administrator licensure or certification (state-specific; most require a principal preparation program or educational leadership master's degree)
What it takesSome new skills to pick up
Tools of the era

How has the work of instructional coordinators changed since 1916?

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

  • Classroom observation and scope-and-sequence documents: the pre-federal era

    The first instructional supervisors worked with a clipboard and a course-of-study document. Their job was to walk classrooms, observe teachers, and compare what they saw against the district's written course of study: the scope-and-sequence guide that specified what topic should be taught in what grade at what time of year. Producing and revising these documents was the central intellectual work of the curriculum supervisor. In an era before photocopiers, the guides were typeset and printed in small runs; revising them was a significant production effort. The "instructional materials" that supervisors selected were textbooks, and textbook adoption was a formal multi-year cycle dominated by state review panels. A curriculum coordinator's toolkit was modest: a typewriter, a mimeograph, a shelf of textbooks, and the authority to tell teachers how to use them.

  • Title I funding infrastructure: federal grants, categorical programs, and compliance reporting

    The Elementary and Secondary Education Act of 1965 (ESEA) delivered $1.3 billion to school districts in its first year: the largest single federal education investment in US history up to that point. Title I required districts to demonstrate that the money was being spent on approved instructional purposes, which meant creating the compliance infrastructure to show it: program descriptions, activity logs, professional-development plans, and outcome reports. Instructional coordinators became the human infrastructure for Title I compliance. Their toolkit expanded accordingly: grant applications, federal reporting forms, professional development workshops, and the logistics of coordinating categorical programs (Title I reading specialists, bilingual education aides, remedial math teachers) with the regular curriculum. ESEA fundamentally shifted curriculum coordination from a purely pedagogical function into a governance and accountability function: a shift that would intensify with every subsequent federal reauthorization.

    Effect on the work

    Title I funding created the first sustained pipeline of curriculum-coordinator positions in high-poverty districts that could not otherwise have afforded non-classroom professional staff. Districts receiving Title I funds had financial incentive and regulatory obligation to staff professional-development and curriculum-alignment functions, growing the occupation from a large-urban-district luxury to a national norm.

  • Standards-based reform: frameworks, rubrics, and curriculum alignment tools

    The 1989 NCTM Mathematics Standards launched a decade of subject-matter standards documents: science (AAAS Project 2061), English language arts (NCTE/IRA), history (NCHS), and eventually state-level standards frameworks in every discipline across every state. Producing these standards was high-profile national work; translating them into district curriculum guides was the unglamorous work of instructional coordinators. By the mid-1990s, the curriculum-alignment binder (a matrix mapping district units to state standards, organized by grade and subject) had become the canonical artifact of the coordinator's job. Early curriculum-mapping software appeared in this era: Fenwick English's curriculum-mapping model (developed through the 1980s) was being adopted by districts by the mid-1990s. The first digital curriculum management platforms (Atlas Curriculum Management, Rubicon Atlas) launched in the late 1990s and gave coordinators their first software tools specifically designed for the curriculum-mapping function.

  • No Child Left Behind: AYP compliance, data-driven instruction, and benchmark assessment cycles

    No Child Left Behind (signed January 8, 2002) required every state to establish academic content standards, test students annually in grades 3-8 and once in high school, and demonstrate Adequate Yearly Progress toward full proficiency by 2014. For instructional coordinators, this transformed the curriculum function from design-and-recommend into design-test-analyze-adjust. The quarterly benchmark assessment cycle (interim tests calibrated to state standards, results disaggregated by subgroup, analyzed by instructional coaches, fed back to classroom teachers within one or two weeks) became the organizing rhythm of district curriculum work. Data warehouses (Illuminate Education, PowerSchool, SchoolCity) gave coordinators their first real-time data dashboards. PD delivery shifted from occasional workshops to ongoing classroom-embedded coaching and professional learning communities.

    Effect on the work

    NCLB created demand for curriculum coordinators who could do both curriculum design and data analysis: a hybrid skill set that had not previously been a single job. The "instructional coach" title proliferated as a NCLB-era variant of the curriculum coordinator who worked at the school level rather than the district level, bringing the function closer to classroom practice.

  • Common Core + LMS platforms: curriculum mapping software, Google Classroom, and blended learning design

    Common Core State Standards (released June 2010, adopted by many states through Race to the Top) created the largest single curriculum-redesign event in US history. Every scope-and-sequence document, every unit plan, every assessment framework had to be reviewed against the new standards and, in most cases, substantially rewritten. Instructional coordinators managed those adoption cycles, evaluating new textbook programs (Eureka Math, Wit & Wisdom, Into Reading), building professional development sequences, writing curriculum guides, and coaching teachers through the transition. Simultaneously, Google Classroom (2014) and Canvas/Schoology proliferation gave districts LMS infrastructure that made digital curriculum materials standard. By 2018, most districts expected their instructional coordinators to design and maintain an LMS-based curriculum library alongside paper and PDF materials.

