Employment-driven model (State Board pass â licensed job)
These outperform many non-STEM four-year degrees in both speed of employment and ROI.
đ Sources (APA Style):
Carnevale, A. P., Cheah, B., & Hanson, A. R. (2021). The College Payoff: More Education Doesn’t Always Mean More Earnings. Georgetown University Center on Education and the Workforce.
Louisville Beauty Academy (LBA) and the emerging Di Tran University exemplify cutting-edge AI adoption in education. At LBA, students have access to generative AI tools like ChatGPT and D-IDâs AI video avatars as part of their daily learning. These tools provide on-demand translation, multilingual tutoring, and instant Q&A support in 100+ languages, ensuring even non-English-speaking students can fully participate. For example, a prospective student can interact with an AI video guide (speaking Spanish, Vietnamese, etc.) to learn about enrollment and licensing steps. This 24/7 personalized support via chatbots and avatars augments human instructors, creating a multilingual, inclusive, and human-centered classroom where no one is left behind. LBAâs model intentionally blends in-person mentorship with these AI-assisted tools â a âtechnology-assisted, AI-supported, on-demandâ layer of education on top of hands-on training. The result is a flexible learning experience that adapts to each studentâs needs. As LBA puts it, âimmigrants and non-native English speakersâ benefit immensely from custom-paced study and real-time translation support, which aligns with broader trends of using AI to break language barriers in vocational training. In short, LBA is pioneering AI-augmented education in ways many traditional schools have yet to implement.
By contrast, most traditional colleges lag in AI integration. Many universities are still deliberating policies on tools like ChatGPT â in fact, a global UNESCO survey found fewer than 10% of schools and universities have any formal guidance or policy on generative AI as of 2024. This âvacuum of guidanceâ indicates that mainstream institutions are âstill finding their balanceâ and have been slow to proactively adopt AI in the classroom. While students in higher ed are independently embracing AI (surveys show 86% of students use AI for schoolwork), faculty usage remains tentative â about 61% of professors have tried AI in teaching, but 88% use it only minimally. In other words, traditional colleges have been cautious, often leaving AI-driven personalization off the official curriculum. Some even see AI as a threat (e.g. concerns about cheating or job displacement), resulting in slow adoption. LBAâs approach starkly contrasts this norm: instead of sidelining AI, LBA fully embeds it as a learning aid from day one. Every LBA student can, for example, ask the academyâs custom ChatGPT-based bot to explain a concept at 11pm or use a tablet to translate a chemistry lesson into their native language on the fly. This kind of seamless AI integration is rare in conventional colleges.
To be sure, a few forward-thinking universities have begun experimenting with AI â but usually in piecemeal ways. For instance, Georgia State University deployed an AI chatbot (âPounceâ) to answer student questions via text, which reduced summer enrollment melt by 22% (hundreds more students showed up in the fall). And years ago, Georgia Tech famously built a virtual teaching assistant (âJill Watsonâ) for a large computer science class; Jill (powered by IBM Watson) answered studentsâ routine questions with 97% accuracy and was so human-like that most students didnât realize she wasnât a person. These examples show the potential: AI can improve student support and engagement at scale. However, such cases have been isolated pilots in academia. In contrast, LBA has made AI a cornerstone of its entire program â not just for a tech course or as a one-off experiment, but across its cosmetology curriculum and student services. LBAâs AI-human hybrid model (pairing live instructors with AI tutors and translators) illustrates how vocational schools can leverage technology to boost learning outcomes and inclusivity. Education experts note that integrating AI in this way â via adaptive learning platforms, AI analytics, virtual tutors, etc. â is ârevolutionizing skill developmentâ, especially in hands-on fields. LBA sits at the forefront of this revolution. It demonstrates today what many colleges are still theorizing about: a future where AI is embraced to enhance human instruction, not feared or banned. By doing so, LBA and Di Tran University are creating a model for truly inclusive education â one where language, schedule, or learning style is no longer a barrier, thanks to technology. The payoff is clear: students get âeverything they need to succeed from day one to licensureâ with no one falling through the cracks.
Fast-Track Education vs. Extended Enrollment
Another defining feature of LBA (and Di Tranâs educational philosophy) is an emphasis on fast-track completion and rapid workforce entry. Simply put, LBA encourages students to âget in, get skilled, and get to workâ â a sharp contrast to the protracted timelines and mounting debts often seen in traditional U.S. higher education. Every aspect of LBAâs program design is geared toward efficient graduation. Unlike many cosmetology schools that funnel all students into a one-size 1,500-hour cosmetology program, LBA offers targeted licensure tracks and lets students choose a specialization instead of unnecessary extra coursework. For example, if a student knows they only want to be a nail technician, LBA allows them to take the focused 450-hour Nail Technology program and finish in a matter of months â avoiding an extra 1,000 hours that a full cosmetology course would require. By aligning training strictly to state-required hours for each specialty (450 hours for nails, 750 for esthetics, 300 for shampoo styling, etc.), LBA spares students wasted time and expedites their entry into the job market. In fact, a motivated student at LBA can complete the longest program (Cosmetology, 1500 hours) in as little as 9 months â a timeline that is at the extreme fast end for the industry. This is achievable because LBA has open enrollment and self-paced attendance: students can begin at any time and put in as many hours per week as their schedule allows, rather than being locked into a slow, semester-based cohort. Essentially, the schoolâs flexible âclock-hourâ system lets ambitious learners accelerate as much as theyâre able. LBAâs philosophy is that the sooner students graduate, the sooner they can earn income and start benefiting from their new skills â and the school actively supports that urgency.
This ethos is a deliberate rejection of the norm in U.S. higher education. Consider that at four-year colleges, students often remain enrolled far longer than intended: the average bachelorâs degree actually takes over 5 years to complete, and well under half of students finish a 4-year degree within 4 years. (Only about 44% of recent bachelorâs recipients graduated in 4 years or less.) Many take 5â6 years or transfer schools, and a significant number never graduate at all. This extended enrollment has become so common that universities and the government measure graduation rates at 150% of ânormalâ time (i.e. a 6-year window for a supposed 4-year degree). The consequences of this drawn-out college timeline are severe: more tuition paid, more years of forgone earnings, and often substantially higher student debt for those extra semesters. American college students today graduate with an average of $29,000 in federal student loan debt for a bachelorâs degree, and many owe much more. Itâs now common for young adults to enter their mid-20s with a degree in hand but tens of thousands of dollars in loans â a burden that can take decades to repay. The opportunity cost of those extra years in school (and the associated debt) has prompted growing criticism of the traditional college path, especially when some graduates struggle to find well-paying jobs.
LBAâs fast-track model tackles this problem head-on. First, the academy keeps program lengths to the minimum required, so students arenât stuck in school any longer than necessary. Second, LBA is hyper-focused on affordability (addressed more in the next section), which means students either pay low tuition upfront or utilize zero-interest payment plans â avoiding loans entirely in most cases. (LBA explicitly has a âno-debtâ policy, discouraging any borrowing and instead offering in-house scholarships of 50â75% for those who accelerate, and pay-as-you-go tuition plans.) The result is that an LBA graduate can finish in under a year with little or no debt, ready to earn. In comparison, a typical American college student might spend 5â6 years to get a diploma and come out owing $30k. The difference in outcomes is stark: entering the workforce 3â4 years sooner, debt-free, with a job-ready skill, versus entering later with significant debt and, for many, uncertain employment.
To illustrate these differences, consider a few key metrics side by side:
Metric
Louisville Beauty Academy Model
Traditional U.S. College Model
Program Length
Focused licenses in months (e.g. ~9 months for full cosmetology). Flexible, self-paced schedules allow faster completion for motivated students.
Bachelorâs degree nominally 4 years, but average ~5+ years to finish. Often extended by changed majors, part-time attendance, or stop-outs (only ~44% finish in 4 years).
Cost of Tuition
~$3,800 for a 450-hr Nail Tech program after scholarships (as low as half-price); ~$6â7k for a 10-month cosmetology program â a fraction of typical costs. Generous in-house scholarships (50â75% off) for fast-track students.
Varies widely; four-year colleges often $20kâ$50k per year in sticker price. Even public in-state universities average ~$10k/year tuition, leading to $40k over 4 years (often more with extra semesters). Many vocational schools charge $15â20k for cosmetology programs.
Student Debt
No federal student loans used â LBA uses zero-interest payment plans and low monthly payments to keep students debt-free. Typical LBA grad owes $0 in school debt.
High reliance on loans â ~53% of undergraduates take federal loans. Average debt for bachelorâs is ~$29,550; many graduates spend their 20s and 30s repaying loans. Cosmetology students nationally average ~$10k debt at private schools.
Graduation/Completion Rate
Very high: LBA boasts a >95% graduation rate for its programs and over 90% licensure (completion with passing the state boards). Flexible pacing and support mean most who start finish successfully.
Often low: Only ~62% of students at 4-year institutions complete a degree within 6 years, and completion rates are even lower for community colleges. Life events, finances, or academic difficulty lead to many dropping out before graduation.
Time to Employment
Immediately after program: graduates can sit for licensing exams and start working in their field (many LBA programs <1 year to job-entry). Emphasis on quick transition from classroom to workplace.
Delayed entry: Many spend 5â6 years in school, then face a job search. Thatâs 5â6 years not in the full-time workforce. Extended enrollment also means lost wages for those years â a hidden cost.
Workforce Readiness
High, by design â curriculum is hands-on and aligned with specific careers (e.g. students practice on real clients and prepare for state licensure throughout). LBA reports ~90% job placement for graduates, with many opening salons or landing jobs quickly. Training includes business skills and real client interaction, yielding graduates who are work-ready day one.
Varies, but often mixed. Employers frequently complain that recent college grads lack practical skills â nearly 60% of employers say new graduates are unprepared for the workforce. Many graduates require additional on-the-job training; some end up underemployed. Traditional programs tend to be theory-heavy with fewer real-world experiences until internships late in college.
(Table: Comparing LBA/Di Tranâs fast-track model with a typical 4-year college path.)
Notably, LBAâs approach aligns with some emerging trends in higher education aimed at speeding up and reducing the cost of degrees. A handful of universities have started offering accelerated three-year bachelorâs programs to address concerns about ROI. For example, Indiana passed a law in 2024 urging all state universities to create at least one 3-year degree option to âget students into the workforce more quickly,â and Utahâs public universities are developing a 90-credit Bachelor of Applied Science that cuts out extraneous electives. More than a dozen colleges (from Southern Utah University to the College of New Jersey) are piloting âCollege-in-3â exchanges, exploring how to grant degrees with 25% fewer credits. The motivation behind these experiments is the same ethos LBA already embodies: save students time and money, and focus learning on industry needs. Proponents note that shorter degree tracks could boost completion rates and respond to public skepticism about the value of a four-year degree. (Recent surveys show only 1 in 4 American adults now believes a four-year degree is âworth the costâ given the loans required.) Additionally, competency-based education models are rising, allowing students to progress at their own pace. Western Governors University (WGU), for instance, lets students accelerate online courses when ready; WGUâs undergraduates finish in 2.5 years on average, compared to over 5 years nationally. Many WGU students even finish bachelorâs programs in 18 months or less. The result: WGU students graduate with less debt and faster job placement than typical, thanks to the self-paced format and career-focused curriculum.
These innovative programs in traditional higher ed are commendable, but they are still relatively niche. LBA and Di Tran University distinguish themselves by pushing the fast-track philosophy even further â combining all the levers (accelerated timelines, ultra-low cost, debt avoidance, flexible scheduling, and direct job preparation) in a single model. Where a state university might experiment with trimming a degree to 3 years, LBA has proven you can train a licensed professional in under 1 year. Where online colleges use competency-based progress, LBA uses flexible clock hours and generous scholarships to encourage students to finish promptly. The underlying principle is the same: education should empower students quickly rather than hold them in a protracted (and expensive) holding pattern. In this sense, LBA is a trailblazer demonstrating what âfast-track educationâ can look like in practice â and its success (nearly 2,000 graduates by mid-2025, many gainfully employed) challenges the notion that longer is better. As more Americans question the 4+ year college norm, LBA stands as a working example of an alternative pathway where students can achieve career-ready qualifications in months, not years, and enter the workforce without the anchor of debt.
