[Core] [102% incumbents] Communicate traffic and crossing rules and other information to students and adults.
  DWAs: Inform the public about policies, services or procedures.

[Core] [101% incumbents] Record license numbers of vehicles disregarding traffic signals, and report infractions to appropriate authorities.
  DWAs: Record information about suspicious objects. | Communicate situation details to appropriate personnel.

[Core] [100% incumbents] Guide or control vehicular or pedestrian traffic at such places as street and railroad crossings and construction sites.
  DWAs: Direct vehicle traffic.

[Core] [100% incumbents] Monitor traffic flow to locate safe gaps through which pedestrians can cross streets.
  DWAs: Monitor access or flow of people to prevent problems.

[Core] [100% incumbents] Direct traffic movement or warn of hazards, using signs, flags, lanterns, and hand signals.
  DWAs: Direct vehicle traffic. | Warn individuals about rule violations or safety concerns.

[Core] [99% incumbents] Direct or escort pedestrians across streets, stopping traffic, as necessary.
  DWAs: Direct vehicle traffic. | Assist motorists or pedestrians.

[Core] [99% incumbents] Report unsafe behavior of children to school officials.
  DWAs: Discuss performance, complaints, or violations with supervisors.

[Supplemental] [97% incumbents] Stop speeding vehicles to warn drivers of traffic laws.
  DWAs: Warn individuals about rule violations or safety concerns.

[Supplemental] [97% incumbents] Learn the location and purpose of street traffic signs within assigned patrol areas.
  DWAs: Maintain professional knowledge or certifications.

[Supplemental] [96% incumbents] Distribute traffic control signs and markers at designated points.
  DWAs: Position safety or support equipment.

[Supplemental] [95% incumbents] Discuss traffic routing plans and control-point locations with superiors.
  DWAs: Confer with others to conduct or arrange operational activities.

[Supplemental] [95% incumbents] Inform drivers of detour routes through construction sites.
  DWAs: Provide information to the general public.

--- SKILLS ---
  Speaking (imp:3.12 lvl:2.50) — Talking to others to convey information effectively.
  Active Listening (imp:2.88 lvl:2.75) — Giving full attention to what other people are saying, taking time to understand
  Monitoring (imp:2.88 lvl:2.62) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Critical Thinking (imp:2.75 lvl:2.50) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Reading Comprehension (imp:2.25 lvl:2.00) — Understanding written sentences and paragraphs in work-related documents.
  Active Learning (imp:2.25 lvl:1.62) — Understanding the implications of new information for both current and future pr
  Writing (imp:2.00 lvl:1.75) — Communicating effectively in writing as appropriate for the needs of the audienc
  Learning Strategies (imp:1.88 lvl:0.88) — Selecting and using training/instructional methods and procedures appropriate fo
  Mathematics (imp:1.62 lvl:0.62) — Using mathematics to solve problems.
  Science (imp:1.00) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  Public Safety and Security (imp:3.87 lvl:2.93) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Customer and Personal Service (imp:3.17 lvl:3.28) — Knowledge of principles and processes for providing customer and personal servic
  English Language (imp:3.09 lvl:2.52) — Knowledge of the structure and content of the English language including the mea
  Law and Government (imp:2.39 lvl:1.76) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Psychology (imp:2.38 lvl:1.97) — Knowledge of human behavior and performance; individual differences in ability, 
  Education and Training (imp:2.00 lvl:1.30) — Knowledge of principles and methods for curriculum and training design, teaching
  Personnel and Human Resources (imp:1.98 lvl:1.37) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Administration and Management (imp:1.97 lvl:1.30) — Knowledge of business and management principles involved in strategic planning, 
  Transportation (imp:1.97 lvl:1.25) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Communications and Media (imp:1.87 lvl:1.32) — Knowledge of media production, communication, and dissemination techniques and m
  Administrative (imp:1.60 lvl:1.34) — Knowledge of administrative and office procedures and systems such as word proce
  Mathematics (imp:1.51 lvl:0.58) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Foreign Language (imp:1.49 lvl:0.66) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Telecommunications (imp:1.47) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Sociology and Anthropology (imp:1.44 lvl:0.82) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Therapy and Counseling (imp:1.42 lvl:0.96) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Geography (imp:1.40 lvl:0.53) — Knowledge of principles and methods for describing the features of land, sea, an
  Computers and Electronics (imp:1.34) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Medicine and Dentistry (imp:1.28) — Knowledge of the information and techniques needed to diagnose and treat human i
  Philosophy and Theology (imp:1.26 lvl:0.65) — Knowledge of different philosophical systems and religions. This includes their 
  Engineering and Technology (imp:1.24) — Knowledge of the practical application of engineering science and technology. Th
  Economics and Accounting (imp:1.21) — Knowledge of economic and accounting principles and practices, the financial mar
  Design (imp:1.18) — Knowledge of design techniques, tools, and principles involved in production of 
  Mechanical (imp:1.14 lvl:0.28) — Knowledge of machines and tools, including their designs, uses, repair, and main
  Building and Construction (imp:1.11) — Knowledge of materials, methods, and the tools involved in the construction or r
  Physics (imp:1.09) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Production and Processing (imp:1.08) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Sales and Marketing (imp:1.07) — Knowledge of principles and methods for showing, promoting, and selling products
  Chemistry (imp:1.02) — Knowledge of the chemical composition, structure, and properties of substances a
  Biology (imp:1.02) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  Food Production (imp:1.00) — Knowledge of techniques and equipment for planting, growing, and harvesting food
  Fine Arts (imp:1.00) — Knowledge of the theory and techniques required to compose, produce, and perform
  History and Archeology (imp:1.00) — Knowledge of historical events and their causes, indicators, and effects on civi

