Skills it runs on
The capabilities O*NET rates most important for this occupation — the human ground the work is built on.
See all skills →Tutors
Occupation · SOC 25-3041.00
Instruct individual students or small groups of students in academic subjects to support formal class instruction or to prepare students for standardized or admissions tests.
Also called: Academic Coach · Academic Guidance Specialist · Professional Tutor · Tutor · Accounting Tutor · Finance Tutor · Grade School Tutor · Private Mathematics Tutor · Private Tutor · ACT Instructor (American College Testing Instructor) · ACT Tutor (American College Test Tutor) · Academic Mentor
Job family: Educational Instruction and Library Occupations
Take this to your AI
A source-stamped Markdown brief of this occupation — paste it into an agent, or fetch
/roles/role-25-3041-00/context.md directly.
AI work map
A fast read on where AI already shows up in this occupation, where it stays a copilot, where humans remain in the loop, and what the labor market is doing. Built from observed Claude.ai conversations mapped to O*NET tasks and from published research — measures of usage and exposure, not advice or predictions that the job is going away.
Market signal
Independent published positions, read together — not a forecast.
- About average employment outlook (+0.6% by 2034)
- 37,100 openings/yr
- High AI exposure
- Median pay $40,090/yr
89th-percentile task overlap — yet about 37,100 openings a year (+0.6% projected, BLS) . What exposure means →
AI & job outlook
What today's research says about this occupation's exposure to AI, how AI is actually being used in it, and where employment is headed. These are positions within published studies — measures of exposure and usage, not predictions that this job will disappear.
Exposure to current AI
Each study uses its own scale, so the raw scores are not comparable across rows — the percentile (this job's rank among all U.S. occupations with data) is the comparable figure, and sizes the bars.
| Measure | Rank vs all occupations | Percentile | Score |
|---|---|---|---|
| LLM task exposure, γ (OpenAI / Eloundou) High | 81st | 0.9 | |
| AI assistant applicability (Microsoft) High | 86th | 0.3 |
OpenAI's exposure study scores tasks three ways: with a language model alone (α 0.2), with simple added tooling (β 0.5), and including AI-powered software (γ 0.9). Higher means more of the job's tasks could be done at least twice as fast — not that they will be automated away.
How AI is actually used in this job
Among measured AI assistant conversations mapped to this occupation (Anthropic Economic Index, 2026-01-15), these task types came up most. These are shares of observed AI conversations — not shares of the job, of worker time, or of what could be automated.
| Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments. | 87.4% | |
| Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests. | 62.2% | |
| Develop teaching or training materials, such as handouts, study materials, or quizzes. | 53.8% | |
| Administer, proctor, or score academic or diagnostic assessments. | 4.6% | |
| Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring. | 1.2% | |
| Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records. | 0.6% |
Job outlook
Independent U.S. Bureau of Labor Statistics employment projection for 2024–2034 — a labor-market forecast, not an AI-impact forecast.
| Outlook | About average · +0.6% by 2034 |
| Projected annual openings | 37,100 |
| Employment 2024 → 2034 | 215,500 → 216,800 |
“Annual openings” counts new jobs plus replacements for workers who leave the occupation, so it can be large even when growth is modest.
Tasks
All 19 tasks O*NET lists for this occupation, ordered by importance. Each links to its own page with AI-exposure and observed-use detail.
- Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students. Core · importance 4.9
- Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments. Core · importance 4.7
- Assess students' progress throughout tutoring sessions. Core · importance 4.7
- Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests. Core · importance 4.5
- Teach students study skills, note-taking skills, and test-taking strategies. Core · importance 4.5
- Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques. Core · importance 4.2
- Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress. Core · importance 4.2
- Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers. Core · importance 4.1
- Schedule tutoring appointments with students or their parents. Core · importance 4.0
- Organize tutoring environment to promote productivity and learning. Core · importance 3.9
- Communicate students' progress to students, parents, or teachers in written progress reports, in person, by phone, or by email. Core · importance 3.9
- Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students. Core · importance 3.8
- Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records. Core · importance 3.8
- Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students. Core · importance 3.6
- Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals. Core · importance 3.6
- Develop teaching or training materials, such as handouts, study materials, or quizzes. Core · importance 3.4
- Travel to students' homes, libraries, or schools to conduct tutoring sessions. Supplemental · importance 3.3
- Administer, proctor, or score academic or diagnostic assessments. Supplemental · importance 2.9
- Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring. Supplemental · importance 2.8
Work activities
- Tutor students who need extra assistance.
