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EDUCATIONAL SERVICES

Significant Points

- With about 1 in 4 Americans enrolled in educational institutions, educational services is the second largest industry, accounting for about 13.3 million jobs.
- Most teaching positions, which constitute almost half of all educational services jobs, require at least a bachelor's degree, and some require a master's or doctoral degree.
- Retirements in a number of education professions will create many job openings.

Nature of the Industry

Goods and services. Education is an important part of life. The amount and type of education that individuals receive are a major influence on both the types of jobs they are able to hold and their earnings. Lifelong learning is important in acquiring new knowledge and upgrading one's skills, particularly in this age of rapid technological and economic changes. The educational services industry includes a variety of institutions that offer academic education, vocational or career and technical instruction, and other education and training to millions of students each year.

Industry organization. Because school attendance is compulsory until at least age 16 in all 50 States and the District of Columbia, elementary, middle, and secondary schools are the most numerous of all educational establishments. They provide academic instruction to students in kindergarten through grade 12 in a variety of settings, including public schools, parochial schools, boarding and other private schools, and military academies. Some secondary schools offer a mixture of academic and career and technical instruction.

Postsecondary institutions-universities, colleges, professional schools, community or junior colleges, and career and technical institutes-provide education and training in both academic and technical subjects for high school graduates and other adults. Universities offer bachelor's, master's, and doctoral degrees, while colleges generally offer only the bachelor's degree. Professional schools offer graduate degrees in fields such as law, medicine, business administration, and engineering. The undergraduate bachelor's degree typically requires 4 years of study, while graduate degrees require additional years of study. Community and junior colleges and technical institutes offer associate degrees, certificates, or other diplomas, usually involving 2 years of study or less. Career and technical schools provide specialized training and services primarily related to a specific job. They include computer and cosmetology training institutions, business and secretarial schools, correspondence schools, and establishments that offer certificates in commercial art and practical nursing.

This industry also includes institutions that provide training, consulting, and other support services to schools and students, such as curriculum development, student exchanges, and tutoring. Also included are schools or programs that offer nonacademic or self-enrichment classes, such as automobile driving and cooking instruction, among others.

Recent developments. In recent decades, the Nation has focused attention on the educational system because of the growing importance of producing a trained and educated workforce. Many institutions, including government, private industry, and research organizations, are involved in improving the quality of education. The passage of the No Child Left Behind Act of 2001 established Federal guidelines to ensure that all students in public elementary through secondary schools receive a high-quality education. Through this act, individual States are given more flexibility on how to spend the educational funds they are allocated. In return, the Act requires standardized testing of all students in core subject areas. In this manner, students, teachers, and all staff involved in education are held accountable for the results of testing, and teachers and teacher assistants must demonstrate that they are sufficiently qualified in the subjects or areas in which they teach. States are responsible for following these guidelines and can lose Federal funding if the standards are not met. Despite the increased Federal role, State and local governments are still the most important regulators of public education. Many States had already begun to introduce performance standards individually prior to passage of the Act, and the Act still allows States a considerable amount of discretion in how they implement many of its provisions.

In an effort to promote innovation in public education, many local and State governments have authorized the creation of public charter schools, in the belief that, by presenting students and their parents with a greater range of instructional options, schools and students will be encouraged to strive for excellence. Charter schools, which usually are run by teachers and parents or, increasingly, by private firms, operate independently of the school system, set their own standards, and practice a variety of innovative teaching methods. Businesses strive to improve education by donating instructional equipment, lending personnel for teaching and mentoring, hosting visits to the workplace, and providing job-shadowing and internship opportunities. Businesses also collaborate with educators to develop curricula that will provide students with the skills they need to cope with new technology in the workplace.

Quality improvements also are being made to career and technical education at secondary and postsecondary schools. Academics are playing a more important role in career and technical curricula, and programs are being made more relevant to the local job market. Often, students must meet rigorous standards, set in consultation with private industry, before receiving a certificate or degree. Career and technical students in secondary school programs must pass the same standardized tests in core subject areas as students who are enrolled in academic programs of study. A growing number of career and technical programs emphasize general workplace skills, such as problem solving, teamwork, and customer service. Many high schools now offer technical preparatory ("tech-prep") programs, which are developed jointly by high schools and community colleges to provide a continuous course of study leading to an associate degree or other postsecondary credential.

Computer technology continues to affect the education industry. Computers simplify administrative tasks and make it easier to track student performance. Teachers use the Internet in classrooms as well as to communicate with colleagues around the country; students use the Internet for research projects. Distance learning continues to expand as more postsecondary institutions use Internet-based technology to conduct lessons and coursework electronically, allowing students in distant locations access to educational opportunities formerly available only on campus.