--- ABILITIES ---
  Oral Comprehension (imp:3.50 lvl:3.12) — The ability to listen to and understand information and ideas presented through 
  Oral Expression (imp:3.50 lvl:3.62) — The ability to communicate information and ideas in speaking so others will unde
  Problem Sensitivity (imp:3.50 lvl:3.12) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Selective Attention (imp:3.12 lvl:2.88) — The ability to concentrate on a task over a period of time without being distrac
  Far Vision (imp:3.12 lvl:3.12) — The ability to see details at a distance.
  Speech Clarity (imp:3.12 lvl:3.00) — The ability to speak clearly so others can understand you.
  Deductive Reasoning (imp:3.00 lvl:2.62) — The ability to apply general rules to specific problems to produce answers that 
  Speech Recognition (imp:3.00 lvl:3.00) — The ability to identify and understand the speech of another person.
  Inductive Reasoning (imp:2.88 lvl:2.62) — The ability to combine pieces of information to form general rules or conclusion
  Information Ordering (imp:2.88 lvl:2.38) — The ability to arrange things or actions in a certain order or pattern according
  Trunk Strength (imp:2.88 lvl:2.88) — The ability to use your abdominal and lower back muscles to support part of the 
  Near Vision (imp:2.88 lvl:2.75) — The ability to see details at close range (within a few feet of the observer).
  Time Sharing (imp:2.75 lvl:2.50) — The ability to shift back and forth between two or more activities or sources of
  Arm-Hand Steadiness (imp:2.75 lvl:2.00) — The ability to keep your hand and arm steady while moving your arm or while hold
  Reaction Time (imp:2.75 lvl:2.50) — The ability to quickly respond (with the hand, finger, or foot) to a signal (sou
  Written Comprehension (imp:2.38 lvl:2.00) — The ability to read and understand information and ideas presented in writing.
  Written Expression (imp:2.38 lvl:1.75) — The ability to communicate information and ideas in writing so others will under
  Category Flexibility (imp:2.38 lvl:1.88) — The ability to generate or use different sets of rules for combining or grouping
  Manual Dexterity (imp:2.38 lvl:1.88) — The ability to quickly move your hand, your hand together with your arm, or your
  Stamina (imp:2.38 lvl:2.00) — The ability to exert yourself physically over long periods of time without getti
  Auditory Attention (imp:2.38 lvl:2.12) — The ability to focus on a single source of sound in the presence of other distra
  Perceptual Speed (imp:2.25 lvl:2.00) — The ability to quickly and accurately compare similarities and differences among
  Multilimb Coordination (imp:2.25 lvl:2.00) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Depth Perception (imp:2.25 lvl:1.50) — The ability to judge which of several objects is closer or farther away from you
  Hearing Sensitivity (imp:2.25 lvl:1.75) — The ability to detect or tell the differences between sounds that vary in pitch 
  Gross Body Coordination (imp:2.12 lvl:2.00) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Glare Sensitivity (imp:2.12 lvl:1.50) — The ability to see objects in the presence of a glare or bright lighting.
  Memorization (imp:2.00 lvl:1.00) — The ability to remember information such as words, numbers, pictures, and proced
  Speed of Closure (imp:2.00 lvl:1.38) — The ability to quickly make sense of, combine, and organize information into mea
  Flexibility of Closure (imp:2.00 lvl:1.38) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Spatial Orientation (imp:2.00 lvl:1.50) — The ability to know your location in relation to the environment or to know wher
  Finger Dexterity (imp:2.00 lvl:1.88) — The ability to make precisely coordinated movements of the fingers of one or bot
  Dynamic Strength (imp:2.00 lvl:1.00) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Extent Flexibility (imp:2.00 lvl:1.75) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Visual Color Discrimination (imp:2.00 lvl:1.88) — The ability to match or detect differences between colors, including shades of c
  Peripheral Vision (imp:2.00 lvl:1.12) — The ability to see objects or movement of objects to one's side when the eyes ar
  Fluency of Ideas (imp:1.88 lvl:0.88) — The ability to come up with a number of ideas about a topic (the number of ideas
  Originality (imp:1.88 lvl:0.88) — The ability to come up with unusual or clever ideas about a given topic or situa
  Visualization (imp:1.88 lvl:1.25) — The ability to imagine how something will look after it is moved around or when 
  Speed of Limb Movement (imp:1.88 lvl:1.75) — The ability to quickly move the arms and legs.
  Static Strength (imp:1.88 lvl:1.50) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Gross Body Equilibrium (imp:1.88 lvl:0.88) — The ability to keep or regain your body balance or stay upright when in an unsta
  Control Precision (imp:1.75 lvl:0.88) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Response Orientation (imp:1.75 lvl:1.12) — The ability to choose quickly between two or more movements in response to two o
  Rate Control (imp:1.62 lvl:0.50) — The ability to time your movements or the movement of a piece of equipment in an
  Night Vision (imp:1.62 lvl:0.62) — The ability to see under low-light conditions.
  Sound Localization (imp:1.62 lvl:0.75) — The ability to tell the direction from which a sound originated.
  Number Facility (imp:1.50 lvl:0.50) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Wrist-Finger Speed (imp:1.50 lvl:0.50) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Explosive Strength (imp:1.50 lvl:0.62) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Mathematical Reasoning (imp:1.38 lvl:0.38) — The ability to choose the right mathematical methods or formulas to solve a prob
  Dynamic Flexibility (imp:1.25 lvl:0.25) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo

--- WORK ACTIVITIES ---
  Getting Information (imp:3.52 lvl:2.88) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Assisting and Caring for Others (imp:3.44 lvl:3.64) — Providing personal assistance, medical attention, emotional support, or other pe
  Performing for or Working Directly with the Public (imp:3.44 lvl:3.12) — Performing for people or dealing directly with the public. This includes serving
  Performing General Physical Activities (imp:3.39 lvl:3.50) — Performing general physical activities includes doing activities that require co
  Communicating with Supervisors, Peers, or Subordinates (imp:3.29 lvl:3.17) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Monitoring Processes, Materials, or Surroundings (imp:3.07 lvl:3.02) — Monitoring and reviewing information from materials, events, or the environment,
  Resolving Conflicts and Negotiating with Others (imp:3.01 lvl:3.08) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Making Decisions and Solving Problems (imp:2.90 lvl:2.79) — Analyzing information and evaluating results to choose the best solution and sol
  Identifying Objects, Actions, and Events (imp:2.87 lvl:2.44) — Identifying information by categorizing, estimating, recognizing differences or 
  Evaluating Information to Determine Compliance with Standards (imp:2.84 lvl:2.40) — Using relevant information and individual judgment to determine whether events o
  Handling and Moving Objects (imp:2.81 lvl:2.95) — Using hands and arms in handling, installing, positioning, and moving materials,
  Establishing and Maintaining Interpersonal Relationships (imp:2.81 lvl:3.43) — Developing constructive and cooperative working relationships with others, and m
  Updating and Using Relevant Knowledge (imp:2.74 lvl:2.53) — Keeping up-to-date technically and applying new knowledge to your job.
  Judging the Qualities of Objects, Services, or People (imp:2.73 lvl:2.35) — Assessing the value, importance, or quality of things or people.
  Processing Information (imp:2.71 lvl:2.15) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Scheduling Work and Activities (imp:2.69 lvl:2.51) — Scheduling events, programs, and activities, as well as the work of others.
  Organizing, Planning, and Prioritizing Work (imp:2.66 lvl:2.50) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Inspecting Equipment, Structures, or Materials (imp:2.64 lvl:2.11) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Communicating with People Outside the Organization (imp:2.63 lvl:2.70) — Communicating with people outside the organization, representing the organizatio
  Analyzing Data or Information (imp:2.57 lvl:2.17) — Identifying the underlying principles, reasons, or facts of information by break
  Documenting/Recording Information (imp:2.53 lvl:2.05) — Entering, transcribing, recording, storing, or maintaining information in writte
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:2.51 lvl:2.06) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Training and Teaching Others (imp:2.45 lvl:2.20) — Identifying the educational needs of others, developing formal educational or tr
  Developing Objectives and Strategies (imp:2.44 lvl:2.23) — Establishing long-range objectives and specifying the strategies and actions to 
  Coaching and Developing Others (imp:2.44 lvl:2.39) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Interpreting the Meaning of Information for Others (imp:2.42 lvl:1.61) — Translating or explaining what information means and how it can be used.
  Thinking Creatively (imp:2.33 lvl:1.89) — Developing, designing, or creating new applications, ideas, relationships, syste
  Providing Consultation and Advice to Others (imp:2.29 lvl:1.84) — Providing guidance and expert advice to management or other groups on technical,
  Developing and Building Teams (imp:2.19 lvl:1.79) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Performing Administrative Activities (imp:2.19 lvl:1.60) — Performing day-to-day administrative tasks such as maintaining information files
  Coordinating the Work and Activities of Others (imp:2.14 lvl:1.85) — Getting members of a group to work together to accomplish tasks.
  Operating Vehicles, Mechanized Devices, or Equipment (imp:2.05 lvl:1.18) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Controlling Machines and Processes (imp:2.01 lvl:1.58) — Using either control mechanisms or direct physical activity to operate machines 
  Working with Computers (imp:1.98 lvl:1.50) — Using computers and computer systems (including hardware and software) to progra
  Selling or Influencing Others (imp:1.80 lvl:1.15) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Monitoring and Controlling Resources (imp:1.80 lvl:0.99) — Monitoring and controlling resources and overseeing the spending of money.
  Guiding, Directing, and Motivating Subordinates (imp:1.61 lvl:0.86) — Providing guidance and direction to subordinates, including setting performance 
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.56 lvl:0.87) — Providing documentation, detailed instructions, drawings, or specifications to t
  Repairing and Maintaining Mechanical Equipment (imp:1.47 lvl:0.81) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an
  Staffing Organizational Units (imp:1.47 lvl:0.50) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Repairing and Maintaining Electronic Equipment (imp:1.35 lvl:0.66) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,