âYES I CANâ â From Mindset to Reality (âI Have Done Itâ)
Central to LBAâs and Di Tran Universityâs culture is a mindset of self-empowerment and action, encapsulated in the motto âYES I CANâ â and its fulfillment, âI HAVE DONE IT.â This isnât just a catchphrase on the wall; itâs a philosophy that originates from LBA founder Di Tranâs personal ethos and writings, and it permeates how students are taught to approach their goals. LBA explicitly âteaches the âYES I CANâ mentalityâ to every student. In the context of the classroom, that means instructors and staff constantly encourage students to believe in their own potential, no matter their background or setbacks. A student who might doubt themselves â say, an immigrant learning in a second language or an older adult returning to school â is met with the academyâs unwavering message: Yes, you absolutely can succeed. This culture of encouragement is rooted in Di Tranâs own immigrant story of perseverance and in his numerous self-help publications. In fact, Di Tran has authored an entire book titled ââYES I CANâ Mentality: Sharpening Your Mind for Success at Every Stage of Life,â alongside another called âI HAVE DONE IT: Living a Legacy of Action and Value.â These works form the backbone of the schoolâs ethos, emphasizing that positive mindset and proactive effort go hand in hand. Itâs not enough to tell yourself you can do it â you must also put in the work so that one day you can look back and say âI did it.â
LBA celebrates student achievements with an âI HAVE DONE ITâ certificate, symbolizing the journey from believing in oneself (âYes, I canâ) to taking action and accomplishing oneâs goals.
From the moment students enroll, LBA nurtures this âYes I canâ attitude through a supportive, family-like environment. In practical terms, this might involve instructors reminding a struggling student that mistakes are just stepping stones (rather than signs of failure), or showcasing success stories of previous graduates who overcame obstacles. Di Tran has instilled what he calls a âculture of intentional learning through failureâ at the academy â embracing failures as fuel for growth. Students are encouraged to try new techniques, err, and learn, rather than fear failure. This approach directly ties into the âYes I canâ mentality: it trains students to respond to challenges with resilience and determination, reinforcing their belief that they can conquer the learning curve if they persist. One of Di Tranâs book titles puts it bluntly: âConfidence is Overrated; Action is Underrated.â â meaning that true confidence comes from the accumulation of small wins through action. By getting students to take action (perform that haircut, practice that new skill on a client, attempt that difficult exam prep question) in a safe learning space, LBA helps them build real confidence and competence. Over time, a student internalizes âYes I canâ as âYes, I didâ â each accomplished task becomes proof of their capability.
This mindset is particularly powerful for students who come from communities that might have been told âyou canâtâ in the past. Many LBA enrollees are first-generation immigrants, people from low-income families, or individuals who faced skepticism about pursuing a professional career. The YES I CAN mantra serves as an antidote to imposter syndrome and societal stigmas. Itâs telling that Di Tran often expands the phrase to âYes, I can â and I did, and I gave back.â This hints at the full arc that LBA envisions for its students: believe in yourself, achieve your dream, then help others do the same. Indeed, LBA promotes a cycle of positive action. As students progress and realize âI have done itâ (whether passing a state board exam or finishing a program), they are also encouraged to mentor newer students or volunteer in community service â thus giving back and reinforcing that sense of accomplishment. The academy even issues fun âI HAVE DONE ITâ certificates and badges to graduates (see image above), celebrating the fact that they turned their goals into reality.
In sum, LBA and Di Tran University foster a self-empowered, action-first mindset as a core part of their educational model. Itâs not just about teaching technical skills in cosmetology or business; itâs about teaching students to believe in their own success and to proactively go after it. This can be contrasted with the experience at many traditional colleges, where students often feel like one anonymous face in a lecture hall and can lose confidence over time, or where the support to build personal resilience might be lacking. By making personal growth and mindset a formal part of the curriculum, LBA ensures that students leave not only with a professional license, but with an ingrained sense of agency. They carry with them Di Tranâs signature ethos: âYES, I CANâ achieve my goals â and now that I have, whatâs next?â That forward-looking confidence is arguably as valuable as any diploma, and itâs a trait LBAâs graduates bring into the workforce and their communities.
An Inclusive, Multigenerational, Culturally Diverse Community
One of the most striking aspects of Louisville Beauty Academy is the breadth of people it serves. In contrast to many colleges (which primarily enroll 18â22 year-olds from a narrow range of academic backgrounds), LBA opens its doors to everyone from teenagers to senior citizens, truly living up to a mission of lifelong learning and inclusivity. As Di Tran proudly notes, âOur students range from high school graduates to individuals over 70 years old, proving that learning has no age limit when you embrace the âYES I CANâ mentality.â. Itâs not uncommon at LBA to see a 19-year-old recent high school grad working side by side with a 68-year-old grandmother pursuing a new passion in esthetics. This multigenerational mix creates a rich learning environment where younger and older students encourage each other. The older learners bring patience and life experience; the younger ones bring energy and fresh perspectives. Everyone benefits from the diversity of age and experience. For instance, an older immigrant student might buddy up with a tech-savvy youth to practice using the online learning portal, while the younger student gains a mentor figure. The message is clear: education and career dreams are not bound by age. By welcoming students â16 to 70+,â LBA helps dismantle the stigma that itâs âtoo lateâ to go back to school or start a new career in oneâs later years. (In fact, stories of LBA graduates in their 60s and 70s earning their Kentucky beauty license underscore that itâs never too late â one recent 70-year-old graduate is living proof.)
Culturally, LBA is just as inclusive. Immigrants and refugees make up a large portion of LBAâs student body, and the academy has become known as a supportive landing ground for new Americans starting professional lives. Under Di Tranâs leadership, LBA has graduated over 1,000 students by 2024, with a majority being new immigrants on their way to becoming proud U.S. citizens. In many cases, these students come with limited English proficiency and modest financial means. LBA actively seeks to accommodate and empower them, rather than requiring assimilation into an English-only, high-cost model. Bilingual staff and translation technology (as described earlier) are always available. The curriculum is delivered in plain language, and key materials are translated. For example, LBA even self-published a book titled âMastering English for Beauty Professionals,â a resource aimed at helping non-native speakers learn the industry terminology in English. This kind of targeted support shows how deeply LBA understands the needs of immigrant students. Moreover, cultural representation is strong: itâs common to find Vietnamese, Latino, African American, Middle Eastern, and European students all in the same cohort at LBA, each bringing bits of their culture into the learning experience. Rather than ask students to suppress their identities, LBA celebrates them â whether itâs allowing a student to practice a hairstyling technique thatâs popular in their home country, or simply creating a friendly space where diverse languages are heard in the halls. This environment not only benefits the minority students, but also prepares all students to serve a diverse clientele in the real world (an advantage in the beauty industry, which is itself very diverse).
Beyond age and ethnicity, LBA is inclusive across various dimensions: it supports different learning needs, socioeconomic backgrounds, and life situations. For instance, LBA offers flexible scheduling with part-time and evening options, recognizing that many students have jobs or family duties. A young single mother, for example, can attend classes at night when her children are asleep, and the academy will accommodate that. If a student needs to pause their training due to life events, LBA doesnât penalize them harshly; it provides support so that a temporary setback doesnât become a permanent dropout. This might include counseling, the ability to resume where they left off, or extra tutoring when they return. These policies contribute to LBAâs extremely high completion rate (over 95%) â a testament to how well the school supports each individual through to graduation. Itâs a sharp contrast to many traditional institutions where students who âstop outâ often fall through the cracks. LBA essentially practices an open-door, open-arms philosophy: once youâre part of the family, they will do everything possible to see you succeed, no matter your personal challenges.
Financial inclusivity is also crucial. Affordability at LBA is not just a talking point but a reality, crafted to include those who could not otherwise afford schooling. Di Tran intentionally keeps tuition low (significantly below state averages) and provides hefty scholarships to those in need. Many students attend at half tuition or even less. The academyâs motto could well be âno one gets turned away for lack of funds.â Compare this to the typical college environment, where even public community colleges can be prohibitively expensive for low-income students without loans or aid. LBAâs 50â75% tuition discounts for immigrants and underserved groups level the playing field, enabling refugees, single parents, and low-income earners to enroll. As a result, a cohort at LBA might include someone who works a daytime factory job, someone on a limited income, and someone fresh out of high school â all learning together, all afforded the same opportunity to build a new career. This commitment to economic inclusivity directly addresses equity gaps in education. Itâs well-documented that cost is a huge barrier that disproportionately affects underrepresented groups in higher ed; by eliminating cost barriers, LBA dramatically widens access.
Finally, LBA integrates community and service into its inclusive model, further extending its reach to populations that might not be students but are impacted by education. For example, LBA has partnered with Harbor House of Louisville to open a second training location within an intergenerational workforce development center. This center serves individuals with disabilities, offers elder care and childcare, etc., and now â thanks to LBA â provides beauty training on-site. That means people with disabilities and caretakers can also engage with LBAâs programs or receive services. LBA students volunteer there to provide âdignity-filled beauty servicesâ to elderly and disabled clients at no charge, as part of their training. This reflects an ethos of inclusive service learning: students arenât just learning in a bubble; theyâre out in the community, interacting with all types of people. In doing so, they break down stigmas and learn to treat everyone â a wheelchair-bound client, a non-English-speaking client, a 75-year-old client â with equal respect and care. This experience is invaluable in making students culturally competent and empathetic professionals. It also signals to those communities that they belong in the beauty academy environment too. Itâs easy to see how this goes beyond what most colleges do; while many schools talk about diversity and inclusion, LBA lives it in everyday practice, from admissions to curriculum to community outreach.
In summary, LBA and Di Tran University exemplify legacy and inclusivity by serving a wide age range, multiple cultures, and immigrant populations in a supportive way. They demonstrate that a school can be as diverse as the society it exists in. A 17-year-old and a 70-year-old can share a classroom. A new immigrant with halting English can sit next to a Louisville native, and both can thrive. A student with a disability can feel just as catered to as anyone else. This model not only benefits those who might otherwise be left out of higher education, but it enriches the educational experience for everyone involved. Students learn to work in diverse teams, appreciate different perspectives, and build networks across generational and cultural lines â skills highly relevant in the modern workforce. LBAâs inclusive environment effectively breaks the long-standing higher-ed notion of the âtraditional studentâ and replaces it with âeveryone is a student, as long as they have the will to learn.â
Breaking Barriers: Broad Impact on Access, Equity, and Employment
Louisville Beauty Academyâs forward-thinking practices â rapid skills training, AI inclusion, an empowering mindset, and deep inclusivity â directly address many of the longstanding challenges and stigmas in higher education. Taken together, LBA and Di Tran University offer a powerful case study in how to make education more accessible, more equitable, and more tightly connected to real-world employment. Here we analyze the broader impact of their model:
Expanding Access & Affordability: Traditional higher education in the U.S. has long struggled with access. High costs, lengthy time commitments, and rigid admission criteria have excluded or deterred many capable individuals â especially those from low-income families, working adults, and recent immigrants. LBAâs model attacks these barriers head-on. By keeping tuition dramatically lower than average and enabling pay-as-you-go plans, LBA removes the financial hurdle that stops so many from pursuing education. (Itâs telling that nationally, only 22% of adults now believe the payoff of a four-year degree is worth the cost if loans are involved â a sentiment LBAâs low-cost approach directly responds to.) The academyâs quick, clock-hour programs also appeal to those who cannot put life on hold for several years. A single parent or a newly arrived refugee might not be able to spend 4â6 years in school, but a 6-month or 9-month training with immediate job prospects? That is feasible. LBA thus opens the doors of higher learning to people who have been historically underserved: older learners, parents, immigrants, folks switching careers in mid-life, etc. The evidence is in the outcomes â by late 2024 nearly 2,000 people had graduated LBA, many of them immigrants and nontraditional students who otherwise might never have attained a credential. This contributes to greater educational equity, as it broadens the demographics of who can gain postsecondary skills. Every LBA graduate is one more person breaking a potential cycle of limited opportunity. The ripple effects on families and communities (more employed individuals, more small business owners, more people with professional licenses) are significant in promoting economic mobility.
Challenging Stigmas Around Vocational Education: In the U.S., a persistent stigma has existed that vocational schools or trade programs are a âsecond tierâ compared to traditional colleges â often viewed as last resorts or lesser options. LBA and Di Tran University are actively changing that narrative. Theyâve built a model that is not only high-quality (state-accredited, with excellent outcomes) but also ethically and pedagogically sound, countering the negative practices often associated with for-profit trade schools. For instance, a common criticism of some beauty schools and other vocational colleges is that they exploit students â keeping them enrolled longer than necessary for financial aid purposes, or using them as unpaid labor (in school-run salons, etc.). LBA flipped this script. It shortened programs to only whatâs necessary, refuses to abuse federal aid, and forbids the exploitation of students in its salon. Instead of charging clients for student-provided services (a double-dipping many schools do), LBA makes all student services free and orients them as community charity rather than profit. Students still get the practice, but neither they nor the school financially profit â itâs all about learning and giving back. By adopting this ethical stance, LBA shows that vocational training can be principled and community-minded. The academyâs integration of volunteerism into the curriculum (e.g. servicing the elderly, disabled, and homeless as part of training) further elevates the social value of vocational students. Rather than being seen as âless academic,â LBA students are positioned as compassionate professionals contributing to society even while learning. This helps erode the stigma and instead associates trade education with concepts of service, leadership, and innovation. Itâs no surprise LBA has been recognized as an impactful local institution and Di Tran lauded as a community leader â honors more typically given to universities than beauty schools. Such recognition further chips away at any notion that vocational colleges are not ârealâ education. LBA is modeling a future where career-focused education is held in the same esteem as a college degree, if not higher, because of its direct benefits to students and communities.
