�鶹��ý’s public high schools reached new milestones in student achievement, with the class of 2025 posting the highest on-time graduation rate in state history, according to the latest .

The report, which tracks outcomes for 11,899 graduates across 66 public and charter schools, shows that 87% of students graduated on time, surpassing the previous record set by the class of 2024.

In addition to improved graduation rates, the report highlights continued progress in postsecondary pathways, including enrollment within the University of �鶹��ý system.

Approximately 3,958 graduates, about 33% of those enrolling in college, went on to attend a UH campus. Of those students, 18% enrolled at UH two-year colleges, while 16% attended four-year campuses.

Academic preparation

The CCRI report also provides insight into how well students are academically prepared upon entering UH. About 37% of students enrolled directly in college-level math courses, while 42% took college-level English. At the same time, a portion of incoming students either required below college-level coursework or did not enroll in math or English during their first term, signaling areas where further academic preparation may be needed.

More students are also participating in key academic assessments. ACT exam participation climbed to 76% statewide, up one percentage point, suggesting broader engagement in college entrance testing.

Career-focused education saw notable growth as well. The percentage of students completing Career and Technical Education (CTE) programs increased to 66%, up 3%. These programs are designed to prepare students for immediate entry into the workforce or further specialized training.

While gains were recorded across several categories, the report notes that readiness benchmarks—such as ACT college-ready scores in English, math and science—remain an area for ongoing improvement.

The CCRI is released annually by (�鶹��ý P–20), in collaboration with the �鶹��ý State Department of Education (HIDEO) and the University of �鶹��ý.

With �鶹��ý facing a critical shortage of public health professionals, the University of �鶹��ý at Mānoa’s is strengthening the public health workforce pathway—starting in high school classrooms.

Lightbulbs go off when participants realize how much public health shapes their daily lives.
—Yuka Polovina

The �鶹��ý State Department of Education (DOE) offers a Career and Technical Education (CTE) Health Services pathway that includes a focus in public health, but only five schools statewide currently offer it. Limited awareness of public health careers among students—and limited familiarity with foundational public health concepts among teachers—have slowed expansion.

To help address this gap and increase the number of schools offering the pathway, Yuka Polovina, a faculty member in the (DPHS) at the Thompson school, developed “” (PH101-CTE). The workshop builds awareness of public health careers and equips educators with foundational concepts and classroom strategies, showing how public health principles can be integrated into lessons, activities and assessments.

“When I meet students who are interested in health fields, more often than not they say it’s because they want to help their communities,” said Polovina, who also serves as a workshop instructor. “It then surprises me when they say they want to become a nurse or doctor. Few know that public health is another powerful way to make an impact, and once students learn about it, they get excited.”

Real-world learning in action

The first PH 101 training, held in October 2025, brought together Windward District teachers in health services and agriculture pathways. Organized by Windward District CTE Resource Teacher Trisha Kim, the workshop highlighted connections between sustainability, food systems and public health.

“This is the best form of teacher professional development,” said Kim. “We are grateful for our partnership and the positive impact for our Windward District students.”

The day included a session at Kailua High School, facilitated by Polovina, and a site visit to the . The visit was led by Jane Chung-Do, acting chair of DPHS, along with Ilima Ho-Lastimoa and Ted Radovich from the College of Tropical Agriculture and Human Resilience (CTAHR). Participants learned about the , offering a hands-on and place-based example of public health in practice.

“Lightbulbs go off when participants realize how much public health shapes their daily lives––from the clean air we breathe to the simple fact that we don’t have to boil water before drinking it,” said Polovina. “They immediately see how their students will connect to it too.”

The PH 101 training is open to DOE CTE teachers statewide, with another session tentatively planned for this spring. Teachers interested in participating can request a workshop by emailing hiphwork@hawaii.edu.

This initiative builds on efforts from the and is supported through collaboration with the �鶹��ý State Department of Health’s Public Health Infrastructure Grant.

Leeward Community College saw its strongest summer enrollment in five years, following the University of �鶹��ý’s decision to reduce community college summer tuition for �鶹��ý residents in 2025.

In January, the UH Community Colleges announced lowering summer school tuition to $131 per credit for �鶹��ý residents, allowing students to save money, graduate faster and explore new interests while staying on track academically.

