Elementary School Teachers, Except Special Education vs Kindergarten Teachers, Except Special Education
Elementary School Teachers, Except Special Education carries the higher exposed share at 33.9% against 31.8%, a gap of 2.1 points. The difference is driven by both capability and friction: the two jobs differ in what a system can produce and in what stops it, by roughly the same amount. Release v2026.Q3.
| Occupation | Exposed | Assisted | Untouched | Capability | Friction | Median pay | Rank | Band |
|---|---|---|---|---|---|---|---|---|
| Elementary School Teachers, Except Special Education | 33.9% | 19.4% | 46.7% | 0.53 | 0.42 | $63,970 | 387 | exposed |
| Kindergarten Teachers, Except Special Education | 31.8% | 19.0% | 49.3% | 0.51 | 0.44 | $62,680 | 411 | exposed |
What stands in the way, in each
Elementary School Teachers, Except Special Education: the dominant friction is that it runs on knowledge of the organisation that a model cannot hold. Capability sits at 0.53 of 1 and friction at 0.42 of 1.
Kindergarten Teachers, Except Special Education: the dominant friction is that it runs on knowledge of the organisation that a model cannot hold. Capability sits at 0.51 of 1 and friction at 0.44 of 1.
Capability asks whether a generally available system can produce the work product at all. Friction asks what stops it finishing the job: physical work, being present, being accountable, unseen context, or the cost of checking the output. The rubric is here.
Read each in full
Exposure is not displacement. A higher score does not rank two jobs by how safe they are, and nothing here models adoption, employment or pay.