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District expands career‑tech pathways; Dunbar to pilot braiding program, consultants hired
Summary
Dayton Public Schools presented new career and technical education (CTE) offerings including a braiding/entrepreneurship pathway at Dunbar High School, consultant services for program design, and details on credentials and scheduling. Board members and staff discussed credentials, credential points and potential workforce pathways.
District staff described expansion of career and technical education programming and a new pilot at Dunbar High School that will include a braiding/entrepreneurship course.
Lisa Minor and Ms. Dooley explained the district has been surveying students and community partners to design programs that match student interests and local workforce needs. "We wanna build classes in schools in regions of the city, based on what students think and what they wanna do," Minor said. She described the Dayton Performing Arts Alliance contract to provide arts experiences and said additional cultural partners will be presented to the board.
On the braiding pathway, staff described two different program models: a career‑tech pathway beginning in grade 10 that runs two classes per year and accumulates industry credentials over multiple years, and a shorter "industry credential only" program that can deliver a targeted credential more quickly. Dooley said some credentials are described as "3‑point" or "12‑point" credentials (she cited braiding as a 3‑point credential and manicures as a 12‑point credential) and that students can earn credentials during grades 10–12 and bank them toward larger totals. "Kids can earn credentials along the way within any given career tech pathway," Dooley said.
Staff described instructor staffing and estimated one instructor would teach two periods daily while another would be available for four periods; the district said it will use adjunct instructors and industry experts where appropriate rather than only traditional full‑time licensed teachers.
Board members asked about credential outcomes, how the credential relates to cosmetology or barbering licensure, whether credentials create incentives to leave school early, and how the district will ensure the pathway keeps students on track to graduate. Dooley and Minor said credentials provide entry‑level workforce access but do not replace the high‑school diploma requirement; they said the district will design entrepreneurship and business coursework alongside technical skills.
Ending: District staff said they will continue to refine credentials and program design with industry input and present contracts and memoranda of understanding to the board for approval as programs are finalized.