--- WORK STYLES ---
  Dependability (imp:3.00) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Dependability (imp:2.65) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Cautiousness (imp:2.62) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Cooperation (imp:2.03) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Cautiousness (imp:2.00) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Integrity (imp:1.89) — A tendency to be honest and ethical at work.
  Attention to Detail (imp:1.79) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Self-Control (imp:1.73) — A tendency to remain calm and composed and to manage emotions effectively in res
  Stress Tolerance (imp:1.55) — A tendency to cope and function effectively in stressful situations at work.
  Empathy (imp:1.54) — A tendency to show concern for others and be sensitive to others' needs and feel
  Optimism (imp:1.36) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Social Orientation (imp:1.36) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Sincerity (imp:1.33) — A tendency to be genuine and sincere in interactions with others at work, withou
  Self-Confidence (imp:1.26) — A tendency to believe in one's work-related capabilities and ability to control 
  Leadership Orientation (imp:1.06) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Cooperation (imp:1.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Perseverance (imp:0.88) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Humility (imp:0.42) — A tendency to be modest and humble when interacting with others at work.
  Initiative (imp:0.36) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Adaptability (imp:0.36) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Achievement Orientation (imp:0.20) — A tendency to establish and maintain personally challenging work-related goals, 
  Innovation () — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Achievement Orientation () — A tendency to establish and maintain personally challenging work-related goals, 
  Intellectual Curiosity () — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Tolerance for Ambiguity () — A tendency to be comfortable with ambiguity and uncertainty at work.
  Initiative () — A tendency to be proactive and take on extra responsibilities and tasks that may
  Adaptability () — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Self-Confidence () — A tendency to believe in one's work-related capabilities and ability to control 
  Perseverance () — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Leadership Orientation () — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Humility () — A tendency to be modest and humble when interacting with others at work.
  Sincerity () — A tendency to be genuine and sincere in interactions with others at work, withou
  Empathy () — A tendency to show concern for others and be sensitive to others' needs and feel
  Optimism () — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Social Orientation () — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Attention to Detail () — A tendency to be detail-oriented, organized, and thorough in completing work.
  Integrity () — A tendency to be honest and ethical at work.
  Stress Tolerance () — A tendency to cope and function effectively in stressful situations at work.
  Self-Control () — A tendency to remain calm and composed and to manage emotions effectively in res
  Intellectual Curiosity (imp:-0.29) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Tolerance for Ambiguity (imp:-0.48) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Innovation (imp:-0.71) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 

--- TRANSFERABLE SKILLS ---
  Social Perceptiveness (imp:3.00 lvl:2.50) — Being aware of others' reactions and understanding why they react as they do.
  Coordination (imp:2.75 lvl:2.50) — Adjusting actions in relation to others' actions.
  Service Orientation (imp:2.75 lvl:2.62) — Actively looking for ways to help people.
  Judgment and Decision Making (imp:2.75 lvl:2.50) — Considering the relative costs and benefits of potential actions to choose the m
  Complex Problem Solving (imp:2.38 lvl:1.88) — Identifying complex problems and reviewing related information to develop and ev
  Persuasion (imp:2.12 lvl:1.75) — Persuading others to change their minds or behavior.
  Negotiation (imp:2.12 lvl:1.38) — Bringing others together and trying to reconcile differences.
  Time Management (imp:2.00 lvl:1.62) — Managing one's own time and the time of others.
  Instructing (imp:1.88 lvl:1.50) — Teaching others how to do something.
  Systems Analysis (imp:1.88 lvl:0.88) — Determining how a system should work and how changes in conditions, operations, 
  Systems Evaluation (imp:1.75 lvl:0.75) — Identifying measures or indicators of system performance and the actions needed 
  Operations Monitoring (imp:1.62 lvl:0.62) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Management of Personnel Resources (imp:1.62 lvl:1.00) — Motivating, developing, and directing people as they work, identifying the best 
  Management of Material Resources (imp:1.50 lvl:0.50) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Troubleshooting (imp:1.38 lvl:0.38) — Determining causes of operating errors and deciding what to do about it.
  Management of Financial Resources (imp:1.38 lvl:0.38) — Determining how money will be spent to get the work done, and accounting for the
  Operations Analysis (imp:1.25 lvl:0.25) — Analyzing needs and product requirements to create a design.
  Quality Control Analysis (imp:1.25 lvl:0.25) — Conducting tests and inspections of products, services, or processes to evaluate
  Technology Design (imp:1.00) — Generating or adapting equipment and technology to serve user needs.
  Equipment Selection (imp:1.00) — Determining the kind of tools and equipment needed to do a job.
  Installation (imp:1.00) — Installing equipment, machines, wiring, or programs to meet specifications.
  Programming (imp:1.00) — Writing computer programs for various purposes.
  Operation and Control (imp:1.00) — Controlling operations of equipment or systems.
  Equipment Maintenance (imp:1.00) — Performing routine maintenance on equipment and determining when and what kind o
  Repairing (imp:1.00) — Repairing machines or systems using the needed tools.

