Cincinnati Public Schools officials told the board they have increased student participation in College Credit Plus (CCP) and are pursuing strategies to improve CTE access and reduce chronic absenteeism.

Assistant Superintendent Chambers presented district targets tied to the growth plan and said eligible student enrollment in College Credit Plus courses rose to 29.1 percent, a roughly 10‑point increase over the prior baseline. Chambers said the district’s fall CCP participation already exceeded last year’s entire year participation and that schools are required to hold parent CCP informational nights and publish materials online.

On career‑tech enrollment, Chambers said CTE participation figures counted only first‑semester enrollments at the time of the presentation and that second‑semester data will raise the annual totals. “This is only counting the students that are enrolled for first semester … that data will be counted as that data is counted in the 23‑24,” she said, noting the district expects the full‑year totals to be closer to the stated target.

On attendance, staff described guardrails intended to reduce chronic absenteeism. The district cited a goal to lower overall chronic absenteeism from roughly 45.9 percent to 36 percent; presenters said the district met an interim target and is tracking toward the 36 percent objective. Officials explained how chronic absenteeism is calculated — missing 10 percent or more of school days — and noted that missing four days in a quarter can trigger the designation. The district said interventions include weekly school social‑worker problem‑solving groups, an intervention database, data support and quality‑improvement work with Cincinnati Children’s Hospital, and participation in an attendance dashboard network (Stand the Game).

Board members asked for more granular data. Board member Weinberg requested plans to boost CCP numbers at schools with single‑digit participation; staff said counselors and schools must increase outreach and make information available online and by email. Board member Craig asked for credentials and pass‑rate data for CCP and CTE programs; staff said those data are tracked and can be shared with the board.

Less critical details: presenters noted subgroup differences (Chambers said Hispanic students showed a subgroup decline that the district is investigating) and reiterated that data slides and the dashboards are available through the district’s reporting processes.