- Schedule instructional activities.
- Advise students on academic or career matters.
- Attend training sessions or professional meetings to develop or maintain professional knowledge.
- Organize informational materials.
- Monitor student performance.
- Communicate project information to others.
- Apply multiple teaching methods.
- Encourage students.
- Document lesson plans.
- Maintain student records.
- Develop strategies or programs for students with special needs.
- Develop instructional materials.
- Discuss student progress with parents or guardians.
- Assess educational needs of students.
- Collaborate with other teaching professionals to develop educational programs.
- Evaluate student work.
- Administer tests to assess educational needs or progress.
Knowledge, skills & abilities
O*NET importance rating, from 1 (not important) to 5 (extremely important).
Knowledge
| Customer and Personal Service | 4.5 | |
| English Language | 4.2 | |
| Education and Training | 4.1 | |
| Mathematics | 3.7 | |
| Computers and Electronics | 3.2 | |
| Psychology | 3.1 |
Essential skills
| Reading Comprehension | 4.1 | |
| Active Listening | 4.0 | |
| Speaking | 4.0 | |
| Learning Strategies | 4.0 | |
| Critical Thinking | 3.8 | |
| Writing | 3.6 | |
| Active Learning | 3.6 | |
| Monitoring | 3.5 | |
| Mathematics | 2.9 |
Transferable skills
| Instructing | 4.1 | |
| Social Perceptiveness | 3.8 | |
| Complex Problem Solving | 3.6 | |
| Service Orientation | 3.4 | |
| Judgment and Decision Making | 3.3 | |
| Time Management | 3.1 | |
| Coordination | 3.0 | |
| Persuasion | 3.0 | |
| Negotiation | 3.0 |
Abilities
| Oral Comprehension | 4.1 | |
| Written Comprehension | 4.0 | |
| Oral Expression | 4.0 | |
| Written Expression | 4.0 | |
| Speech Clarity | 4.0 | |
| Speech Recognition | 3.9 | |
| Fluency of Ideas | 3.4 | |
| Problem Sensitivity | 3.4 | |
| Deductive Reasoning | 3.4 | |
| Inductive Reasoning | 3.4 | |
| Near Vision | 3.4 | |
| Information Ordering | 3.3 | |
| Selective Attention | 3.1 | |
| Originality | 3.0 | |
| Category Flexibility | 3.0 | |
| Mathematical Reasoning | 2.9 |
Skills in demand
Skills employers ask for in job postings for this occupation (Lightcast), with whether each is a common or specialized skill.
Showing the top 40 of 43.
Tools & technology
Work context
How characteristic each condition is of the job, on O*NET's 1–5 context scale (higher = more present in day-to-day work). Each condition links to how it varies across all occupations.
How to get in
- Job zone
- Zone 3 — Job Zone Three: Medium Preparation Needed
- Education
- Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree.
- Typical entry-level education
- Some college, no degree · BLS, the typical path — not a requirement
- Related experience
- Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job.
- Preparation level
- SVP (6.0 to < 7.0) — total schooling plus on-the-job experience.
Education of current workers
Share of people in this occupation at each level of education.
| Bachelor's Degree | 40.9% | |
| Some College Courses | 36.4% | |
| High School Diploma | 9.1% | |
| Associate's Degree (or other 2-year degree) | 9.1% | |
| Master's Degree | 4.5% |
Interests & work styles
The interests and personal qualities O*NET associates with people who do this work.
