Detroit Allied Health Middle College

A COMMUNITY-OWNED, COLLEGE-ALIGNED WORKFORCE PATHWAY

Detroit Allied Health Middle College (DAHMC) is a developing education-to-career initiative designed to expand access to allied health careers and strengthen the region’s future healthcare workforce. The long-term vision connects academic readiness, career exploration, college alignment, credentials, work-based learning, and employment. The immediate priority is more focused: deliver one strong district pilot, measure the results, and build from evidence.

THE IMMEDIATE PROGRAM: ALLIED HEALTH EXPLORERS

DAHMC is seeking a district partner for a proposed grades 6–12 Allied Health Explorers pilot. The preliminary first-year model includes two age-appropriate cohorts—one for grades 6–8 and one for grades 9–12—with approximately 50 students total. Each cohort would meet twice weekly for about 90 minutes per session over 12–16 weeks per semester, beginning after Fall Count Day.

Middle school students would focus on career discovery, healthcare teams, body systems, technology, communication, and a “My Future in Healthcare” showcase. High school students would examine allied health career clusters, participate in non-clinical simulations, meet professionals, compare education pathways, and complete an individual career portfolio.

The preliminary first-year planning range is $33,000–$54,000, or approximately $660–$1,080 per student at 50 students. Final cost depends on staffing, transportation, program length, district in-kind contributions, and the final operating agreement. These figures are planning estimates, not a fixed contract price.

CLEAR PROGRAM BOUNDARIES

The proposed Explorers pilot is a career-exploration program. It does not award college credit, professional licenses, or healthcare certifications. It does not conduct clinical rotations, invasive procedures, or represent students as trained healthcare personnel. Credentials, dual enrollment, clinical exposure, and paid work-based learning are future pathway components that require separate institutional approvals, qualified providers, funding, and formal agreements.

WHAT THE PILOT WILL MEASURE

The first cohort will establish an evidence base through student enrollment, attendance, retention, career-awareness growth, portfolio and capstone completion, student and family feedback, employer and college encounters, and each student’s documented next academic or career step.

CURRENT DEVELOPMENT STATUS

Ready now: DAHMC has developed the Explorers curriculum framework, separate middle- and high-school cohort models, district-specific briefing materials, a preliminary planning budget, and an evaluation approach.

In development: District authorization, site and schedule decisions, staffing, student recruitment, funding, transportation, safeguards, and the final operating agreement must be completed before launch.

Institutional alignment: DAHMC is engaging education, community, civic, workforce, philanthropic, and healthcare stakeholders. Wayne County Community College District and Michigan State University remain prospective academic-alignment relationships until formal agreements define their roles. Henry Ford Health is identified for possible future alignment and is not a current DAHMC partner. No organization is represented as a formal DAHMC partner unless a current written agreement confirms that role.

Opportunity Youth: Transition Academies also develops workforce programming for opportunity youth. That work should be understood as a related but distinct initiative, not evidence that the DAHMC school or Explorers pilot is already operating.

A RESPONSIBLE PATH TO SCALE

1. Deliver one bounded district pilot and document the results.
2. Use the evidence to validate college, workforce, community, and employer roles.
3. Add credentials, dual enrollment, and work-based learning only after approvals and agreements.
4. Scale toward the broader DAHMC school vision as commitments, funding, and demonstrated outcomes grow.

OUR BELIEF

We believe health and education are essential foundations for creating a more just and equitable society. When students and communities have access to rigorous, career-connected learning, clear pathways to living-wage healthcare careers, and meaningful participation in the institutions that shape their futures, opportunity becomes more fairly shared. DAHMC will pursue that vision responsibly and will announce institutional roles, credentials, sites, and launch timelines only when they are confirmed through formal planning and written agreements.