Promoting Equity and Diversity: The traditional higher ed system has well-documented equity gaps â in enrollment, retention, and graduation â for students of color, first-generation students, and older/nontraditional students. LBAâs practices directly tackle these gaps. Its high graduation rate (>90%) for immigrant and nontraditional students is a remarkable statistic when compared to, say, the single-digit graduation rates that community colleges see for similar demographics over 2â3 years. How does LBA achieve this? Through the supports described: bilingual instruction, flexible pacing, a welcoming environment, and the âyes I canâ encouragement that builds self-efficacy in students who may have doubted their academic abilities. By normalizing immigrant and adult success stories, LBA helps dismantle the stigma that these groups canât thrive in higher ed. For example, when a refugee with limited English comes in and then leaves 10 months later as a licensed professional, it sets an example that resonates. It tells others in that community, you belong in professional education too. The same goes for older learners: seeing a 65-year-old graduate excel in a new trade combats ageist assumptions and inspires more seniors to consider re-skilling. In a broader sense, LBA is contributing to diversifying the workforce. The beauty industry is now seeing LBAâs largely female, immigrant graduates become salon owners and entrepreneurs, which adds diversity to small business ownership and leadership in the community. This addresses equity not just in education access, but in economic outcomes.
Workforce Alignment and Employment Readiness: One of the harsh critiques of traditional higher education is that it often leaves graduates inadequately prepared for jobs â contributing to underemployment and a so-called âskills gapâ between what graduates know and what employers need. (Surveys have found that nearly 60% of employers believe recent grads are not job-ready, and many grads themselves feel unprepared or require significant additional training on the job.) LBAâs approach is almost a prototypical solution to this problem. The programs are designed in reverse from the jobâs requirements: everything taught is directly applicable to passing licensing exams and performing industry services. By the time an LBA student graduates, they have literally done the job under supervision â theyâve cut hair, done facials, managed client consultations, etc., through hundreds of hours of practicum. Moreover, LBAâs emphasis on business skills and customer service (recall that Di Tran has published guides on opening salons and effective communication in the salon environment) means graduates arenât just technically competent, but also savvy about the workplace. The outcomes speak for themselves: about 90% of LBA graduates quickly find jobs or start their own businesses. Many have the confidence to become entrepreneurs right out of school, which is relatively rare for new grads in other fields. And because LBA grads generally have little debt, they can afford to take a risk on starting a business or accept an entry-level wage, whereas heavily indebted college grads might be more constrained. In short, LBAâs practices produce graduates who are immediately productive in the economy, helping to address the mismatch where so many college grads are underemployed or job hunting for long periods. This has a societal benefit: it fills skills shortages (in this case, in the beauty and wellness sector) and boosts local economies. LBA itself cites that its ~2,000 graduates contribute an estimated $20â50 million annually to Kentuckyâs economy through their work â a not insignificant impact.
Holistic Support vs. âSink or Swimâ: Another systemic issue in higher ed has been the âsink or swimâ mentality â students often do not receive personalized support and can flounder, especially if they are from backgrounds without a strong college-going tradition. LBAâs high-touch, human-centered approach (augmented by AI) is a model for a more humane system. No student at LBA is left to slip through the cracks; as noted, if life happens and they need a break, the school helps them return and finish. If they struggle academically, thereâs one-on-one help from instructors or even AI tutors at night. This is in stark contrast to large universities where a struggling freshman might end up in academic probation without ever having a professor know their name. By eliminating the shame of struggle (LBA reframes failure as a learning step, recall âfail fast, act fastâ) and by providing wraparound support, LBA achieves outcomes with demographics that traditional colleges struggle with. This has broad implications: it suggests that the key to improving equity in higher ed isnât lowering standards, but rather raising the support to meet students where they are. LBA maintains licensure exams as the bar (which are rigorous state tests), but nearly all its students pass because of the extensive prep and encouragement (âthere is virtually no reason to failâ at LBA if one puts in effort). Itâs a powerful example of how to close achievement gaps by design.
In reflecting on LBA and Di Tran University as model institutions, itâs clear they integrate multiple innovations that many educators advocate for, yet few traditional colleges have fully implemented: personalized learning, accelerated pathways, pragmatic skill-building, inclusivity, and a growth mindset culture. They show that doing all of this simultaneously is not only possible, but sustainable (LBA is expanding and even franchising its model). By addressing the pain points of the conventional system â cost, time, rigidity, exclusivity, misalignment with jobs â LBAâs model lowers the drawbridge to opportunity and sets students up for success in the real world.
Conclusion: A New Paradigm for Education
In comparing Louisville Beauty Academy and Di Tran University with other innovative efforts in the U.S., one sees a convergence toward education that is faster, tech-enhanced, and more student-centered. LBA just happens to be a few steps ahead, serving as a proof of concept that an educational institution can produce better outcomes by breaking from tradition. Other schools are now catching on: we see universities deploying AI chatbots to improve student engagement (like Georgia Stateâs Pounce) and piloting three-year degrees to cut time and debt. We see online universities like WGU using competency-based pacing to let students finish sooner with less debt. We see community colleges embracing coaching and mindset training to keep students on track. All of these echo aspects of what LBA has been doing: leveraging AI for inclusivity, fostering a **âYes, we can do thisâ supportive culture, enabling faster completion, and focusing relentlessly on real-world readiness.
Louisville Beauty Academy and the budding Di Tran University combine these elements in a holistic model that others can learn from. They illustrate that the future of education may well lie in hybrid paradigms â not the old academic vs. vocational dichotomy, but institutions that blend hands-on skills training with academic enrichment, technology with humanity, and personal development with professional preparation. The broader impact of such a model is profound: more people have access to education, the education they get truly empowers them (both in mindset and in marketable skills), and industries gain competent, motivated talent unburdened by debt. In addressing access, equity, and employment together, LBA is tackling the triple challenge of modern higher education. As stigmas fall away and success stories continue to emerge from LBAâs graduates (from immigrant nail technician entrepreneurs to 70-year-old first-time professionals), itâs evident that this approach doesnât just change individual lives â it begins to change communities and industries.
In the words of Di Tran, LBA is ânot just a school, we are a movement of love, purpose, and endless possibilities.â That movement is one where âYes, I canâ becomes âYes, I did â and now I will help others do the same.â And that is a vision of education truly worthy of the future.
Louisville Beauty Academy. (2025, June). Model vs. Typical U.S. Beauty Schools: Comprehensive Comparison (NABA report). Retrieved from https://naba4u.org
Di Tran Enterprise. (2024). Di Tranâs Professional Profile and Bibliography. Retrieved from https://ditran.net
Tran, D. [@ditran]. (2025, January). Announcing Adult Mindset book: Mentions student age range 18â70+ [Post]. LinkedIn. Retrieved from https://www.linkedin.com
UNESCO. (2024). Global Education Monitoring: Survey on AI in Education (2023â24). Retrieved from https://www.unesco.org
Campbell University Academic Technology Services. (2025, March). AI in Higher Education: Surveys Summary. Retrieved from https://sites.campbell.edu
EdTech Magazine. (n.d.). Successful AI Examples in Higher Ed: Georgia Techâs Jill Watson TA; GSUâs Pounce Chatbot. Retrieved from https://edtechmagazine.com
National Student Clearinghouse Research Center. (2016). Time to Degree Report. Retrieved from https://nscresearchcenter.org
Individuals in several U.S. career fields must complete a specified number of clock hours of training to obtain a license. These clock-hour requirements are typically mandated by state licensing boards. When moving to a new state, licensees often seek to transfer their hours or license. Below is a detailed overview of major licensed occupations with clock-hour training requirements, including typical hour requirements, conditions for interstate license transfer (reciprocity or endorsement), examples of state differences, and authoritative references.
Cosmetology (Hairdresser/Cosmetologist)
Typical Hours Required: Most states require around 1,500 hours of schooling for cosmetologists. This can range from as low as 1,000 hours (e.g. New York and Massachusetts require a 1,000-hour training program) up to 2,100+ hours in a few cases (e.g. Iowa mandates 2,100 hours for cosmetologists). The majority of states cluster around 1,500 hours for cosmetology training.
Interstate Transfer (Reciprocity/Endorsement): Cosmetology licenses can be transferred to another state by endorsement or reciprocity if certain conditions are met. Typically, the new state will require that the applicantâs training hours are equal to or greater than its own requirements, and that the applicant passed the requisite exams. If an out-of-state cosmetologistâs training is short of the new stateâs hours, they may need to take additional training hours or exams. For example, Florida (which requires 1,200 hours) will endorse a cosmetologist from a 1,000-hour state like New York only if the person completes an extra 200 hours of education or has at least one year of licensed experience and then passes Floridaâs exam. Many states impose similar rules: they grant a license by endorsement if your home stateâs requirements were âsubstantially equivalent.â If not, the options are often to make up the hour difference or take the stateâs board exams.
Examples of State Policies:
Alaska: Does not have blanket reciprocity, but will license an out-of-state cosmetologist (hairdresser) by âwaiver of examinationâ if the person holds a current license elsewhere and can prove at least 1,650 hours of school training (or 2,000 hours via apprenticeship), plus passing a written and practical exam. This ensures the applicantâs training meets Alaskaâs own 1,650-hour requirement for hairdressers.
Florida: Requires 1,200 hours for cosmetologists. Florida will endorse licenses from states with equal or greater hours; if the other state had fewer hours (e.g. 1,000 hours), Florida gives the choice of doing additional hours or taking Floridaâs exam (with at least 1 year of work experience).
Iowa: Requires 2,100 hours and has no direct reciprocity agreement. It will consider an applicant for endorsement if they have been licensed in a state with similar/equivalent requirements and have 12+ months of recent work experience. Someone from a lower-hour state would likely need more experience or training.
New York: Requires 1,000 hours and licenses by endorsement only those who meet its hour requirement. Conversely, a NY-licensed cosmetologist moving to a 1,500-hour state may need to provide proof of additional training or experience since NYâs 1,000 hours fall short of many statesâ requirements.
Sources: State licensing boards and industry directories confirm these hour requirements and policies. For instance, the New York Department of State notes the 1,000-hour training requirement for cosmetologists, and Floridaâs Board of Cosmetology outlines the endorsement process for those with fewer hours.
Barbering
Typical Hours Required:Barber license requirements are similar to cosmetology in many states, often around 1,000 to 1,500 hours of training. For example, Alabama sets a 1,000-hour minimum for a Class II barber, while many states use 1,500 hours (Texas, Illinois, Georgia, etc. all require ~1,500 hours for barbers). A few states have lower requirements (e.g. Idaho requires only 900 hours for barbers). Some states also allow apprenticeship hours in lieu of school hours (common alternatives are 2,000â3,000 hours of apprenticeship if not attending school).
Interstate Transfer: Licensed barbers generally can transfer licenses via reciprocity/endorsement, but the same principle applies: the training and exam credentials must satisfy the new stateâs standards. If the original stateâs hour requirement was lower, the barber may need to demonstrate additional experience or take the new stateâs barber exam. A number of states use the NIC (National Interstate Council) exam for barbers, which facilitates endorsement if both states use that exam. However, states often require proof of having met their hour minimum.
Examples:
Idaho: Idaho does not offer direct reciprocity for barbers. An out-of-state barber must apply for endorsement and prove active licensure for 3 of the last 5 years, show they passed equivalent exams, and meet Idahoâs training hours (900 hours). Essentially, Idaho uses work experience in lieu of automatic reciprocity if hours/exams differ.
Texas: Texas requires 1,500 hours for barbers and will consider out-of-state applicants if they hold a license from a state with comparable training hours (or have enough years of practice). Texas processes barber reciprocity on a case-by-case basis and may require the applicant to take the Texas law and practical exams if their hours or credentials donât align.
New York: New Yorkâs barber requirements are unique â the state mandates an apprenticeship (two years) or a training course, rather than a fixed hour count (schools in NY set their own hour programs). A New York-licensed barber moving elsewhere might need to document the length of their training/apprenticeship to satisfy another stateâs hour requirement. Conversely, barbers from states with formal school hours may have to show equivalent training to get a NY license.
Sources: State regulatory info confirms the hour requirements (e.g., Alabamaâs Board sets 1,000 hours for barbers, Idahoâs laws list 900 hours and their no-reciprocity endorsement process). Texas Department of Licensing & Regulation provides guidelines for out-of-state barber applicants, requiring equivalent 1,500-hour training or additional steps if lacking.
