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Quick Facts
There are more than 500,000 full-time equivalency paraprofessional positions in all programs administered by local education agencies in the United States (Pickett, 1999).
There was a total of 1.3 million paraprofessionals (full and part-time) in 2000. Most worked at the elementary level and bout 80 percent worked in public and private education. Other paraprofessionals worked in child daycare centers and religious organizations. Approximately half of all paraprofessionals assisted special education teachers in working with children with disabilities (Bureau of Labor Statistics, 2002-2003).
Paraprofessionals today are more actively involved in the instructional process than they were in past years. Paraprofessionals, in addition to their traditional roles of recordkeeping, preparing materials, monitoring students in lunchrooms and study halls, now prepare lesson plans and give students individualized attention. Most paraprofessionals perform a combination of clerical and instructional work although there are some who still only perform clerical work (Moshoyannis, Pickett & Granick, 1999).
Guidelines or minimum educational standards for hiring and training paraprofessionals exist in approximately one third of the states. An increasing number of states are in the process of establishing them. Requirements vary by state, however, most require at least a high school diploma or general equivalency degree (G.E.D.), or some college training. In states that have not established guidelines or minimum educational standards, local school districts determine hiring requirements (Bureau of Labor Statistics, 2002-2003).
Median annual earnings for paraprofessionals in 2000 was $17,350 (Bureau of Labor Statistics, 2002-2003).
Sources and Links
- Bureau of Labor Statistics, U.S. Department of Labor (2002-2003). Occupational Outlook Handbook 2003 Edition, Teacher Assistant, on the Internet at http://www.bls.gov/oco/ocos153.htm.
- Moshoyannis, T., Pickett, A.L. & Granick, L. (1999). The evolving roles and education/training needs of teacher and paraprofessional teams in New York City Public Schools, New York: Paraprofessional Academy, Center for Advanced Study in Education, Graduate Center, City University of New York.
- Picket, A.L. (1999). Strengthening and supporting teacher and paraeducator teams: Guidelines for paraeducator roles, supervision and preparation. New York: National Resource Center for Paraprofessionals in Education and Related Services, Center for Advanced Study in Education, Graduate Center, City University of New York.
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