Summer 2025 headcount at Leeward CC surged to 2,691 students—a 16% increase over the previous year and the highest summer enrollment since 2020. Leeward CC-based students rose by 17% while non-Leeward CC students climbed 15%, showing that lower tuition is not only encouraging local students to stay on track, but also drawing new learners from across the state.

Accelerating education

Leeward CC student Raquel Aki is a mother of three and will be the first in her family to graduate from college.

“During an economic downturn, programs like this are invaluable,” Aki said. “I hope the discounted summer credit option continues so that other students balancing work, family and school can take advantage of the same opportunity to accelerate their education, save money and move closer to achieving their goals.”

The program, which allows high school students to earn college credit, experienced the largest numerical growth, increasing 21% from 423 to 512 students. programs also posted remarkable gains: CTE teacher training jumped from 2 to 15 students (+650%), doubled from 18 to 36 (+100%), and nearly doubled from 42 to 81 (+93%).

Kiani Verdugo, Leeward student and student government treasurer, said, “I thought the courses might be too accelerated, but that wasn’t the case. I was able to complete my prerequisites ahead of time, and the cost savings helped me buy supplies and a laptop. The courses are well planned, and you have plenty of opportunities to connect with your instructors.”

With tuition relief and flexible summer learning options, Leeward CC is positioning more students for academic success and timely graduation.

“Lower summer tuition is making higher education more accessible and workforce training more immediate,” said Keala Chock, Leeward CC vice chancellor for academic affairs. “We’re seeing students take bigger academic leaps, and that’s translating directly into qualified graduates filling critical local jobs.”

—By Tad Saiki

The University of �鶹��ý is playing a key role in preparing local students for careers in �鶹��ý’s growing technology sector. Through Good Jobs �鶹��ý, a statewide workforce development initiative supported by UH, students gained hands-on experience in user interface (UI), user experience (UX) and graphic design, thanks to a partnership with local creative agency Co. and Zippy’s.

With few tech firms based in the islands, many aspiring designers are forced to move to the continental U.S. to gain entry-level experience. Piʻikū Co. aims to reverse this trend by equipping kamaʻāina with practical skills tailored to the needs of local companies. Rather than outsourcing its design work, Zippy’s partnered with Piʻikū Co. to bring �鶹��ý students in-house to support its digital and signage projects, giving students real-world exposure while strengthening �Ჹ�ɲ���ʻ��’s tech pipeline.

Michelle Tran, a local graduate of Kailua High School, struggled to find tech work after returning to Oʻahu from Claremont, California. That changed when she completed an eight-week internship through Piʻikū Co. She now works as a full-time UI/UX designer on Oʻahu.

“The Piʻikū internship played a very important role in my UX journey,” said Tran. “It was my first time working directly with a client, and I learned so much about client management.”

Programs like these directly support the UH System �鶹��ý, which prioritizes workforce development and aims to reduce brain drain by keeping talent in the islands.

Leeward Community College is earning accolades for leadership in career and technical education (CTE). Three faculty and staff members recently received awards—two at the state level and one at a national conference—underscoring the college’s commitment to excellence in preparing �鶹��ý’s workforce.

At the 2025 �鶹��ý Association for Career & Technical Education (�鶹��ý ACTE) State Conference on April 11, at Windward CC, Nolan Miyahara and Blake Hunrick were recognized for their outstanding contributions. Miyahara, program coordinator for Leeward CC’s Automotive Technology program, was named Postsecondary Teacher of the Year. Under his guidance, the program has thrived and is home to the state’s only Ford Automotive Student Service Educational Training program, which offers students manufacturer-specific instruction, access to advanced diagnostic tools, and paid internships with Ford dealerships.

Hunrick, who has served as a counselor at Leeward CC for more than 30 years, received the Counseling and Career Development Professional of the Year award. Hunrick is known for his deep dedication to student success, helping thousands of learners navigate educational and career pathways through personalized support and CTE guidance.

National award

National recognition followed just days later when Matthew Egami, a culinary arts instructor, received the Dale P. Parnell Faculty Distinction Recognition Award from the American Association of Community Colleges at its annual conference in Nashville, Tennessee, on April 16. The award honors faculty who go above and beyond to support students inside and outside the classroom. Egami is a key contributor to Leeward CC’s acclaimed Culinary Arts Program, which trains students in both foundational and advanced culinary techniques and provides hands-on experience through the college’s fine dining restaurant, The Pearl.

“These awards reflect the strength and depth of our CTE programs, which are designed to equip students with the real-world skills they need to succeed in today’s economy,” said Ron Umehira, dean of Career and Technical Education at Leeward CC.