Nail Technician (Manicurist)
Typical Hours Required:Manicurist/Nail Technician training requirements vary widely by state. Many states require 300 to 600 hours of nail technology education. For example, Texas mandates 600 hours of training for a manicurist license. Georgia requires 525 hours (or a longer apprenticeship). On the lower end, Florida requires only 240 hours of training for a nail specialist license, and a few states are even lower â notably Pennsylvania (200 hours) and Massachusetts, which astonishingly requires just 100 hours of manicurist training. (Massachusetts historically had a very low hour requirement for nail techs, set at 100 hours, which is the minimum to qualify for the exam in that state.)
Interstate Transfer: Because of the dramatic differences in required hours, transferring a nail technician license often involves meeting the new stateâs hour minimum. Many states will grant a license by endorsement if the applicantâs training hours meet or exceed their requirement. If not, the nail tech may need to take additional coursework or sometimes document work experience to compensate. Some states simply require passing their state law exam and proof of current license, as long as the training was not grossly deficient.
Examples:
Florida: Florida will register (license) an out-of-state nail specialist by endorsement only if the other stateâs requirements are at least 240 hours, equal to Floridaâs own training requirement. If an applicant comes from a state with fewer hours, they would not qualify for reciprocity in Florida and might have to take Floridaâs exam or complete missing hours.
Texas: Texasâs 600-hour requirement is relatively high; thus, Texas will expect out-of-state manicurists to have 600 hours of training. If someone trained in a 300-hour state applies, Texas might require them to get additional schooling or show several years of experience. (Texas explicitly lists that applicants from states with substantially equivalent hours and exams can be considered, otherwise additional steps are necessary.)
Massachusetts: In contrast, Massachusettsâ low 100-hour standard means it will generally accept any licensed manicurist from another state who completed at least 100 hours. Massachusetts does require out-of-state applicants to show their official school transcript and to pass an exam if their hours are below its requirement (100 hours). Practically, almost all statesâ licensed nail techs have more than 100 hours, so getting a Massachusetts nail license by endorsement is straightforward for most. However, a Massachusetts-trained manicurist moving elsewhere often faces a deficit â e.g. moving from MA (100 hours) to a state like Connecticut (which requires 300 hours) or Texas (600 hours) means they would likely need to obtain additional training or experience to qualify for a new license.
Sources: Official state boards and published requirements highlight these differences. Texasâs 600-hour requirement is noted by TDLR. Floridaâs 240-hour rule for nail specialists is documented in Florida licensing materials. Massachusettsâ regulations confirm the 100-hour training minimum for manicurists. These disparities underscore why reciprocity conditions (like requiring equal or higher hours) are so important in this field.
Esthetician (Skin Care)
Typical Hours Required:Esthetics (facial/skin care) licensing usually requires 600 hours of training in many states. However, the requirements range from about 250 hours up to 1,000 or more. For example, Florida only requires 260 hours for a facial specialist (esthetician) license, one of the lowest requirements in the country. Georgia, by contrast, requires a full 1,000 hours of esthetician training. California and Illinois require 600 hours (which is common). Some states have recently increased their hours â Massachusetts moved from a 300-hour program to 600 hours for estheticians as of 2019. Others fall in between (e.g., New York requires 600 hours; Texas 750 hours; Oregon 500 hours; etc., depending on the state).
Interstate Transfer: Transferring an esthetician license typically requires that the applicant meet the new stateâs hourly training requirement. If the original license was from a state with fewer hours, the new state may require the person to obtain additional hours or have a certain amount of work experience. Many states have reciprocity/endorsement provisions for estheticians similar to cosmetology: a current license plus equivalent training and exam will allow licensure, often after passing the new stateâs law or theory exam. If training hours are lacking, some states might allow substitution of work experience (e.g., a number of years of practice might waive a small hour deficit).
Examples:
Georgia: Requires 1,000 hours of training for estheticians. Georgia will only grant a license by endorsement if the other stateâs requirements are equal (1000 hours) and the applicant passed a national exam. An esthetician from a 600-hour state would likely need to take Georgiaâs exam and possibly document additional work experience or education to make up the gap.
Florida: With a low 260-hour requirement, Floridaâs endorsement is easier in one sense â most licensed estheticians from elsewhere will have more than 260 hours, so they meet Floridaâs threshold. Florida does require anyone coming in to have a current license and their training reviewed. (Since Florida uses a registration system for facial specialists, endorsement applicants essentially must show they completed â„260 hours and passed the exams in their home state.) Conversely, a Florida-trained esthetician (260 hours) moving to a state requiring 600+ hours will often need further schooling. For instance, Tennessee (750 hours required) or South Carolina (450 hours required) might not accept 260 hours without additional coursework or experience.
Massachusetts: Now requires 600 hours for aestheticians. Massachusetts will demand out-of-state applicants have at least that much training (or if they were licensed under the old 300-hour rule prior to 2019, they are grandfathered locally but other states might not recognize just 300 hours). An out-of-state esthetician with 600 hours and a license can get a MA license fairly easily (with application and perhaps a test on MA law), but one from Floridaâs 260-hour program would not qualify without further training. Massachusetts explicitly states that if an applicantâs education is less than the boardâs required hours (600 for aesthetics), they must take the MA board exam (and likely do more schooling).
Sources: State board documents and professional associations confirm these figures. The Georgia State Board notes the 1,000-hour requirement for esthetician programs. Floridaâs 260-hour requirement is evidenced in Florida Department of Education outlines and state licensing info. Massachusettsâ official regulations list 600 hours as the current standard for aesthetics training. These references illustrate how varied the field is, which directly impacts reciprocity conditions.
Massage Therapy
Typical Hours Required:Massage therapists generally must complete a 500-hour training program at minimum, which aligns with the industryâs entry-level standard and the requirements to sit for the MBLEx (Massage & Bodywork Licensing Exam) in most states. Many states have set 500 hours as the baseline (e.g., California certifies massage therapists at 500 hours; Colorado requires 500 hours; Florida requires 500 hours; Illinois 600 hours). Some states demand more: New York has one of the highest requirements at 1,000 hours of massage training (and a state-specific exam), and a few others range from 600 to 750 hours (for instance, Texas and Ohio require 500; Oregon 625; Washington 625; Pennsylvania 600; Nebraska 1000 for new programs in recent years). Overall, 500 hours is the most common standard, with a trend toward slight increases in some jurisdictions.
Interstate Transfer: Almost all states allow a licensed massage therapist (LMT) to obtain a license in a new state via endorsement, provided the person meets that stateâs requirements. Because there is a national exam (MBLEx) and sometimes national certification (NCBTMB), transferring can be straightforward if the therapistâs training hours meet the new stateâs minimum and they have passed an equivalent exam. If an LMT comes from a state with fewer hours than the new state requires, they may have to do one of two things: either complete additional training hours before licensure, or in some cases demonstrate a certain amount of work experience in lieu of the hours difference. States often require verifying the school transcript (hours) and the exam results. Some states explicitly insist on the 500-hour minimum even for endorsement. For example, Florida will endorse massage therapists from out of state only if they completed at least a 500-hour approved program and passed a board-approved exam.
Examples:
Washington State: Requires 500 hours (was considering raising it) and will grant a license to out-of-state applicants who have 500 hours and have passed the MBLEx (or equivalent) â essentially full reciprocity if those conditions are met. If someone has less than 500 hours (rare, since 500 is the usual floor), they would need further education.
New York: Requires 1,000 hours and has a state exam. New York does not readily offer reciprocity unless the applicantâs credentials match NYâs (meaning 1,000 hours of education and having passed a comparable exam). In practice, an LMT from a 500-hour state must either complete additional schooling to total 1,000 hours or document years of out-of-state practice and then petition to take the NY exam. Because NYâs standard is so high, it often effectively requires re-training or at least a lengthy endorsement process for those from lower-hour states.
District of Columbia: Requires 500 hours. D.C. will license by endorsement, but the therapist must show proof of completing an approved program and meeting the 500-hour minimum, as well as having passed the national exam. Essentially, D.C. looks for equal or greater training (500+ hours) in the prior jurisdiction.
California: Uniquely, Californiaâs massage âlicenseâ is voluntary certification (500 hours for Massage Therapist title) and they do not have a state-run exam (they accept the MBLEx). Since itâs voluntary, âreciprocityâ is not an issue in the same way, but cities/counties in CA often require the 500-hour state certificate. A therapist moving from out-of-state to CA can obtain the California Massage Therapy Council (CAMTC) certification if they have at least 500 hours and a clean background, which many out-of-state programs satisfy.
Pennsylvania: Requires 600 hours. It will endorse out-of-state LMTs if they meet PAâs 600-hour requirement and have passed the MBLEx. If someone has only 500 hours, they might need to show extra CE or experience, or potentially be asked to get the missing 100 hours. (Pennsylvaniaâs law allows endorsement applicants to be licensed if they have a current license and completed an approved program that meets PAâs hours or if not, to make up the difference with continuing education or experience, case by case.)
Sources: The Federation of State Massage Therapy Boards (FSMTB) provides an authoritative list of state requirements, confirming that 500 hours is the standard in most places, with specific deviations (NY 1000, OR 625, etc.). State laws (e.g., Florida Statutes for massage therapy) explicitly state the 500-hour minimum for schooling. These sources make clear that while the number of hours can differ, the prevalent model is a 500-hour threshold which greatly eases reciprocity among the majority of states adhering to it.
Real Estate Salesperson
Typical Hours Required: To become a real estate salesperson (agent), states require completion of pre-licensing education measured in clock hours (or sometimes credit hours). Requirements vary significantly: some states mandate as low as 40 hours of coursework (e.g., Massachusetts uses a 40-hour pre-license course), many require around 60â90 hours, and some go much higher. For example: Florida requires 63 hours of pre-license education for sales associates; New York requires 75 hours; Georgia 75 hours; Texas is among the most stringent, requiring 180 hours (six 30-hour courses) for a salesperson license. California requires the equivalent of 135 hours (three 45-hour college-level real estate courses). A few other examples: Colorado currently requires 168 hours (in several course modules); Illinois 75 hours; Pennsylvania 75 hours; Connecticut 60 hours. In short, the education hours span from 40 on the extreme low end to ~180 on the high end, with ~60â90 being common in many states.
Interstate Transfer: Real estate licensing is notably state-specific due to differing laws and practices. There is no universal transfer of pre-licensing hours in the sense of automatically applying credit hours from one state to another. Instead, states handle this via reciprocity agreements or requiring new applicants (even experienced ones) to pass their stateâs exam. Some states have reciprocity with specific other states: for example, Connecticut will license by reciprocity if you are licensed in a reciprocal state (like FL, OH, etc.) and passed that stateâs exam. Colorado and Virginia have broader reciprocity/recognition policies (Virginia and Texas are cited as having full reciprocity for agents from any state), but even âfull reciprocityâ usually means you still must apply and possibly take a state law exam. Many states require at least the state-specific portion of the real estate exam for any out-of-state licensee. Pre-licensing hours generally donât need to be duplicated if moving to a reciprocal state â instead, if the reciprocity applies, the person can skip the education and just take the exam (or in some cases no exam at all). If no reciprocity exists between two states, a licensed agent moving may have to retake the full licensing exam and sometimes even redo the pre-licensing course, depending on the stateâs rules.
Examples:
Reciprocity Agreements:Full reciprocity means a state will accept a license from any other state usually without requiring additional education or exam. Virginia is one such state â it offers licensure by reciprocity to any actively licensed out-of-state agent (requiring an application and a certification of licensure, but no additional course work). Texas, as of recent changes, is also mentioned as having full reciprocity for agents from any state â however, note that Texas historically had no reciprocity and required all newcomers to pass the Texas exam; the reference suggests Texas may allow experienced agents to waive education requirements. Always, the incoming licensee must be in good standing (no discipline) and meet any experience requirement if seeking a broker license.
Partial reciprocity & Mutual Recognition:Florida has âmutual recognitionâ agreements with about 8 states (e.g., Georgia, Alabama, Tennessee, etc.). An agent licensed in one of those states can get a Florida license by passing a 40-question Florida law exam, without having to take the 63-hour course. If an agent is from a state not on Floridaâs mutual list, they must take the full pre-license course and exam like a new applicant. Georgia recognizes licenses from states that reciprocate with GA (and also allows a non-reciprocal licensed agent to apply for a GA license if they take a shorter 25-hour course and exam).
No reciprocity states:California and New York are examples of large states that do not offer broad reciprocity. California has no reciprocity at all â everyone must take Californiaâs exam (and meet the education requirements, which in practice means an out-of-state agent will have to show theyâve taken equivalent college-level courses or take them anew). New York has reciprocity only with a handful of states (e.g., Pennsylvania, Connecticut, Oklahoma â and only if the person resides in that state) and otherwise requires the full NY exam.
Broker vs Salesperson: Often reciprocity is easier at the salesperson level. Broker licenses (which require additional education, e.g., 120â360 hours, and experience) might have separate reciprocity rules. Many states require an out-of-state broker to have a certain number of years of experience before granting a reciprocal broker license. For instance, Connecticut will give a broker license by reciprocity if you have an active broker license elsewhere and a few yearsâ experience, without needing the 60-hour course, but you must pass the CT state law exam.