--- NATIONAL WAGES ---
  total_employment : 94,360
  annual_median    : $38,100
  annual_pct10     : $30,840
  annual_pct25     : $34,430
  annual_pct75     : $47,540
  annual_pct90     : $61,690
  annual_mean      : $43,350
  hourly_median    : $18.32

--- GEOGRAPHIC DISPERSION ---
  highest_state    : North Dakota ($60,230)
  lowest_state     : Louisiana ($25,450)
  dispersion_ratio : 2.367x

--- TOP STATES BY WAGE (50 total) ---
  Administrative and Support and Waste Management and Remediation Services emp:   44,350  median: $  37,570
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:   34,060  median: $  38,120
  Educational Services                     emp:    6,810  median: $  35,620
  Construction                             emp:    6,060  median: $  45,340
  Other Services (except Public Administration) emp:      540  median: $  36,400
  Real Estate and Rental and Leasing       emp:      530  median: $  34,470
  Transportation and Warehousing           emp:      510  median: $  32,800
  Manufacturing                            emp:      230  median: $  35,470
  Arts, Entertainment, and Recreation      emp:      190  median: $  29,970

--- TOP INDUSTRIES BY EMPLOYMENT (9 total) ---
  Administrative and Support and Waste Management and Remediation Services emp:   44,350  median: $  37,570
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:   34,060  median: $  38,120
  Educational Services                     emp:    6,810  median: $  35,620
  Construction                             emp:    6,060  median: $  45,340
  Other Services (except Public Administration) emp:      540  median: $  36,400
  Real Estate and Rental and Leasing       emp:      530  median: $  34,470
  Transportation and Warehousing           emp:      510  median: $  32,800
  Manufacturing                            emp:      230  median: $  35,470
  Arts, Entertainment, and Recreation      emp:      190  median: $  29,970

exact_match_status : found
matched_title      : Crossing guard
match_score        : 0.6667
wikidata_qid       : Q1752545
word_count         : 1,743
wikipedia_url      : https://en.wikipedia.org/wiki/Crossing_guard
license            : CC BY-SA 4.0
fetched_at         : 2026-06-02T22:00:55.896662Z

--- WIKIPEDIA FULL TEXT ---
A crossing guard (North American English), lollipop woman/man/lady/person (British, Irish, and Australian English), or school road patrol (New Zealand English) is a traffic management personnel who is normally stationed on busy roadways to aid pedestrians. Often associated with school children, crossing guards stop the flow of traffic so pedestrians may cross an intersection.  
Crossing guards are known by a variety of names, the most widely used in the United Kingdom, Ireland and Australia being "lollipop lady/woman/man/person", a reference to the large signs used that resemble lollipops. The verb is lollipopping, which can also be used for road works.


== Australia and the United Kingdom ==

In Australia and the United Kingdom, a school crossing supervisor or school crossing patrol officer is commonly known as a lollipop woman, lollipop man, lollipop lady, or lollipop person because of the modified circular stop sign that they carry on a stick, which resembles a large lollipop. The term was coined in the 1960s when road safety awareness programs were rolled out in schools throughout the UK and the crossing patrols were introduced by the Road Traffic Regulation Act 1967.  
Ventriloquist John Bouchier visited schools nationwide with his ventriloquist dummy to help make children more aware of road safety. During these visits John's main character, a young boy named Charlie, referred to crossing patrol officers as "Lollipop men" for the first time. The term became widely used very quickly and has crossed into popular culture, both in the folk world (the common morris-dance tune "The Lollipop Man" has lewd lyrics in one tradition), and in the pop world (see the song by the band Sweet). 
Research in the UK has revealed that crossing guards ('lollipoppers') are seen as the safest school crossing option by parents and children, with nine out of ten (92 per cent) believing that every school should have one.
In Australia, school crossing supervisors are employed by state government transport authorities and are posted at crossing sites by government officers. The exceptions to this rule are Victoria, where local councils employ crossing supervisors through their local laws department and Western Australia, where supervisors are known alternatively as police traffic wardens, and are employed by the traffic management unit of the WA Police. Supervisors in WA use handheld neon stop-flags instead of the traditional lollipop.
Under UK law it is an offence for a motorist not to stop if signalled to do so by a patroller. In the past, patrollers only had the authority to stop the traffic for children. The Transport Act 2000 changed the law so that a patroller had the authority to stop the traffic for any pedestrian.
In the UK, the stop sign has the word "STOP", a horizontal strip of black, and an international symbol for children (the symbol is sometimes replaced with the written word "CHILDREN"). The design is based upon the Vienna Convention international standard roadsign for "passing without stopping prohibited". The patrollers are employed by local authorities, but there is a greater degree of standardization of the system across the country than in the US. They are often older people who have retired from full-time employment. They may be based at a pelican crossing, a zebra crossing, or just an ordinary point on the road widely used as a crossing.
Due to an increase in abuse, threats and other aggressive behavior from some drivers, some lollipop people have been issued with cameras, either worn on the body or inside their sign, to record offending cars and registrations. In 1999 it was reported that training in coping with the problem of aggressive drivers would be provided to School Crossing Patrols in Derby.


