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Construction Trades at Central Arizona College

Every construction trades school has its own distinct culture and strengths. We've pulled together some statistics and other details to help you see how the construction trades program at Central Arizona College stacks up to those at other schools.

Pinal County Community College is located in Coolidge, Arizona and has a total student population of 4,076.

Want to know more about the career opportunities in this field? Check out the Careers in Construction Trades section at the bottom of this page.

Pinal County Community College Construction Trades Degrees Available

Basic Certificate in Construction Trades (Less Than 1 Year)

Pinal County Community College Construction Trades Rankings

Note: Rankings don't always give a complete picture of a school's strengths and weaknesses, so it's a good idea to extend your research and also look at other factors when trying to decide if the school is right for you.

Concentrations Within Construction Trades

If you plan to be a construction trades major, you may want to focus your studies on one of the following concentrations. The table shows all degrees awarded in this field awarded for all degree levels at Central Arizona College. A concentration may not be available for your level.

Concentration	Annual Degrees Awarded
Electrical & Power Transmission Installers	5

Careers That Construction Trades Grads May Go Into

A degree in construction trades can lead to the following careers. Since job numbers and average salaries can vary by geographic location, we have only included the numbers for AZ, the home state for Central Arizona College.

Occupation	Jobs in AZ	Average Salary in AZ
Maintenance and Repair Workers	28,410	$37,710
Construction Trades and Extraction Worker Supervisors	15,040	$63,570
Carpenters	12,680	$43,460
Electricians	12,340	$47,950
Mechanic, and Repairer Supervisors	10,720	$63,860

References

*The racial-ethnic minorities count is calculated by taking the total number of students and subtracting white students, international students, and students whose race/ethnicity was unknown. This number is then divided by the total number of students at the school to obtain the racial-ethnic minorities percentage.

More about our data sources and methodologies.

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