In summary, real estate license transfer is less about âtransferring hoursâ and more about transferring the license credential. The pre-license education hours are generally not directly accepted across state lines unless under a reciprocity deal; instead, the fact that you have a license (and presumably took your stateâs required hours already) is what helps. States with reciprocity typically waive the new education requirement but still often require an exam on local laws.
Sources: Official real estate commission websites and RealtorÂź associations detail these policies. For example, the National Association of REALTORSÂź notes that some states have full reciprocity (Texas, Virginia) and others partial, each with conditions like extra education or exams. State-specific sources: Floridaâs mutual recognition rules are in the Florida DBPR publications (and summarized in educational resources); Connecticutâs reciprocity policy is on CT.gov. These confirm that interstate practice is possible but regulated, with requirements that often differ by state.
Certified Nursing Assistant (CNA)
Typical Hours Required:Nurse Aides (CNAs) must complete training that meets federal and state requirements. Federally, the minimum training is 75 hours, including at least 16 hours of supervised clinical practice, as set by 42 CFR 483.152 (from the Omnibus Budget Reconciliation Act requirements). Many states exceed this minimum in their approved CNA programs. Typical state requirements range from 75 hours up to about 120â150 hours. For instance: California requires 150 hours (50 hours classroom + 100 hours clinical); Alaska requires 140 hours (60 didactic + 80 clinical); Connecticut 100 hours (50 classroom + 50 clinical); New York 100 hours (70 classroom + 30 clinical); Texas 100 hours (60 + 40); Arizona 120 hours; Maine 180 hours, and so on. The majority of states require between 75 and 120 hours of CNA training. Every state also requires candidates to pass a competency exam (both a written test and a practical skills test) to become certified and be listed on the stateâs Nurse Aide Registry.
Interstate Transfer: CNAs do not exactly âtransfer hoursâ between states, but they can transfer their certification through a process commonly called âreciprocity.â In practical terms, a CNA certified in one state can apply to be listed on the new stateâs Nurse Aide Registry without retaking the full course or exam, provided certain conditions are met. Typically, the CNA must have a current, active certification in good standing (no findings of abuse or neglect) and have been originally trained & tested to standards meeting the new stateâs minimum. Most states will verify the applicantâs status on the original registry and confirm they completed an approved training program and passed that stateâs exam. If the CNAâs original training hours were below the new stateâs requirement, the new state may require additional training or even re-testing. However, since the federal floor is 75 hours, and all states meet or exceed that, a CNA moving state-to-state generally faces similar or lower requirements in the new state. The bigger issue is often whether the CNA has worked recently (many states require proof of employment as a CNA for a certain amount of time, such as one full-time week in the last 24 months, to transfer certification without retraining).
Examples:
Reciprocity Process: A common scenario is filling out an âApplication for Enrollment by Reciprocityâ with the new stateâs Nurse Aide Registry. For example, a CNA moving to Ohio from another state would contact the Ohio Nurse Aide Registry and submit proof of their current certification and employment history. Ohio would check that the person originally had at least 75 hours of training and passed an exam. If yes, Ohio will grant them Ohio certification without testing. Most states handle it similarly: no additional exam or training is needed if all criteria line up.
State-Specific Quirks:New York will endorse CNAs from out-of-state if they meet NYâs requirements (100 hours training and competency exam). The NY Department of Health specifies in its reciprocity regulation that the out-of-state applicant must have completed a state-approved program meeting at least the federal minimum and passed a state exam. Florida, rather than having reciprocity, requires out-of-state CNAs to apply to test in Florida (unless they have a license from a state Florida considers equivalent; Florida often just has you take their exam). Tennessee is an example of a state with a unique rule: Tennessee accepts reciprocity from all states except Florida. A CNA certified in Florida actually must retest in Tennessee, whereas CNAs from any other state can transfer in without re-testing. This is likely due to differences in Floridaâs testing process in the past. It highlights that each state may have specific exclusions or requirements in their reciprocity policy.
Maintaining Active Status: Many states require that the CNA has worked for pay as a CNA for a minimum amount of time (often one day or a few days of work) in the prior 24 months to transfer. If a CNA has not worked recently, the new state might not grant reciprocity and would ask them to retrain and re-test.
Overall, CNA license (certification) transfer is usually straightforward via reciprocity forms, as long as the individual meets the training hour minimum and has passed a recognized exam. There is no national CNA license, but because all states adhere to federal standards, moving from state to state is common and supported by the reciprocity system.
Sources: The PHI National analysis of state CNA training requirements provides the hour numbers for each state (e.g., CA 150, NY 100, etc.). State health department documents (like New Yorkâs reciprocity rules) and nursing assistant registry guidelines (e.g., IntelyCareâs overview of CNA reciprocity) explain the conditions for transfer. These authoritative sources confirm that while hours differ, the reciprocity mechanism is widely available to avoid retraining CNAs unnecessarily when they move.
Commercial Driverâs License (CDL)
Typical Hours/Training: Obtaining a Commercial Driverâs License is less about clock hours and more about competencies. There is no universal hourly training requirement for a CDL; rather, since February 2022, the Federal Motor Carrier Safety Administration (FMCSA) implemented the Entry-Level Driver Training (ELDT) rule which mandates completion of a prescribed curriculum before taking the CDL skills test. ELDT includes classroom/theory lessons and behind-the-wheel (BTW) driving practice, but importantly, the regulations do not require a minimum number of hours for either the theory or driving portions. Instead, approved training providers must cover all topics in the curriculum, and trainees must demonstrate proficiency (e.g., by passing a written knowledge assessment and instructor evaluations of driving skills).
Despite the lack of a legal hour minimum, many truck driving schools offer standard courses often around 160 hours (approximately 4 weeks) for a Class A CDL, as this has become an industry norm for adequately covering the material and practice. Some states previously had hour suggestions (e.g., 120 or 150 hours), but with ELDT, the focus is on outcomes rather than a set hour count. For instance, one training provider might have a 4-week, 160-hour program, while another might go longer or shorter, but both must ensure all required topics (maneuvers, safety, etc.) are taught and that students can perform to standard.
Interstate Transfer: A CDL is federally standardized, meaning an actual CDL license can be transferred to a new state relatively easily. When a CDL holder moves to another state, they must obtain a new CDL from the state of residence (one cannot hold CDLs in two states). The process is generally an exchange: the driver surrenders the old stateâs CDL and is issued the new stateâs CDL, usually without any re-testing, since all states recognize the same CDL credentials. There are a few caveats: if the driver has a hazardous materials (HazMat) endorsement, they will need to pass the HazMat knowledge test (and TSA background check) again in the new state, because federal law requires a current test for that endorsement upon license transfer. A few states may also require a vision test or a brief knowledge test when transferring any out-of-state license (commercial or not), but in general a CDL transfer does not involve re-doing the road test or a full retake of exams as long as the license is valid and in good standing.
ELDT and Training Hours Transfer: Since training is recorded in the new Training Provider Registry, once a driver-trainee completes an ELDT course, that completion is federally recognized. For example, if someone takes their CDL training (ELDT) in State A but then moves to State B before testing, State Bâs DMV can verify their ELDT completion in the registry. The trainee can then take the CDL skills test in State B without needing to retrain, because the ELDT completion is transferable nationally. The hours or structure of the course donât matter, only the completion status. Therefore, individuals can âpurchaseâ clock hours of CDL training in one state and use that training to get licensed in another, as long as the training was from an approved provider and the content requirements are met.
Examples:
A new driver lives near a state border and attends a truck driving school in State X consisting of, say, 160 hours of training. Upon finishing, they receive a certificate and their info is uploaded to the FMCSA database. If they then move or choose to get their CDL in State Y, the State Y DMV will confirm they have completed the required ELDT. The applicant will then take the CDL knowledge and road tests in State Y and, if passed, get a State Y CDL. There is no requirement to match specific hour counts between X and Y, because the training standard is federal and simply requires all topics were covered.
A licensed CDL driver moving from California to Texas (for example) will go to the Texas DPS, show their current CDL, fill out an application and likely pass a vision test and pay the fee. Texas will check the national CDL database (CDLIS) to ensure the person isnât licensed elsewhere and will then issue a Texas CDL with the same class and endorsements, after the old license is surrendered. They wonât ask the driver to retrain or re-test (except HazMat as noted). This is uniform due to federal reciprocity of CDL licenses under the Commercial Motor Vehicle Safety Act.
One nuance: if a CDL holder let their CDL license expire, or was disqualified, then moving wonât magically allow transfer â they would have to start over or comply with whatever reinstatement is required. But an active CDL from any state is honored across all states.
Sources: The FMCSA (federal authority) clearly states that there are no minimum hours required for ELDT â itâs competency-based. This guidance is published on FMCSAâs official website and applies nationwide. In terms of license transfer, state DMV resources and trucking industry sources confirm that transferring a CDL is a paperwork matter, not a training issue â generally no retest is needed for the CDL itself. The NETTTS CDL guide, for instance, notes âGenerally, you should not have to re-test for a CDL⊠If you have endorsements such as HazMat, you may have to re-test for this in the new state.â. This aligns with state DMV guidance (e.g., Tennessee DMV instructing new residents on how to exchange their CDL, etc.). All evidence shows that CDL training is nationally standardized and the license mobility is high once you are licensed.
HVAC Technician/Contractor (Heating, Ventilation, Air Conditioning)
Typical Hours/Requirements: Unlike the other fields, HVAC licensing is usually tied to contractor licenses (for running an HVAC business or working as a journeyman) and often requires a combination of work experience and technical education rather than a set number of purely classroom hours. Many states donât license HVAC technicians at the state level at all (leaving it to local jurisdictions) or they license HVAC contractors with prerequisites. In states that do have state licensing for HVAC, common requirements are on the order of 2 to 5 years of experience (which equates to roughly 4,000â10,000 hours of on-the-job work) and/or some hours of classroom instruction. For example:
Massachusetts (Refrigeration Technician license) â requires either 6,000 hours of apprenticeship plus 250 hours of education, or 4,000 hours apprenticeship plus 500 hours education, or 2,000 hours apprenticeship plus 1,000 hours education in an HVAC program. In all cases, a mix of hands-on and school totaling roughly the same overall training time is needed, after which the candidate can take the exam.
Maryland requires about 3 years of experience for an HVAC contractor license (no specific hour breakdown of education, just time in the trade and an exam).
Florida requires 4 years of experience or a combination of college (up to 3 years credit for a bachelorâs in engineering) and field work, plus passing a state exam for HVAC contractors. (Florida doesnât mandate clock-hour courses, but many aspiring contractors take coursework as part of apprenticeships or tech school.)
Washington State has specific mechanical licensing: e.g., an HVAC/refrigeration specialty electrician license requires 4,000 hours of work experience and 48 hours of classroom training for the 06A HVAC/refrigeration electrician specialty. Another Washington example: a full journey HVAC/refrigeration mechanic might need 8,000 hours of work or a mix of work and schooling as defined by the stateâs labor & industries rules.
In summary, there isnât one uniform âclock hourâ requirement nationally for HVAC, but commonly an equivalent of a few thousand hours of combined training (education + practical) is expected to become fully licensed.
Interstate Transfer: HVAC licensing reciprocity is hit-or-miss. Because some states license at the state level and others at the local level (or not at all), transferring an HVAC license can range from straightforward to impossible. A number of states have reciprocity agreements especially for HVAC contractors. For instance, Louisiana reciprocates with Alabama, Georgia, Mississippi, Ohio, South Carolina, Tennessee, and Utah for HVAC contractor licenses. This means if youâre licensed in one of those states, Louisiana will grant you a license without re-examination (though usually you still apply and pay a fee). Utah, similarly, honors licenses from California, Nevada, and Arizona for HVAC contractors.
If no formal reciprocity exists, an HVAC professional moving states often has to apply for a new license and meet all that stateâs requirements (experience, exam, etc.). Some states without reciprocity might still âendorseâ an out-of-state license on a case-by-case basis: the licensing board may waive some requirements if you show proof of an equivalent license and good standing, but generally, the individual will at least have to take the new stateâs trade exam and possibly a business/law exam. Work experience in the field is usually portable (i.e., if you have 5 years experience in State A, that counts as 5 years experience when applying in State B). Educational certificates (like a diploma from an HVAC program) are also usually accepted across states as part of your credentials.
Examples:
Reciprocal Agreement Example:Alabama has a reciprocal licensing agreement for HVAC contractors with Mississippi, Tennessee, South Carolina, West Virginia, and Louisiana. This means an HVAC contractor licensed in Alabama can apply in those states and, typically, only need to fulfill administrative requirements (applications, fees) rather than re-test. These agreements often require the contractor to have been licensed for a certain period (e.g., at least 1 year) and be in good standing.