=== Notable crossing guards ===
Irene Reid (UK)
Mike Nolan (AUS)


== Austria ==
In Austria the crossing guards are colloquially called Schülerlotse (German for "School Crossing Guard"). The service was initiated the first time in Salzburg in 1964. Most of the crossing guards are about 3,000 volunteers or men, liable for Zivildienst (an alternative mandatory community service, instead of military service). If volunteers or officials of the Zivildienst are not available, this service is fulfilled by officers of the local or federal police. 
The legal denominations are Schülerlotse for students from the age of 11 until 18 and Schulwegpolizist (German for "School Crossing Police Officer") for persons over the age of 18. The Schülerlotse is legally not allowed to stop the traffic, just to show that students want to cross, the Schulwegpolizist is entitled to stop the traffic. The Schülerlotse are equipped with reflective jackets and a traffic signs.


== Germany ==

In Germany the crossing guards are called Schülerlotse (pupil pilot), Verkehrshelfer (traffic assistant) or Schulweghelfer (way-to-school assistant). Due to the increasing traffic the first service started in 1954. Currently there are about 50,000 traffic assistants and traffic cadets in Germany, all of them are volunteers.
The traffic assistants are trained, organized and equipped by the Deutsche Verkehrswacht (German Traffic Watch Association) in cooperation with the respective state police. To become a traffic assistant, the candidate has to pass an exam which varies from state to state and lasts 6–12 hours. A Verkehrshelfer can become a Verkehrskadett (traffic cadet), if a higher level of training is passed, depending on the state's regulations about 32–120 hours. The Verkehrshelfer are equipped with reflective jackets and circular traffic signs. There is a ranking structure for traffic cadets and they wear uniforms while on duty.


== Republic of Ireland ==
Some school crossings are operated by junior traffic wardens, who are typically senior pupils at the school, working in teams of six.


== Japan ==

Crossing guards in Japan are called Gakudōyōgoin (学童擁護員). The system started in Tokyo in 1959. It was founded as a way to offer employment to widows after World War II.


== New Zealand ==
In New Zealand, a school crossing patrol, officially called a School Traffic Safety Team, but more commonly known as a School Patrol or Road Patrol, was first introduced in 1931 and has been acknowledged in New Zealand legislation since 1944. Students and supervising teachers are in charge of running the patrols each day, with students being trained each year by the New Zealand Police. Around 950 school patrols operate nationally.
The two students on duty control and stop the flow of vehicles approaching a pedestrian crossing (or school crossing point) from either direction allowing school students to safely cross the road. This is done by extending orange school patrol signs onto the roadway in one or both directions so that the words "STOP - SCHOOL PATROL" is clearly displayed to any approaching driver. Once the traffic has stopped, one student verbally instructs pedestrians to cross the road.
One of the two students leads the crossing with a series of verbal calls. When a gap in the traffic appears the leader calls "signs out" (both signs are extended onto the road). "Check" (Both students check that traffic is stopping/stopped). "Cross now" (students may cross safely) and finally "signs in" (Signs are withdrawn from road).
All traffic is legally required to stop if one or more signs are being displayed. The stop signs used are mounted onto the pedestrian crossing poles which have a hinged bracket attached, allowing the students to easily and quickly extend (swing) the sign out onto the roadway, during breaks in the traffic. These signs are removed from the poles and stored away while the crossing is not in operation and are usually constructed from aluminium, allowing them to be light and relatively easy to carry by younger students.
Kea Crossings (school patrols that do not operate on pedestrian crossings), and School Traffic Wardens, are also in place at some New Zealand schools where low to medi

--- SEMANTIC NEIGHBORS (5) ---

  Title: Traffic guard (similarity: 0.3415)
  URL: https://en.wikipedia.org/wiki/Traffic_guard
  QID: Q609611
  Extract: Traffic guards, also known as traffic controllers, traffic marshalls/traffic marshals or flaggers, are trained to set up warning signs and barricades to slow down the speed of traffic in a temporary traffic control zone. When they are on scene they will set up equipment to warn approaching traffic a

  Title: Washington Crossing the Delaware (1851 paintings) (similarity: 0.3117)
  URL: https://en.wikipedia.org/wiki/Washington_Crossing_the_Delaware_(1851_paintings)
  QID: Q509806
  Extract: Washington Crossing the Delaware is the title of three 1851 oil-on-canvas paintings by the German-American artist Emanuel Leutze depicting General George Washington's crossing of the Delaware River with the Continental Army on the night of December 25–26, 1776, during the American Revolutionary War.

  Title: Coldstream Guards (similarity: 0.4000)
  URL: https://en.wikipedia.org/wiki/Coldstream_Guards
  QID: Q1107953
  Extract: The Coldstream Guards is the oldest continuously serving regular regiment in the British Army. As part of the Household Division, one of its principal roles is the protection of the monarchy; due to this, it often participates in state ceremonial occasions. The Regiment has consistently provided for

  Title: Guard (similarity: 0.3030)
  URL: https://en.wikipedia.org/wiki/Guard
  QID: Q413876
  Extract: Guard or guards may refer to:

  Title: Ottawa Safety Council (similarity: 0.1633)
  URL: https://en.wikipedia.org/wiki/Ottawa_Safety_Council
  QID: Q7109238
  Extract: The Ottawa Safety Council (OSC) is a non-profit charity based in Ottawa, Canada established in 1957 that promotes safety and protection of individuals. The OSC has a children's safety program, promotes adult crossing guards, and runs a motorcycle rider course.