Career interests (Holland / RIASEC)
| Social | 6.8 | |
| Conventional | 3.4 | |
| Artistic | 3.1 | |
| Investigative | 2.9 | |
| Realistic | 2.3 |
Interest areas
| Teaching/Education | 6.4 | |
| Social Service | 5.1 | |
| Professional Advising | 4.9 | |
| Personal Service | 3.5 | |
| Social Science | 2.7 | |
| Mathematics/Statistics | 2.7 | |
| Humanities | 2.6 |
Work styles
| Dependability | 5.0 | |
| Cooperation | 4.0 | |
| Social Orientation | 3.0 | |
| Optimism | 2.4 |
Wages & employment
U.S. · annual wages (BLS OEWS)
| 10th percentile | $28,430 |
| 25th percentile | $33,410 |
| Median (50th) | $40,090 |
| 75th percentile | $55,380 |
| 90th percentile | $78,810 |
| People employed | 174,660 |
Industries that employ this occupation
Where these workers are employed, by number of jobs (national, BLS OEWS). Pay shown is the occupation's national median, not industry-specific.
| Industry | Workers | National median pay |
|---|---|---|
| Educational Services · Sector | 155,040 | $40,370 |
| Health Care and Social Assistance · Sector | 10,030 | $38,230 |
| Other Services (except Public Administration) · Sector | 3,830 | $45,170 |
| Administrative and Support and Waste Management and Remediation Services · Sector | 2,140 | $41,600 |
| Temporary Help Services · National industry | 1,320 | $47,410 |
| Arts, Entertainment, and Recreation · Sector | 520 | $39,140 |
| Information · Sector | 500 | $41,570 |
| Offices of Physical, Occupational and Speech Therapists, and Audiologists · National industry | 390 | $71,590 |
| Management of Companies and Enterprises · Sector | 250 | $35,720 |
| Professional, Scientific, and Technical Services · Sector | 200 | $47,360 |
| Residential Mental Health and Substance Abuse Facilities · National industry | 170 | $49,230 |
| Fitness and Recreational Sports Centers · National industry | 130 | $46,850 |
Where this work is most concentrated
Industries where this occupation is far more common than in the economy as a whole. The location quotient is how many times more concentrated it is here (a value of 5 means five times its economy-wide share).
| Industry | Concentration | Workers |
|---|---|---|
| Educational Services · Sector | 10.03× | 155,040 |
| Research and Development in the Social Sciences and Humanities · National industry | 1.74× | 120 |
| Other Services (except Public Administration) · Sector | 0.76× | 3,830 |
| Offices of Physical, Occupational and Speech Therapists, and Audiologists · National industry | 0.72× | 390 |
| Residential Mental Health and Substance Abuse Facilities · National industry | 0.58× | 170 |
| Temporary Help Services · National industry | 0.44× | 1,320 |
| Offices of Mental Health Practitioners (except Physicians) · National industry | 0.44× | 120 |
| Health Care and Social Assistance · Sector | 0.38× | 10,030 |
Related occupations
Part of the Education career cluster.
- Secondary School Teachers, Except Special and Career/Technical Education · 25-2031.00 Compare →
- Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · 25-3011.00 Compare →
- Elementary School Teachers, Except Special Education · 25-2021.00 Compare →
- Middle School Teachers, Except Special and Career/Technical Education · 25-2022.00 Compare →
- Teaching Assistants, Postsecondary · 25-9044.00 Compare →
- Special Education Teachers, Kindergarten · 25-2055.00 Compare →
- Special Education Teachers, Elementary School · 25-2056.00 Compare →
- Special Education Teachers, Secondary School · 25-2058.00 Compare →
- Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education · 25-9042.00 Compare →
- Teaching Assistants, Special Education · 25-9043.00 Compare →
- Special Education Teachers, Middle School · 25-2057.00 Compare →
- Kindergarten Teachers, Except Special Education · 25-2012.00 Compare →
Side-by-side comparisons place two occupations’ pay, preparation, skills, and AI exposure on the same page — same data, same scale, no forecast.