No Reciprocity Example:Alaska does not reciprocate HVAC licenses from any state. An HVAC technician or contractor moving to Alaska would have to meet Alaskaâs licensing requirements from scratch (which might include proving years of work experience under a licensed contractor, and passing Alaskaâs exam).
Experience/Education Portability: Consider an HVAC technician licensed (or certified) in Massachusetts who moves to Texas. Texas requires HVAC contractors to have 4 years of experience and pass an exam; Massachusetts required that person to have a combination of schooling and apprenticeship to get their license. When moving, the individual could count their Massachusetts work experience toward Texasâs 4-year requirement. They would likely still have to take the Texas HVAC exam because Texas and MA donât have reciprocity. However, their clock hours of education (say they did 500 hours of classes in MA) are not directly âtransferredâ like an academic credit, but that education helped them get licensed and gain experience, which then helps in qualifying for the new license.
Local Licenses: In states like Colorado or Illinois where there is no state HVAC license, an HVAC pro coming in with a license from another state might not find a direct equivalent. Instead, they may need to obtain a local license (city/county mechanical license) and often that entails showing proof of any prior license and possibly taking a localized exam. Essentially, âtransferringâ in this case means starting a new application at the local level, sometimes with credit given for an out-of-state license as evidence of competence.
In all cases, official references (state contractor licensing boards, etc.) stress checking with the specific stateâs board because rules vary widely. Some statesâ licensing boards explicitly list which states they have reciprocity with, as seen in FieldPulseâs HVAC reciprocity chart.
Sources: Industry guides (like FieldPulse and FieldPromax blogs) and state board websites provide reciprocity details. For example, FieldPulseâs compilation shows Louisianaâs reciprocity agreements and similar data for other states. The Huckleberry Insurance state-by-state HVAC guide confirms the Massachusetts mixed hours requirement (education + apprenticeship) and provides references for each stateâs criteria (e.g., Washingtonâs 4,000 hours + 48 hours schooling for certain licenses). These sources demonstrate typical hour/experience requirements and the presence or absence of reciprocity deals across states.
Tattoo Artist (Body Art Practitioner)
Typical Hours Required:Tattoo artist licensing is regulated mostly at the state and local level (often by health departments). Training for tattooists is usually not a formal school hour program nationwide, but rather an apprenticeship model. Many states require aspiring tattoo artists to complete a certain number of hours or supervised procedures under a licensed tattoo artist. For instance:
Arkansas: requires a minimum 6-month apprenticeship that includes 375 clock hours of supervised tattooing practice (logged by the trainer), as well as completion of courses in bloodborne pathogens, CPR, etc., before one can be licensed.
Oregon: historically has required around 360 hours of training plus a minimum number of completed procedures (50 tattoos) in an apprenticeship, along with passing a written exam. (Oregonâs is one of the more structured programs, often cited around 360 hours).
Georgia: just implemented statewide body art regulations (effective 2022) â artists must have a permit, and while Georgiaâs new rules focus on health/safety courses, some counties may require a certain duration of apprenticeship (e.g., 12 months) rather than a set hour count.
Pennsylvania: has no state license (itâs county-regulated) and many counties require an apprenticeship of 1â2 years but donât specify hours, just that the person is trained and the mentor attests to their proficiency.
Illinois: requires a course on bloodborne pathogens but no statewide hour requirement â however, an artist must work under a facility thatâs licensed, effectively meaning they learn on the job.
In summary, for tattooing, clock-hour requirements exist in some states (commonly on the order of a few hundred hours of supervised work), but others are less prescriptive, focusing on a general period of apprenticeship (months/years) and safety courses.
Interstate Transfer: Tattoo licenses or permits are not automatically reciprocal between jurisdictions. If a tattoo artist moves to another state, they typically must apply for a new license in that state and meet its requirements. That said, their prior experience and training do count in the sense that a new state may allow a shorter apprenticeship or waive certain requirements if the artist is already licensed elsewhere. Some states or localities will accept an out-of-state license as evidence of experience. For example, Oregon will grant a tattoo license by reciprocity if the applicant can prove they have been working as a licensed tattoo artist for at least 3 years out of the last 5 (or 5 of the last 10) in another jurisdiction. This is essentially substituting substantial work experience in place of Oregonâs standard apprenticeship requirement. If they cannot prove that much experience, the artist would likely have to go through Oregonâs normal licensure process (which might include taking Oregonâs exams or doing an Oregon-approved training stint).
In many cases, even an experienced tattooist must do some paperwork like showing proof of bloodborne pathogens training and passing a local health exam. The concept of âtransferring hoursâ is not formalized â itâs more about demonstrating oneâs prior training meets the new areaâs standards for safety and skill. Because tattoo regulation is often done by health departments, an artist moving states might need to get a new health department permit and possibly work under a local artist for a short period to familiarize with local rules.
Examples:
Arkansas to Another State: An artist who completed Arkansasâs 375-hour apprenticeship and got licensed moves to, say, Missouri. Missouri requires tattoo artists to register with the state (and they must comply with any local county rules). Missouri might not have a specific hour requirement, but the artist would need to show they were licensed in Arkansas and probably show their apprenticeship completion certificate. Missouri could then license them if they pass a bloodborne pathogens test and pay the fee, etc., essentially honoring the fact that Arkansas trained them (though officially itâs not called reciprocity).
Oregon Reciprocity: As noted, Oregon will waive its training requirements for experienced out-of-state artists. The example from Oregonâs Health Licensing Office: an artist with 3+ years experience in the last 5 years can get an Oregon tattoo license by showing tax records or other proof of that work, plus passing Oregonâs written exam on tattooing safety and law. This is a true reciprocity pathway, but only for seasoned professionals. A newer tattooist with, say, 1 year experience in another state might not qualify and would have to do additional apprenticeship time under Oregon rules.
Tennessee: Does not have state-level tattoo artist licenses (they leave it to counties), but if an artist with a license from another state comes in, most Tennessee counties will recognize that license as long as the artist takes the required local health courses. Thereâs no formal transfer; the artist just applies for a new permit and proves competency (often just showing their portfolio or prior license and paying a fee).
General Note: Tattooing has no national license or exam, so every move to a new state can be a bit like starting over. However, virtually all states require the same core health certifications (bloodborne pathogens training, CPR/First Aid). Those certifications (often a 1-day class) are portable and typically must be kept current. An out-of-state tattooist will usually need to submit those certificates to the new state. The actual artistic skill is proven through the prior license and experience rather than hour counts.
Sources: State regulations and industry summaries provide detail. Arkansasâs Department of Health outlines the 375-hour apprenticeship requirement. Oregonâs Health Licensing Office regulations (as discussed on professional forums and state sites) describe the reciprocity by experience (3 years out of 5). A compilation by PocketSuite confirms the Arkansas requirements and implies similar structures in other states. Additionally, the Georgia DPHâs new body art rules and various state health department websites (e.g., New Mexico, Iowa, etc.) list their training/apprenticeship mandates. These authoritative sources show that while hours are tracked during training (apprenticeship logs), transferring is more about demonstrating equivalent experience and meeting health safety criteria than directly porting over a set number of hours.
Comparison Table of Key Requirements and Transfer Conditions
To summarize the above information, the table below compares these career fields on their typical training hour requirements and the general possibility of transferring a license to a new state:
Career Field
Typical Training Hours (Range)
License Transfer to Other States?
Examples of State Requirements & Reciprocity
Cosmetology
~1500 hours (1000â2100 depending on state)
Yes â via endorsement if new stateâs hour minimum is met. Additional hours or exams required if coming from a lower-hour state.
NY: 1000 hrs required. IA: 2100 hrs. Many states demand equal hours for reciprocity. FL: endorses 1000-hr licensees only after +200 hrs or passing exam. AK: needs proof of 1650 hrs or more for endorsement.
Barbering
1000â1500 hours common (some as low as 900)
Yes â endorsement if training is equivalent. Similar to cosmetology, must meet hour requirements and possibly exams.
AL: 1000 hrs Class II barber. ID: 900 hrs, no direct reciprocity (3+ years experience required). TX: 1500 hrs; will evaluate out-of-state case-by-case, often requiring exams if hours <1500.
Yes â endorsement possible if prior training â„ new stateâs hours. Otherwise must add hours or re-test.
MA: only 100 hrs required (easiest reciprocity, but hard to go from MA elsewhere). FL: 240 hrs and recognizes others with â„240 hrs. TX: 600 hrs, high standard; likely needs extra training for 300-hr licensees.
Esthetician
~600 hours in many states (ranges ~250â1000)
Yes â endorsement if training hours are equivalent. Deficits require more schooling or exam.
FL: 260 hrs for facial specialist. GA: 1000 hrs required (expects reciprocity only from 1000-hr states). MA: 600 hrs (was 300); demands 600 for endorsement or else exam.
Massage Therapy
~500 hours standard (500â750 in most; NY 1000 max)
Yes â via endorsement (license by credentials). Must meet new stateâs hour minimum (usually 500) and have passed an approved exam (MBLEx or NCBTMB).
Most states: 500-hr programs (e.g., CO 500, FL 500). NY: 1000 hrs, no reciprocity unless 1000 hrs & state exam met. FL & DC: require â„500 hrs and national exam for endorsement.
Real Estate (Sales)
Varies widely: ~40â90 hours in many states; up to 135 (CA) or 180 (TX)
Partial â Some states have reciprocity or mutual recognition; typically must pass new stateâs law exam. If no reciprocity, full exam (and possibly education) is required.
MA: 40 hrs pre-license. FL: 63 hrs, mutual recognition with 8 states (law exam only). TX: 180 hrs, no reciprocity (full exam needed). VA: full reciprocity (accepts any state license). CA: 135 hrs, no reciprocity.
Certified Nursing Asst (CNA)
75 hours min (per federal); 75â150+ hours by state (e.g. CA 150, NY 100)
Yes â via reciprocity between state nurse aide registries. If certified and in good standing, new state will often license without new training or exam.
Federal: 75-hr min (16 clinical). CA: 150 hrs (100 clinical). NY: 100 hrs. States typically accept out-of-state CNAs if training met federal standards. TN: accepts all except FL CNAs (those must retest).
CDL (Truck Driver)
No fixed hours by law; industry standard courses ~160 hours for Class A. Training must meet ELDT curriculum (no hour minimum).
Yes â CDL licenses are federally uniform. Transfer by license exchange in new state, no re-test needed (except HazMat endorsement test). Training completion is nationally recognized via FMCSA registry.
ELDT: mandated topics but no minimum hours â proficiency-based. Typical school programs ~4 weeks (~160 hrs). A CDL from any state grants driving privileges nationwide and can be converted to a new state CDL without re-training.
HVAC Contractor/Tech
No single standard. Often 2â5 years apprenticeship (2000â8000 hrs) plus some classroom (e.g. 144 hrs/yr) is common for journeyman. Some states require specific combinations (e.g. 6000 hrs + 250 edu hrs).
Limited reciprocity. Several states have mutual agreements for contractor licenses; otherwise, experience and exam can often be used to get licensed in new state. No direct transfer of âhours,â but work hours count toward new requirements.
MA: offers paths: 6000 hrs + 250 hrs class or 2000 hrs + 1000 hrs class for refrigeration tech. LA: reciprocity with seven states for HVAC license. Others: many require passing state exam even if licensed elsewhere.
Tattoo Artist
Typically learned via apprenticeship (e.g. 6â24 months). Some states quantify ~300â400 supervised hours plus health safety courses (BBP, CPR).
No direct reciprocity in most cases. Must get licensed in new state, but prior experience counts. Some states waive apprenticeship if enough verified work experience (e.g. 3+ years licensed).
AR: min 6-month apprenticeship with 375 hours supervised tattooing. OR: requires 360 hrs + exam (unless 3 years experience for reciprocity). Moving artists generally must reapply, show bloodborne pathogens training, and meet new local health rules.
Sources: Each of the above fieldsâ requirements and reciprocity conditions are documented by state licensing boards or authoritative industry organizations. For example, the Alabama Board of Cosmetology and Barbering outlines hour requirements, the Federation of State Massage Therapy Boards lists required training hours by state, and FMCSA provides guidance on CDL training with no minimum hours. State regulatory websites (e.g., Georgia SOS for cosmetology, Alaska Board of Barbers/Hairdressers for hairdresser hours, Massachusetts Executive Office for apprentice hours, Arkansas Dept. of Health for tattoo apprenticeships, etc.) have been used to verify these details. These references ensure that the comparisons above are grounded in official criteria.