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : Strong data foundation with detailed O*NET work activities, clear wage data from BLS OEWS May 2025, and Wikipedia confirmation of core role functions. High confidence supported by comprehensive task descriptions and clear industry employment patterns.
inferred_at          : 2026-06-03T20:44:07.770168+00:00
tokens_input         : 4,539
tokens_output        : 4,040
cost_usd             : $0.043558
wikipedia_used       : True
wikipedia_title      : Crossing guard
wikipedia_note       : Wikipedia confirms crossing guards are traffic management personnel stationed on roadways to aid pedestrians, particularly school children, by stopping traffic flow at intersections. This aligns with the O*NET description of guiding vehicular and pedestrian traffic at schools and other locations.

--- PROSE FIELDS ---

ROLE SUMMARY:
Crossing Guards and Flaggers ensure pedestrian safety by directing traffic flow at streets, schools, railroad crossings, and construction sites. They use visual signals, flags, and verbal communication to stop vehicles and guide pedestrians safely across roadways. This protective services role requires vigilant monitoring of traffic patterns and quick decision-making to prevent accidents.

DAY IN THE LIFE:
A crossing guard begins their shift by positioning safety equipment and reviewing traffic patterns in their assigned area. Throughout the day, they monitor vehicle and pedestrian flow, using hand signals, flags, or stop signs to halt traffic when pedestrians need to cross. They communicate traffic rules to children and adults, record license numbers of vehicles that violate traffic signals, and report infractions to authorities. During busy periods like school dismissal, they actively escort pedestrians across streets while maintaining constant awareness of potential hazards. They also document unsafe behaviors and coordinate with supervisors about traffic concerns.

WHO THRIVES:
Individuals who excel as crossing guards possess strong observational skills and can maintain selective attention while monitoring multiple traffic streams simultaneously. They demonstrate high dependability and cautiousness, as public safety depends on their consistent performance. Successful crossing guards have excellent verbal communication abilities to clearly direct pedestrians and drivers, along with the physical stamina to stand for extended periods in various weather conditions. They work well independently but also collaborate effectively with school officials, law enforcement, and construction supervisors when coordinating traffic management.

CAREER ENTRY:
Most crossing guard positions require only a high school diploma or equivalent, with 72.8% of workers having this education level according to O*NET data. Entry typically involves brief on-the-job training covering traffic safety procedures, hand signals, and local traffic laws. Some employers provide additional training on conflict resolution and emergency procedures, though extensive preparation is not required for this Job Zone 2 occupation.

CAREER TRAJECTORY:
Crossing guards can advance to supervisory roles overseeing multiple crossing locations or transition into related protective services positions. Career progression often leads to security guard roles, parking enforcement, or transportation security positions that leverage similar public safety and monitoring skills. Some workers use this experience as a stepping stone to law enforcement or pursue specialized traffic control certifications for construction and event management.

MARKET INTELLIGENCE:
The crossing guard occupation employs 94,360 workers nationally with a median annual wage of $38,100 according to BLS OEWS May 2025 data. Wages vary significantly by region, from $25,450 in Louisiana to $60,230 in North Dakota, representing a 2.37x geographic differential. Employment concentrates in administrative and support services (44,350 workers), government sectors (34,060 workers), and educational services (6,810 workers). Demand remains steady due to ongoing need for school safety and construction site traffic management. The role offers part-time flexibility appealing to retirees and workers seeking supplemental income.

AUTOMATION OUTLOOK:
Crossing guard positions face low automation risk due to the critical human judgment required for real-time traffic and pedestrian safety decisions. While automated crossing signals exist, the dynamic nature of monitoring multiple variables simultaneously and making split-second safety decisions favors human workers. The role's emphasis on personal interaction, conflict resolution, and adapting to unpredictable situations makes it resistant to technological replacement.

--- REASONED EDGES ---
  [skill_overlap] Security Guards (33-9032.00) — confidence:high
    reasoning: Both roles emphasize Public Safety and Security knowledge (3.9 importance for crossing guards) and require similar monitoring and communication abilities.
    data: Public Safety and Security knowledge
    data: Monitoring work activity
    data: Performing for or Working Directly with the Public
  [task_similarity] Parking Enforcement Workers (33-3041.00) — confidence:high
    reasoning: Both occupations involve recording license numbers of vehicles violating traffic rules and reporting infractions to authorities.
    data: Record license numbers of vehicles disregarding traffic signals
    data: Report infractions to appropriate authorities
  [riasec_cluster] Subway and Streetcar Operators (53-4041.00) — confidence:medium
    reasoning: Both share realistic (R:5.86) and conventional orientations, involving structured safety procedures and transportation-related work environments.
    data: RIASEC R:5.86
    data: Transportation safety focus
    data: Structured procedures
  [knowledge_overlap] Transportation Security Screeners (33-9093.00) — confidence:medium
    reasoning: Both require Public Safety and Security knowledge and involve monitoring people and surroundings for safety compliance.
    data: Public Safety and Security knowledge
    data: Monitoring Processes, Materials, or Surroundings
    data: Selective Attention ability
  [job_zone] Bridge and Lock Tenders (53-6011.00) — confidence:medium
    reasoning: Both are Job Zone 2 occupations requiring similar preparation levels and involving traffic flow management responsibilities.
    data: Job Zone 2
    data: Traffic flow control
    data: Monitoring and coordination tasks