What you can do with this
Options the data surfaces for Tutors — not advice or a forecast. Each is a real cross-link you can follow into the evidence.
Skills that travel
Capabilities this work builds that are used across many other occupations.
Adjacent roles
Occupations O*NET rates as related — the nearby moves on the map.
- Secondary School Teachers, Except Special and Career/Technical Education Compare →
- Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors Compare →
- Elementary School Teachers, Except Special Education Compare →
- Middle School Teachers, Except Special and Career/Technical Education Compare →
- Teaching Assistants, Postsecondary Compare →
Paths in
How people typically prepare for this work.
- Some college, no degree · typical entry level
- Job zone 3 — Job Zone Three: Medium Preparation Needed · preparation tier
Zoom out
See where this work sits in the bigger picture.
Write a report on thisheadline · factoids · citation
Tutors show 89th-percentile AI task overlap — and about 37,100 annual U.S. openings
- Tutors rank in the 89th percentile (High band) for AI task overlap across U.S. occupations — a measure of how much of the work today's AI can attempt, not how much is automated.Eloundou et al. (GPTs are GPTs) + Felten AIOE
- The occupation is projected to see about 37,100 U.S. job openings per year (2024–34), counting growth and replacement — a labor-demand projection made independently of AI.BLS Employment Projections 2024–34
- BLS projects employment to be about average (+0.6%) from 2024 to 2034.BLS Employment Projections 2024–34
- Median annual pay is $40,090, across about 174,660 U.S. workers.BLS OEWS (May 2024)
Copy the whole kit
Tutors show 89th-percentile AI task overlap — and about 37,100 annual U.S. openings • Tutors rank in the 89th percentile (High band) for AI task overlap across U.S. occupations — a measure of how much of the work today's AI can attempt, not how much is automated. (Eloundou et al. (GPTs are GPTs) + Felten AIOE) • The occupation is projected to see about 37,100 U.S. job openings per year (2024–34), counting growth and replacement — a labor-demand projection made independently of AI. (BLS Employment Projections 2024–34) • BLS projects employment to be about average (+0.6%) from 2024 to 2034. (BLS Employment Projections 2024–34) • Median annual pay is $40,090, across about 174,660 U.S. workers. (BLS OEWS (May 2024)) Source: Singulariki — "Tutors". https://singulariki.com/roles/role-25-3041-00 Note: AI task overlap measures what today's AI can attempt, not automation, job loss, or a forecast.
AssetsShare imageMethodology & sourcesPress & newsroomThe newsroom
Every line is built only from figures this page already shows and cites. AI task overlap means what today's AI can attempt — not automation, job loss, or a forecast.
Sources for this page
Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.
- O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
- BLS Occupational Employment and Wage Statistics (OEWS) May 2024 U.S. Bureau of Labor Statistics
- BLS Employment Projections 2024–2034 U.S. Bureau of Labor Statistics
- Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
- Microsoft “Working with AI” working-with-ai Microsoft Research
- “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic
Data compiled June 2, 2026. Figures are estimates, not advice.
Cite this page
Plain
Singulariki. "Tutors." Singulariki: a source-backed encyclopedia of work. Built from O*NET 30.3; BLS Occupational Employment and Wage Statistics (OEWS) May 2024; BLS Employment Projections 2024–2034; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); Microsoft “Working with AI” working-with-ai; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026. https://singulariki.com/roles/role-25-3041-00
APA
Singulariki. (2026). Tutors. Singulariki: a source-backed encyclopedia of work. Retrieved June 7, 2026, from https://singulariki.com/roles/role-25-3041-00
BibTeX
@misc{singulariki-role-25-3041-00,
title = {Tutors},
author = {{Singulariki}},
year = {2026},
note = {O*NET 30.3; BLS Occupational Employment and Wage Statistics (OEWS) May 2024; BLS Employment Projections 2024–2034; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); Microsoft “Working with AI” working-with-ai; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
url = {https://singulariki.com/roles/role-25-3041-00}
} Citations name the underlying public dataset releases — they reflect what this page is built from, not just the URL.