—By Tad Saiki

For the first time, Leeward Community College held National Career and Technical Education (CTE) Letter of Intent Signing Day on April 10, to honor 50 students who are entering a CTE field of study for the 2025–26 school year. It was part of a national movement, with more than 100 other institutions across the country holding similar signing ceremonies.

“Finally, I have something in my life that I can work towards,” said Dexter Yago, an incoming culinary arts student. “At the beginning of my freshman year, I didn’t know what I was doing. I was really hoping at the end of my senior year that I would find something, and I did—Leeward CC Culinary Arts.”

At the event, students and their family members also had the opportunity to meet with program faculty, staff and administrators before starting classes in the fall.

“By signing our incoming students to Letters of Intent, we are acknowledging their commitment to their education and reaffirming the college’s commitment to providing them with the resources, training, and support necessary to get them job ready,” said Chancellor Carlos Peñaloza.

“These students are the future of �鶹��ý’s workforce, and it’s exciting to witness their journey.”

The incoming students will learn skills in accounting, automotive technology, business, culinary arts, digital media, health information technology, human services, information and computer science, mechatronics, sustainable agriculture and teacher education.

“Today’s signing ceremony is a pivotal moment for our students and our community,” said Ron Umehira, dean of Career and Technical Education. “By committing to a CTE program, these students are not only preparing themselves for rewarding careers, but they’re also helping to build a skilled workforce that will contribute to the economic growth of �鶹��ý.”

The CTE Signing Day event also featured a keynote address by Mark Perna, a bestselling author and generational expert, who spoke about the importance of education in economic development and community growth.

The CTE Office oversees business, professional arts, and technology programs at Leeward CC, which collectively serve more than 900 students annually. The CTE Office also oversees the non-credit programs in the , which serves more than 3,000 students annually, and the , which serves more than 500 students—a majority of whom are Native Hawaiians.

—by Devon Bedoya

The are helping residents across the islands train and provide pathways for in-demand careers—and the nation is taking notice.

The UH Community Colleges has received top national honors: a gold 2024 Paragon Award from the National Council for Marketing & Public Relations (NCMPR). The award for Best TV/Video Advertisement (Series),was announced at NCMPR’s 50th anniversary national conference in March. The UH Community Colleges campaign rose to the top, out of more than 1,570 entries from 210 colleges nationwide.

The winning video series shines a spotlight on non-traditional CTE programs that help �鶹��ý residents launch rewarding careers while staying close to home. Featured programs include:

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Produced in partnership with Honolulu-based marketing agency Olomana Loomis, the videos are part of a larger effort to elevate the visibility of UH’s high-demand career pathways.

“We are honored to receive this prestigious NCMPR Paragon Award,” said Lesli Yogi, director of marketing and communications for the UH Community Colleges. “This recognition is a testament to the hard work, creativity and dedication of our seven campuses’ marketing teams, whose talent and passion brought these student success stories to life.”

Credentials of value

From healthcare and welding to information technology and construction, UH Community Colleges offer a wide range of CTE programs that prepare students for high-growth careers right here in �鶹��ý. These programs provide credentials of value—meaning students graduate ready to work in fields that are hiring and paying competitive wages.

“Our members are doing the important work of ensuring both prospective and current students know of the potentially life-changing opportunities available at their institutions,” said Virginia Moreland, NCMPR president. “The winning entries demonstrated the incredible creativity, commitment and resourcefulness of community college marketing professionals throughout our organization, and we are so proud to recognize them with the Paragon Awards.”

NCMPR’s Paragon Awards are the only national competition honoring excellence in marketing and communications exclusively among two-year colleges. The organization supports more than 1,600 members from nearly 500 colleges in the U.S. and Canada.

High school graduates of the class of 2024 excelled in numerous academic areas of study and matched the class of 2023 with the highest on-time high school graduation rate on record at 86%, according to the latest , released March 31. Among these students, 34% graduated with honors, the highest level in the past five years.

The class of 2024 CCRI report details the outcomes of 11,613 students among 67 public schools including public charters. The CCRI is produced annually by (�鶹��ý P–20), in collaboration with the �鶹��ý State Department of Education (HIDOE) and the University of �鶹��ý.