--- NORMALIZER SIGNALS ---
  match_keywords   : ['crossing guard', 'school guard', 'traffic control', 'pedestrian safety', 'flagger', 'flagman', 'crossing tender', 'traffic management']
  exclude_keywords : ['security patrol', 'law enforcement', 'police officer', 'armed guard', 'surveillance']
  title_patterns   : ['crossing guard', 'school crossing', 'traffic flagger', 'pedestrian guard', 'crossing tender']
  common_variations: ['adult crossing guard', 'school crossing guard', 'construction flagger', 'traffic control person', 'crossing attendant', 'safety guard', 'flagman', 'flagperson']

total_terms    : 40
top_words      : ['traffic', 'crossing', 'tendency', 'others', 'school', 'equipment', 'safety', 'guards', 'stop', 'control', 'signs', 'principles', 'children', 'students', 'management', 'objects', 'guard', 'pedestrians', 'patrol', 'monitoring']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
traffic                    77  0.02186  wikipedia            wikipedia:61%  inference:22%  onet_tasks:13%
crossing                   60  0.01703  wikipedia            wikipedia:80%  inference:18%  onet_tasks:2%
tendency                   42  0.01192  onet_dimensions      onet_dimensions:100%
others                     39  0.01107  onet_dimensions      onet_dimensions:97%  dwas:3%
school                     36  0.01022  wikipedia            wikipedia:83%  inference:14%  onet_tasks:3%
equipment                  26  0.00738  onet_dimensions      onet_dimensions:88%  dwas:4%  wikipedia:4%
safety                     25  0.00710  wikipedia            wikipedia:52%  inference:32%  dwas:12%
guards                     24  0.00681  wikipedia            wikipedia:79%  inference:21%
stop                       22  0.00624  wikipedia            wikipedia:86%  inference:9%  onet_tasks:5%
control                    18  0.00511  onet_dimensions      onet_dimensions:67%  onet_tasks:17%  wikipedia:11%
signs                      18  0.00511  wikipedia            wikipedia:72%  onet_tasks:17%  onet_dimensions:6%
principles                 16  0.00454  onet_dimensions      onet_dimensions:100%
children                   15  0.00426  wikipedia            wikipedia:80%  inference:13%  onet_tasks:7%
students                   14  0.00397  wikipedia            wikipedia:93%  onet_tasks:7%
management                 13  0.00369  onet_dimensions      onet_dimensions:54%  inference:31%  wikipedia:15%
objects                    13  0.00369  onet_dimensions      onet_dimensions:92%  dwas:8%
guard                      13  0.00369  wikipedia            wikipedia:62%  inference:38%
pedestrians                12  0.00341  inference            inference:42%  wikipedia:33%  onet_tasks:17%
patrol                     12  0.00341  wikipedia            wikipedia:92%  onet_tasks:8%
monitoring                 12  0.00341  onet_dimensions      onet_dimensions:67%  inference:33%
procedures                 12  0.00341  onet_dimensions      onet_dimensions:67%  inference:17%  dwas:8%
includes                   12  0.00341  onet_dimensions      onet_dimensions:100%
road                       12  0.00341  wikipedia            wikipedia:92%  onet_dimensions:8%
rules                      11  0.00312  onet_dimensions      onet_dimensions:73%  onet_tasks:9%  wikipedia:9%
services                   11  0.00312  onet_dimensions      onet_dimensions:55%  inference:36%  dwas:9%
ideas                      11  0.00312  onet_dimensions      onet_dimensions:100%
body                       11  0.00312  onet_dimensions      onet_dimensions:91%  wikipedia:9%
quickly                    11  0.00312  onet_dimensions      onet_dimensions:82%  wikipedia:18%
lollipop                   11  0.00312  wikipedia            wikipedia:100%
hand                       10  0.00284  onet_dimensions      onet_dimensions:70%  inference:20%  onet_tasks:10%
problems                   10  0.00284  onet_dimensions      onet_dimensions:90%  dwas:10%
techniques                 10  0.00284  onet_dimensions      onet_dimensions:100%
materials                  10  0.00284  onet_dimensions      onet_dimensions:100%
activities                 10  0.00284  onet_dimensions      onet_dimensions:90%  dwas:10%
supervisors                10  0.00284  wikipedia            wikipedia:50%  onet_dimensions:20%  inference:20%
vehicles                    9  0.00255  onet_dimensions      onet_dimensions:44%  onet_tasks:22%  inference:22%
pedestrian                  9  0.00255  wikipedia            wikipedia:44%  inference:44%  onet_tasks:11%
cross                       9  0.00255  wikipedia            wikipedia:78%  onet_tasks:11%  inference:11%
performance                 9  0.00255  onet_dimensions      onet_dimensions:78%  dwas:11%  inference:11%
public                      9  0.00255  onet_dimensions      onet_dimensions:44%  dwas:22%  inference:22%