    Effect on the work

    Common Core created a decade-long hiring surge for curriculum coordinators: districts needed people who could manage the adoption cycles, write the PD, and coach teachers simultaneously.

  • AI lesson-planning tools: ChatGPT, MagicSchool AI, Brisk Teaching, Khanmigo targeting the core of the role

    ChatGPT launched November 30, 2022, and within weeks instructional coordinators were using it to draft lesson plans, write differentiated-instruction scaffolds, and generate professional-development slide decks. By mid-2023, purpose-built education AI tools had emerged at scale: MagicSchool AI (launched 2023) serves over 3 million teachers with many tools covering lesson plan generation, rubric creation, IEP generation, and differentiated materials, saving users a reported several hours per week. Brisk Teaching (2023) operates directly inside Google Docs and Slides, rewriting or improving materials in-context. Khanmigo (Khan Academy, 2023) provides AI tutoring and teacher-planning assistance calibrated to specific grade standards. These tools target precisely the tasks that define the instructional coordinator role: writing curriculum guides, building differentiation scaffolds, designing PD sequences, and generating assessment items. The 2024-2025 wave added AI-powered curriculum-alignment tools: platforms that automatically cross-walk a district's existing materials against new standards or new adopted curricula, work that previously required weeks of coordinator time per course.

    Effect on the work

    The displacement-versus-augmentation question for instructional coordinators turns on a fact: the AI tools are excellent at generating first drafts of curriculum materials, but the judgment calls (which program to adopt, how to sequence professional development for a specific school's teacher culture, how to handle the third-grade teacher who will never buy into the new math program) remain human and highly contextual. The net effect in the near term is productivity expansion, not workforce reduction. BLS projects modest +1.3% employment growth 2024-34, consistent with an augmentation rather than displacement regime.

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Instructional Coordinators employment and pay by year

On record since1943
Latest US employment227,760 (May 2025)Source: BLS OEWS May 2025Official statisticReport an error
Latest US median pay$77,440 (May 2025)Source: BLS OEWS May 2025Official statisticReport an error
Outlook+1.6% by 2035Source: BLS Employment Projections 2025-35Official statisticReport an error

In other countries

The latest figure each country's statistics agency publishes for this job. Each uses its own occupation definition, survey basis and currency, so the numbers are not directly comparable with each other or with the US figures.

  • Canada (NOC 41405)

    Employment, 2020
    26,390, Statistics Canada Census 2021 Official statistic Report an errorStatistics Canada Census of Population 2021: number of persons with employment income in NOC 41405 Education policy researchers, consultants and program officers, Canada, reference year 2020. A recipients basis (anyone with employment income during the year), slightly broader than a point-in-time employed count. Statistics Canada Open Licence.
    Median pay, 2020
    C$79,500, Statistics Canada Census 2021 Official statistic Report an errorStatistics Canada Census of Population 2021 (Table 98-10-0586): median employment income for NOC 41405 Education policy researchers, consultants and program officers, Canada, reference year 2020, full-year full-time workers (the basis comparable to the US OEWS full-time median). Statistics Canada Open Licence.
View all 26 years of cited US data, each linked to its source
YearUS employmentAnnual pay (median unless marked)SourceReport
1965n/a$7,500Est., NCES Digest Table Researched contextReport
1990n/a$38,000Est., National Center for Education Statistics Researched contextReport
200057,837n/aEst., NCES Researched contextReport
200396,690$47,470BLS OEWS May 2003 Official statisticReport
2004106,590$48,790BLS OEWS May 2004 Official statisticReport
2005112,880$50,430BLS OEWS May 2005 Official statisticReport
2006117,630$52,790BLS OEWS May 2006 Official statisticReport
2007117,940$55,270BLS OEWS May 2007 Official statisticReport
2008122,180$56,880BLS OEWS May 2008 Official statisticReport
2009124,480$58,780BLS OEWS May 2009 Official statisticReport
2010128,780$58,830BLS OEWS May 2010 Official statisticReport
2011130,230$59,280BLS OEWS May 2011 Official statisticReport
2012133,100$60,050BLS OEWS May 2012 Official statisticReport
2013133,840$60,610BLS OEWS May 2013 Official statisticReport
2014133,780$61,550BLS OEWS May 2014 Official statisticReport
2015139,460$62,270BLS OEWS May 2015 Official statisticReport
2016147,330$62,460BLS OEWS May 2016 Official statisticReport
2017157,490$63,750BLS OEWS May 2017 Official statisticReport
2018163,900$64,450BLS OEWS May 2018 Official statisticReport
2019176,690$66,290BLS OEWS May 2019 Official statisticReport
2020174,900$66,970BLS OEWS May 2020 Official statisticReport
2021184,740$63,740BLS OEWS May 2021 Official statisticReport
2022198,660$66,490BLS OEWS May 2022 Official statisticReport
2023207,270$74,620BLS OEWS May 2023 Official statisticReport
2024210,850$74,720BLS OEWS May 2024 Official statisticReport
2025227,760$77,440BLS OEWS May 2025 Official statisticReport
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