Class of 2024 overall college enrollment increased from 51% to 52% and the proportion of class of 2024 graduates who attended a UH campus increased 3 percentage points from the previous year, from 31% to 34%. Of particular note, the percentage of completers who enrolled in a UH two-year campus increased from 17% to 19%, the highest percentage since 2020.

“The increase in college enrollment at the UH Community Colleges highlights the growing impact of our strengthened career pathways between HIDOE high schools and our seven community college campuses,” said Della Teraoka, interim vice president for the . “With UH two-year enrollment on the rise and four-year enrollment reaching record levels, these collaborative efforts are creating more opportunities for students to pursue higher education and succeed right here at home.”

The class of 2024 also had the highest number of completers in the last five years to earn a score of three or better on an Advanced Placement exam to 18%, and the most completers of Dual Credit classes, which increased 3 percentage points from last year (24% to 27%). Additionally, there was a 3% increase from 2023 of students who entered UH after completing college-level credits through Dual Credit in high school for English and math.

Graduates who earned the Seal of Biliteracy (students who have demonstrated a high level of proficiency in both of the state’s two official languages, English and Hawaiian; or either of the two languages and at least one additional language, including American Sign Language, by high school graduation) increased to 557 to 598 from the class of 2023, and CTE (career and technical education) honors also increased from 21% to 22%. The top three CTE programs completed by concentrators for the class of 2024 were hospitality, tourism, and recreation (23%); cultural arts, media and entertainment (20%); and health services (17%), all of which are integral areas of �鶹��ý’s economy.

“Although college-going data from the class of 2024 demonstrates a turnaround from previous years, there are reasons for concern with academic readiness, especially in math,” said Stephen Schatz, executive director of �鶹��ý P–20. “Math readiness is key across various industries, whether students aspire to be doctors, welders, auto mechanics, nurses, or teachers.”

UH degrees significant return on investment

In a study that evaluated the workforce earnings of UH graduates who earned two- and four-year degrees, the found that nine years after completing a college degree, students who received Pell grants earned wages similar to their non-economically disadvantaged peers, mitigating the effects of intergenerational poverty. Throughout their lifetimes, a college degree holder earns a 27% higher income, or $2.8 million more in wages for a bachelor’s degree and $2.7 million more, or a 22% higher income, for an associate of science and associate of applied science degree, when compared to students who stopped out and did not earn a degree.

February marks Career and Technical Education (CTE) Month, a time to celebrate the programs that equip students with the skills and experiences needed to succeed in their careers. At the University of �鶹��ý, CTE programs play a crucial role in meeting the workforce demands of �鶹��ý’s economy.

A , for example, identifies 1,228 openings in the nursing professions (RN, LPN, APRN), down 11% from 2022. UH offers nursing preparation programs at �鶹��ý, Kapiʻolani and Kauaʻi Community Colleges, and UH Maui College, UH Hilo and UH ����ԴDz�.

Workforce development is one of the four imperatives of the UH System’s �鶹��ý for 2023-2029. Leading this charge is the systemwide Office of Workforce Development.

“This UH imperative drives my work with colleagues across the 10 UH campuses and in �鶹��ý’s public and private sectors,” said Christine Beaule, director of workforce development. “We also work closely with �鶹��ý P–20 Partnerships for Education, a UH office under the vice president of academic strategy that provides statewide leadership and coordination of CTE programs in the state.”

The Office of Workforce Development fosters deeper engagement between UH and employers. This includes active partnerships with the Chamber of Commerce �鶹��ý, service on various boards and committees, and the development of sector partnerships, such as a new transportation sector initiative.

UH workforce development initiatives include:

• Internships: including a series of disciplinary meet-and-greet events for students, faculty, employers and internship hosts in the community
• A pilot of the to build durable skills into on-campus student employment and extend the benefits of work-based learning to contexts behind internships
• Two work groups from the President’s Emerging Leaders Program designing projects to develop durable career readiness skills into internships, as well as curricula
• Helping faculty develop new micro-credentials to meet workforce needs
• Development of a framework and process to certify and recognize industry-recognized credentials and industry-valued credentials
• UH participation in all Chamber of Commerce �鶹��ý , and partnerships with the State and others to develop new sector partnerships
• Disciplinary convenings that bring together academic programs with employers to identify challenges and opportunities for closer coordination so that UH graduates are prepared to meet current and future workforce needs

As UH continues to build partnerships with employers and K–12 educators, it envisions a future where every kamaʻaīna has equitable access to work-based learning and the opportunity to thrive in their careers, in the islands.