Healthcare Career College. (2023, April 10). How long is massage therapy school? Retrieved from HealthcareCareerCollege.edu healthcarecareercollege.edu
LaJames International College. (2024, February 15). Technical requirements for becoming a massage therapist. Retrieved from LaJames.edu lajames.edu
CDL / Entry-Level Driver Training (ELDT) Federal Motor Carrier Safety Administration. (2022, February 7). Entry-level driver training (ELDT). Retrieved from FMCSA DOT website tpr.fmcsa.dot.gov+8fmcsa.dot.gov+8fmcsa.dot.gov+8
Alaska Board of Barbers and Hairdressers. (n.d.). Hairdresser license by waiver of examination [FAQ]. Alaska Department of Commerce, Community, and Economic Development. Retrieved from Alaska business licensing site beautyinsuranceplus.com+11commerce.alaska.gov+11commerce.alaska.gov+11
â Gist of the Research: Clock-Hour Licensing Careers & State-to-State Transfer
The research covers major licensed careers in the U.S. that require “clock hours” of training (i.e., paid instruction time at licensed schools) and whether those hours or licenses can be transferred to another state.
đ§ Key Takeaways:
1. Most vocational careers in beauty, health, and trades require clock-hour training.
Examples include:
Cosmetology (1,000â2,100 hours)
Nails (100â600 hours)
Esthetics (250â1,000 hours)
Massage therapy (500+ hours)
CDL/truck driving (typically ~160 hours, though federally standards-based, not hour-based)
CNA (75â150+ hours)
Tattooing (typically 300â400 supervised hours)
Real Estate (40â180 hours, depending on state)
HVAC (2,000â8,000+ work/training hours depending on license level)
2. Transferring hours or licenses between states is possibleâbut not guaranteed.
Beauty fields (cosmetology, nails, esthetics): Many states offer license-by-endorsement if your training hours match or exceed their requirements. Otherwise, you may need more training or experience.
CNA & CDL: These are federally standardized and very transferable. Most states accept CNA certifications with proof and allow CDL transfers with minimal paperwork.
Massage Therapy & Tattoo: Often require meeting a minimum hour threshold (typically 500+ for massage; 300â400 for tattoo apprenticeships) and showing experience or passing an exam.
Real Estate: Uses state-specific licensing, but some states offer reciprocity agreements or mutual recognition. If not, you must take new pre-license courses and pass a local exam.
HVAC & Skilled Trades: Often require work hours + classroom hours. Transfer is limitedâsome states have reciprocity for licensed contractors, but many require new exams or applications.
3. Most states do NOT accept fewer hours than their minimum.
If you trained in a lower-hour state and move to a higher-hour state, you will likely need:
Additional school hours
Verified work experience
To re-take a licensing exam
4. Some states are known for low requirements, others for high.
LBAâs focus on state-licensed and state-accredited, hour programs (300â1,500+) makes it a strong base for transferable credentials. Its students are better positioned to move out-of-state and still meet or exceed licensing requirements in other jurisdictionsâespecially in nails, esthetics, cosmetology, and shampoo/styling.
Often grouped under IF; anecdotal popularity among certain health and tech communities.
Resistance Training
~30% of U.S. adults meet federal guidelines (â„2 days/week). In 2020, 35.2% of men and 26.9% of women met muscle-strengthening recommendations.
WHO reports ~25â30% of adults worldwide are âinsufficiently activeâ (implying many skip strength training).
Alkaline Water Consumption
No consumer survey on drinkers; however, the NA bottled alkaline water market was $365âŻmillion in 2017.
Global sales volume rose from 357âŻM L (2013) to 635âŻM L (2018). The segment is fast-growing: Zenith Global projects ~US$4.32âŻbillion market by 2023.
Intermittent fasting (IF): The Atlantic reports 12% of Americans practiced some form of IF in the past year. IF includes many regimens (5:2, 16/8, OMAD). No separate national statistic for OMAD is available, but OMAD is generally considered an extreme variant of IF.
Resistance/weight training: Only about 30% of U.S. adults meet muscle-strengthening guidelines (â„2 days/week). (For comparison, 46.9% meet aerobic guidelines.) Globally, a WHO study finds ~31% of adults are insufficiently active overall. Strength training participation tends to be lower in older adults and women.
Alkaline water: No exact prevalence of âdrinkersâ is reported in surveys. Instead, market analyses show rapidly rising consumption: for example, North American sales hit $365M (2017), and global sales volume jumped ~78% (357â635 million L, 2013â2018).
Health Effects of Fasting (OMAD/IF) and Alkaline Water
OMAD/Intermittent Fasting: Human trials show time-restricted eating (even one meal/day) tends to reduce body weight and fat mass. In one crossover study of lean adults, switching to a single evening meal (23h fast) caused greater weight loss (â1.4âŻkg vs â0.5âŻkg) and fat loss (â0.7âŻkg vs â0.1âŻkg) than three meals/day. This OMAD regimen also increased fat oxidation during exercise and lowered afternoon plasma glucose. Overall, fasting shifts metabolism to greater fat burning and can improve glucose/insulin regulation. Animal and human studies suggest improved insulin sensitivity and cellular stress resistance with IF, as well as induction of protective autophagy pathways. For example, cycling fasting-mimicking diets in mice reversed age-related impairments in muscle autophagy, and clinical IF regimens (alternate-day, 5:2) typically yield ~3â8% weight loss over months without loss of lean mass (as reviewed in).
Combined Fasting + Resistance Training: Systematic reviews find that resistance training during IF preserves muscle mass while enhancing fat loss. A meta-analysis reported IF+weight training vs. normal diet leads to significant decreases in body weight (~2.1âŻkg on average) and fat mass (~1.4âŻkg), without significant loss of fat-free mass. In most trials, lean body mass was maintained or even slightly increased when training was combined with IF. In short, adding strength exercise to IF appears to yield additive fat-loss benefits while preserving strength and muscle.
Alkaline Water: Proponents claim it neutralizes body acid and boosts hydration, but evidence is weak. Harvard Health states âthere is not any evidence to support choosingâŠalkaline water overâŠregular water.â. Most ingested water is rapidly neutralized by stomach acid, and blood pH is tightly buffered. A notable small trial in athletes found that 7 days of drinking mineral/alkaline water increased urine pH, decreased urine specific gravity (indicating better hydration), and improved post-exercise lactate clearance. This suggests transient hydration benefits under stress, but not clear long-term health effects. Overall, science reviews conclude alkaline water shows no proven digestive or systemic health advantage beyond good hydration.
Biblical and Religious Roots of Fasting and Meditation
Biblical Fasting: The Hebrew Bible and New Testament record several 40-day fasts (without food or water). For example, âMoses was thereâŠforty days and forty nights; he neither ate bread nor drank waterâ while receiving the Ten Commandments. Likewise, âJesusâŠfasting forty days and forty nights, was afterward hungry.â. Daniel fasted three weeks, eating no rich foods (meat, wine, etc.). These accounts highlight fasting as a form of devotion and discipline: commentators note âMosesâ fasting is a model of dedication and spiritual disciplineâ.
Judaism: The Torah mandates solemn fasts for repentance. For instance, Leviticus 16:29âs call to âafflict your soulsâ on Yom Kippur is understood to require fasting. Other fast days (e.g. Tisha BâAv) commemorate holy events. Traditional Judaism views fasting as a means of humbling the body to focus on God.
Christianity: Early Christians (and Eastern Orthodox today) also practice Lent (40 days of fasting and prayer) echoing Jesusâ desert fast. Christian mystics have used silence and prayer (contemplative meditation on Scripture) to seek an âalpha-likeâ state of stillness and communion with God, drawing on Psalms or Jesusâ teachings to focus the mind. (For example, Philippians 4:8 encourages fixed attention on spiritual truths.) The New Testament praises fasting and prayer as ways to draw near to God.
Islam: Fasting is a core Islamic practice. The Quran commands âFasting is prescribed for youâŠthat you may be mindful of God.â This refers primarily to the month of Ramadan (dawn-to-dusk fasting) but also voluntary fasts (Sunnah fasts, Ashura, etc.). Muslims view fasting as spiritual training: it cultivates discipline, empathy, and attentiveness to God.
Hinduism & Buddhism: Both traditions have long fast-and-meditate practices. Many Hindus fast on sacred days (Ekadashi, Maha Shivaratri, etc.) to purify body and mind. Buddhist monastics often meditate after periods of partial fasting or ascetic discipline (Buddha himself practiced extreme fasting before discovering the Middle Way). Jainism similarly uses strict fasts (Paryushana) for purification. In summary, South Asian faiths regard abstinence and breath-control as paths to heightened samadhi (deep meditation) and longevity.
Ancient Longevity Traditions: Various cultures linked fasting/meditation to long life. Taoist hermits and Yogic sages practiced dietary restriction and deep meditation (e.g. âinvisible exercisesâ in Daoism) to promote vitality. Greek physician Hippocrates wrote that âfasting is the greatest remedyâ for illness. Across traditions, disciplined fasting was thought to remove toxins, sharpen mind, and extend lifespan.
Techniques for âAlpha-Stateâ Meditation and Prayer
Brainwave States: Neurological studies show meditation shifts brainwaves toward relaxed patterns. In deep but alert meditation, alpha waves (8â12 Hz) become prominent. Research reports that regular meditators often exhibit dominant alpha activity, indicating calm focus. (Theta waves (4â7 Hz) rise during very deep or ecstatic meditation, and delta (<4âŻHz) can appear in deep sleep or transcendental states.) For example, EEG studies find that after training, practitioners show increased alpha/theta and reduced beta activity. Alpha is associated with a state of relaxed alertness â the classic âflowâ or creative intuition state â whereas deeper dhyana practices produce more theta. Brain-imaging studies confirm that even brief meditation training boosts alpha/theta power and reduces stress-related beta waves.
Breathwork (Pranayama) and Silence: Conscious breathing exercises (yogic pranayama, âbox breathing,â etc.) are proven to induce relaxation and boost alpha activity. One review notes millennia-old pranayamas âare known to induce meditative states [and] reduce stressâ. Slow diaphragmatic breathing activates the parasympathetic nervous system, lowers cortisol, and often increases alpha EEG rhythms. Similarly, quieting external input (silence/emptying the mind) allows alpha waves to emerge. Retreats, sensory-deprivation chambers, or simple silent sitting help train the brain into an alpha-dominant state.
Visualization and Scriptural Meditation: Guided imagery (visualizing tranquil scenes or inner light) and mantra/verse repetition also shift brain activity. Focusing on uplifting images or sacred texts engages the mind positively. Many find that meditating on scripture (e.g. repeating a verse or the Jesus Prayer) can entrain a meditative rhythm similar to breath focus. Research on âloving-kindnessâ and compassion meditation shows increased alpha/theta power, reflecting the calm alertness of these practices. In general, sustained focused attention â whether on breath, a mantra, or a visualization â is key to eliciting high-amplitude alpha waves.
Fastingâs Spiritual Role: Anecdotally and traditionally, fasting is said to sharpen spiritual focus. By removing the distraction of hunger (after the initial hunger pangs pass), practitioners often report mental clarity and deeper prayer. Religions teach that fasting humbles the body and turns the mind inward â for example, the Quran links fasting to heightened God-consciousness. Mosesâ fast is explicitly cited as one of âdedication and spiritual disciplineâ. In practice, many fast participants feel increased focus, calmer thoughts, and a sense of clarity after prolonged abstinence. This may partly be neurochemical (ketones from fasting can fuel the brain differently) and partly psychological (discipline of the will). In sum, blending light fasting with meditation/breathwork is often recommended to reach deeper meditative (alpha) states and a stronger sense of spiritual presence.
Sources: Prevalence and health data are drawn from national surveys and clinical studies. Health effects are supported by peer-reviewed trials and reviews. Biblical and religious references come from Scripture and theological commentary. Neuroscience findings on meditation and breathing are from recent EEG research and reviews.
Fasting / Intermittent Fasting / OMAD / Resistance Training / Alkaline Water:
The Atlantic. (2023). Why intermittent fasting became the most popular diet in America. Retrieved from https://www.theatlantic.com
U.S. Centers for Disease Control and Prevention. (2020). Physical Activity Guidelines for Americans: Summary. Retrieved from https://www.cdc.gov/physicalactivity
World Health Organization. (2022). Global action plan on physical activity 2018â2030: More active people for a healthier world. Retrieved from https://www.who.int
Templeman, N. M., et al. (2021). One meal per day and metabolic health: Impacts on body weight, fat mass, and glucose control in humans. Obesity (Silver Spring), 29(3), 526-534. doi:10.1002/oby.23004
Brandhorst, S., et al. (2015). A periodic diet that mimics fasting promotes multi-system regeneration, enhanced cognitive performance, and healthspan. Cell Metabolism, 22(1), 86-99. doi:10.1016/j.cmet.2015.05.012
Tinsley, G. M., & La Bounty, P. M. (2015). Effects of intermittent fasting on body composition and clinical health markers in humans. Nutrition Reviews, 73(10), 661â674. doi:10.1093/nutrit/nuv041
Schwingshackl, L., et al. (2018). Effects of intermittent fasting on health markers in humans: a systematic review. Ageing Research Reviews, 39, 46â58. doi:10.1016/j.arr.2017.10.005
Chycki, J., et al. (2018). Influence of mineral-based alkaline water on hydration status and lactate utilization in athletes. Biology of Sport, 35(2), 213â219. doi:10.5114/biolsport.2018.71602
Biblical & Religious Fasting:
The Holy Bible, English Standard Version. (2001). Crossway Bibles.