Despite these improvements in quality, problems remain. High school completion rates remain low, particularly for minority students, and employers contend that numerous high school graduates still lack many of the math and communication skills needed in today's workplace. School budgets often are not sufficient to meet the institution's various goals, particularly in the inner cities, where aging facilities and chronic teacher shortages make educating children more difficult.

Training and Advancement

The educational services industry employs some of the most highly educated workers in the labor force. Almost 2 in 3 employees have at least a bachelor's degree, which is required for nearly all professional occupations. Many professional occupations also require a master's degree or doctorate, particularly for jobs at postsecondary institutions or in administration.

Teaching occupations. Kindergarten, elementary, middle, and secondary school teachers in public schools must have a bachelor's degree and complete an approved teacher training program, with a prescribed number of subject and education credits, as well as supervised practice teaching. All States require public school teachers to be licensed; however, licensure requirements vary by State. Many States offer alternative licensure programs for people who have bachelor's degrees in the subject they will teach, but lack the education courses required for a regular license. Certain teacher occupations require additional specific training: special education teachers need either a master's degree in special education or some other form of specialized training in the subject, while vocational education teachers often need work experience in their field.

Teachers in private elementary, middle, and secondary schools do not have to meet State licensing standards; however, schools prefer candidates who have a bachelor's degree in the subject they intend to teach for secondary school teachers, or in childhood education for elementary school teachers. They seek candidates among recent college graduates as well as from those who have established careers in other fields. Private schools affiliated with religious institutions also desire candidates who share the values that are important to the institution.

With additional education or certification, teachers may become school librarians, reading specialists, curriculum specialists, or guidance counselors. Some teachers advance to administrative or supervisory positions-such as instructional coordinator, assistant principal, or principal-but the number of these jobs is limited. In some school systems, highly qualified, experienced elementary and secondary school teachers can become senior or mentor teachers, with higher pay and additional responsibilities.

Postsecondary teachers who teach at 4-year colleges and universities generally must have a doctoral or other terminal degree for full-time, tenure-track employment, and usually also for part-time teaching at these institutions as well, though a master's degree is sometimes sufficient. At 2-year colleges, however, most positions are held by teachers with a master's degree. Most faculty members are hired as instructors or assistant professors and may advance to associate professor and full professor. Some faculty may also advance to administrative and managerial positions, such as department chairperson, dean, or president. At some institutions, these positions are temporary, with the holder returning to the faculty of their department after a set term.

Other professional occupations. School counselors are required to hold State school counseling certification; however, certification procedures vary from State to State. A master's degree is generally required, and some States also require public school counselors to have teaching certificates and a number of years of teaching experience in addition to a counseling certificate. Experienced school counselors may advance to a larger school; become directors or supervisors of counseling, guidance, or student personnel services; or, with further graduate education, become counseling psychologists or school administrators.

Training requirements for education administrators depend on where they work. Principals, assistant principals, and other school administrators in school districts usually have held a teaching or related job before entering administration, and they generally need a master's or doctoral degree in education administration or educational supervision, as well as State teacher certification. At postsecondary institutions, academic deans usually have a doctorate in their specialty. Other administrators can begin with a bachelor's degree, but generally will need a master's or doctorate to advance to top positions. In addition to climbing up the administrative ladder, advancement is also possible by transferring to larger schools or school systems.

Training requirements for teacher assistants range from a high school diploma to an associate degree. The No Child Left Behind Act mandates that all teacher assistants working in schools that receive Title I funds either have a minimum of 2 years of postsecondary education or an associate degree, or pass a State approved examination. Districts that assign teaching responsibilities to teacher assistants usually have higher training requirements than those that do not. Teacher assistants who obtain a bachelor's degree, usually in education, may become certified teachers.

Librarians normally need a master's degree in library science. Many States require school librarians to be licensed as teachers and to have taken courses in library science. Experienced librarians may advance to administrative positions, such as department head, library director, or chief information officer. Training requirements for library technicians range from a high school diploma to specialized postsecondary training; a high school diploma is sufficient for library assistants. Library workers can advance-from assistant, to technician, to librarian-with experience and the required formal education. School bus drivers need a commercial driver's license and have limited opportunities for advancement; some become supervisors or dispatchers.

Employment

The educational services industry was the second largest industry in the economy in 2006, providing jobs for about 13.3 million workers-about 13.2 million wage and salary workers, and 195,000 self-employed and unpaid family workers. Most jobs are found in elementary and secondary schools, either public or private, as shown in table 1. Public schools employ more workers than private schools because most students attend public educational institutions. According to the latest data from the Department of Education's National Center for Education Statistics, close to 90 percent of students attend public primary and secondary schools, and about 75 percent attend public postsecondary institutions.

Job Outlook

Bureau of Labor Statistics, U.S. Department of Labor, Career Guide to Industries, 2008-09 Edition, Educational Services, on the Internet at http://www.bls.gov/oco/cg/cgs034.htm

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