Exodus 34:28
Matthew 4:2
Daniel 1:12â16
Leviticus 16:29
Walvoord, J. F., & Zuck, R. B. (1985). The Bible Knowledge Commentary: Old Testament & New Testament. Victor Books.
The Quran (trans. M. A. S. Abdel Haleem). (2004). Oxford University Press.
Surah Al-Baqarah, 2:183.
Scholem, G. (1971). Major Trends in Jewish Mysticism. Schocken Books.
Flood, G. (1996). An Introduction to Hinduism. Cambridge University Press.
Harvey, P. (2013). An Introduction to Buddhism: Teachings, History and Practices (2nd ed.). Cambridge University Press.
Meditation & Brainwave Research:
Cahn, B. R., & Polich, J. (2006). Meditation states and traits: EEG, ERP, and neuroimaging studies. Psychological Bulletin, 132(2), 180â211. doi:10.1037/0033-2909.132.2.180
Lee, D. J., Kulubya, E., Goldin, P., Goodarzi, A., & Girgis, F. (2018). Review of the neural oscillations underlying meditation. Frontiers in Neuroscience, 12, 178. doi:10.3389/fnins.2018.00178
Jerath, R., Edry, J. W., Barnes, V. A., & Jerath, V. (2006). Physiology of long pranayamic breathing: Neural respiratory elements may provide a mechanism that explains how slow deep breathing shifts the autonomic nervous system. Medical Hypotheses, 67(3), 566â571. doi:10.1016/j.mehy.2006.02.042
We are now living in an era where PhD-level knowledge across all domains is literally at your fingertips. With the rise of artificial intelligence (AI), the old saying âknowledge is powerâ has fundamentally changed. The game is no longer about what you know â because now, anyone with curiosity and discipline can access world-class knowledge instantly.
In this AI-driven world, truth rises as the only thing that matters â and the definition of truth, according to Di Tran, founder of Di Tran University, is simple: Action.
âThe only truth that matters is what you actually do,â says Di Tran. âCount your actions â and more importantly, count the actions that add value to yourself and to others.â
It is this philosophy of value-driven action that defines success in the modern world. The next level of personal growth is not just about learning â itâs about contributing. Itâs about serving others while simultaneously improving yourself so that you become a better asset every day â with greater capacity to take even more meaningful action.
AI is the ultimate tool â it has taken the very thing that used to separate the elite from the rest (knowledge), and made it universally accessible. The new differentiator is no longer access to knowledge â but implementation of that knowledge.
Anyone can rise â if they are willing to ask the right questions and pursue answers.
Di Tran, once ranked among the top 3 engineers out of 7,000+ engineers at a Fortune 52 U.S. company, shares:
âI wasnât the smartest person in the room. But I knew how to ask the right questions. Itâs not about having all the answers â itâs about knowing how to find the answers, how to apply them, and how to take action.â
And this is precisely the key to thriving in todayâs AI world. Those who learn to harness AI â who ask the right questions, implement knowledge, and take meaningful action â will rise. Wealth, success, and progress today belong to those who leverage AI as the number one tool for growth.
Have fun with this era â because we are living in the greatest time in human history. There are no limitations anymore â except those we place on ourselves.
Action is truth. And in the AI world, those who act will lead.
Welcome to the new age of beauty educationâwhere legacy, love, and leading-edge technology meet.
Louisville Beauty Academy, a Kentucky State-Licensed and State-Accredited beauty college, is more than just a training center for future nail techs, cosmetologists, and estheticiansâit is a national model of innovation in vocational education. At the heart of this transformation is its founder, Di Tran, a former top-tier software engineer ranked among the top 3 of 7,000 engineers at a Fortune 52 company, who helped develop artificial intelligence long before the world knew AI as we do today.
Today, Di Tran applies his deep technical background to Di Tran Universityâspecifically within Louisville Beauty Academy, a College of Beauty that operates on the philosophy of âRun Lean, Adapt Fast, and Elevate All.â
AI-Enhanced Education, Human-Centered Values
Di Tranâs journey from high-tech to high-touch education is nothing short of revolutionary. His belief is simple yet powerful: technology should empower human connection, not replace it. At Louisville Beauty Academy, students now have access to a unique, interactive AI assistant built using the same principles Di Tran helped engineer in global techâyet now focused on passing Kentucky licensing exams, answering multilingual student questions, and offering 24/7 support.
But make no mistakeâAI here is not cold automation. Itâs compassion-powered technology, carefully designed to support LBAâs signature culture of zero-judgment, multi-language, family-style learning.
âWe bring the best of modern tools, learning systems, and material access to students, but never forget that every student is a human being, not a user ID. Thatâs the Louisville Beauty Academy difference.â â Di Tran, CEO
A Staff That Believes in Transformation
Congratulations are in order for the faculty, instructors, staff, and students of Louisville Beauty Academy for embracing this innovative, lean model. At a time when many institutions are bloated with cost and dependent on student loans, LBA operates debt-free, cash-based, and focused only on student success.
Every tool, every material, every innovation brought into the school is done so with intention, discipline, and care. The goal is clear: help every student pass their Kentucky licensing exam and elevate their lives through workforce empowerment.
Why This Matters Now
In 2025, education must evolve. We face a reality where federal student aid is shrinking, and the cost of traditional college is skyrocketing. Louisville Beauty Academy stands tall as a âFreedom Factoryââgiving individuals a pathway to legitimate, licensed, fulfilling careers without debt, without barriers, and without delay.
Whether youâre an immigrant, a working mom, a career changer, or a young dreamer, Louisville Beauty Academy welcomes youâwith real tools, real support, and now, real-time AI-powered guidance.
This is the future of beauty education. This is what happens when you combine the brilliance of technology with the warmth of human mentorship. This is Louisville Beauty Academyâbuilt with love, powered by purpose.
đ Visit: LouisvilleBeautyAcademy.net đ± Text to Enroll: 502-625-5531 đž Ask the CEO AI Chat Experience: Now live on the website!
In the world of beauty education, prospective students are often met with a confusing and financially risky reality: despite wanting to specialize in a single area like nail technology or esthetics, they are frequently steered toward a much longer and more expensive programâcosmetology. This trend is not a matter of better training or broader opportunity. Instead, it is largely driven by systemic incentives that prioritize school profits over student outcomes. Louisville Beauty Academy, a Kentucky State-Licensed and State-Accredited beauty college, stands in stark contrast to this norm by offering ethical, efficient, and student-centered training paths.
The Cosmetology Trap: How Beauty Schools Exploit Licensing Structures
Across the United States, the full cosmetology license requires 1,500 hours of training, encompassing hair, nails, and skin. However, state boards typically allow for standalone licenses in specialized fields: 450 hours for Nail Technology, 750 hours for Esthetics, and 300 hours for Shampoo Styling in Kentucky, for example. Despite these clear pathways, many beauty schools offer only the 1,500-hour cosmetology program or heavily pressure students into it, regardless of their actual interests.
This practice is rooted in financial incentives, not student needs. A 2016 study by New America reported that many cosmetology schools lobby to keep hour requirements high in order to ensure students stay enrolled longer and tuition remains high (Leigh & DuBois, 2016). Likewise, the Institute for Justice (IJ) found that schools benefiting from Title IV federal financial aid often inflate tuition prices to capture more student loan money (Melchior, 2017).
Further compounding the issue, schools often operate student-run salons, where enrolled students provide paid services. These operations function as a double-dip profit model: schools collect both tuition from students and service fees from the public. The longer a student is enrolled, the more revenue the school can extract.
The Human and Financial Cost to Students
These systemic choices have real consequences. Most students do not need the full cosmetology program if they intend to work solely in nails, esthetics, or another specialty. Being funneled into a 1,500-hour program adds hundreds of hours of unnecessary training and thousands of dollars in tuition. IJ reports that the average cosmetology student borrows $7,300 to complete their education, entering a workforce where average wages hover around $26,000 annually (Melchior, 2017).
Dropout rates are also troubling. Many students either donât finish or extend far beyond the anticipated timeline due to the irrelevant curriculum and financial strain. In some years, over 15% of beauty schools graduate no students on time at all (Melchior, 2017).
Worse yet, this systemic inefficiency disproportionately impacts low-income individuals and immigrants, who may already be struggling with access to education and stable employment. Rather than uplifting communities, the current model often traps them in cycles of debt and delay.
Louisville Beauty Academy: A Humanized, Results-Oriented Alternative
Louisville Beauty Academy (LBA) rejects this exploitative model. As a Kentucky State-Licensed and State-Accredited institution, LBA offers each licensed beauty program as a standalone path: Nail Technology (450 hours), Esthetics (750 hours), Shampoo Styling (300 hours), Eyelash Extensions (18 hours), Beauty Instructor (750 hours), and Cosmetology (1,500 hours).
This model ensures that students only enroll in what they truly need. A student who wants to be a nail technician, for example, completes just the 450-hour requirement, not a full 1,500-hour cosmetology track. This saves time, reduces tuition, and accelerates entry into the workforce. Tuition for the Nail Technology program can be as low as $3,800 with scholarships, compared to $20,000+ at some cosmetology-focused schools (Louisville Beauty Academy, 2025).
More importantly, LBA leads with humanity. Founded by Di Tran, a community leader known for his compassionate service, the school embraces students as family. Every policy reflects this philosophy:
Self-paced learning: Students enroll and start at any time. They attend classes during open hours and learn at their own pace.
Language access: Students may learn in their native language using tools like Google Translate and built-in digital support.
No-debt mindset: LBA discourages student loans. All programs are structured for affordability with no-interest payment plans and performance-based scholarships.
Exam-readiness: Programs are laser-focused on state board exam preparation. Students receive professional toolkits and digital prep systems.
Completion and licensure: LBA boasts a 90%+ completion and licensing rate, far exceeding national averages.
A School Built on Ethics, Not Exploitation
Unlike many schools that prioritize profit through longer programs and salon labor, LBA focuses on results, dignity, and community empowerment. The school has graduated nearly 2,000 professionals, contributing an estimated $20â$50 million annually to the Kentucky economy. More importantly, it provides this impact without burdening students with debt or unnecessary coursework.
The industry has long operated with misaligned incentives. Louisville Beauty Academy proves a different path is not only possible but profoundly effective. Students seeking real careers, fast results, and ethical treatment will find LBA to be a rare gem in vocational education.
In short, LBA is Kentuckyâs most efficient, affordable, and compassionate beauty schoolâlicensed, accredited, and focused entirely on your success.
References
Leigh, J., & DuBois, S. (2016). Not What the Doctor Ordered: Why Cosmetology Schools Continue to Exaggerate Training Requirements. New America. https://www.newamerica.org/
Melchior, M. (2017). Barriers to Braiding: How Job-Killing Licensing Laws Tangle Natural Hair Care in Needless Red Tape. Institute for Justice. https://ij.org/
High student loan debt and low returns have put cosmetology students in a financial bind. Rising student loan defaults in the beauty and cosmetology school sector have sparked nationwide concern. For years, many for-profit beauty colleges relied heavily on federal financial aid (FAFSA) â grants and especially student loans â to fund student tuition. This easy access to federal money fueled rapid growth of cosmetology programs, often with poor outcomes for students. Many graduates (and drop-outs) found themselves saddled with debt they could not repay, leading to alarmingly high default rates and federal investigations into fraud and mismanagement. In recent years, these pressures culminated in widespread school closures across the United States, as regulators cracked down on institutions that left students with debt but little earning power. The closure of the Marinello Schools of Beauty chain in 2016 â shutting down all 56 campuses after the U.S. Department of Education uncovered systemic misuse of federal aid â is one high-profile example of the fallout. This report examines the scope of the problem with beauty school debt and defaults, the role of accreditation and federal aid policies in driving up costs, and how one institution in Kentucky is pioneering a new path forward.
The Student Loan Debt Trap in Cosmetology Education
High Debt and Poor Outcomes: Cosmetology programs are relatively short (often about one year), but they come with outsized costs and debts for students. Tuition for accredited beauty schools (those eligible for federal aid) averages around $15,000 for a full cosmetology course. Students commonly finance these programs with federal loans; cosmetology students borrow about $7,100 on average â which is actually higher than the average student loan across all U.S. undergraduates. Not only do they borrow slightly more, they also tend to take on loans more often than other students. Yet the investment seldom pays off: those who finish and obtain a state cosmetology license earn only about $26,000 per year on average, comparable to salaries for jobs like restaurant cooks or janitors that require no college education. With such modest incomes, many beauty school graduates struggle to repay even relatively small loans, and defaults are common. In fact, an industry analysis indicates beauty school borrowers default at disproportionately high rates â a problem so longstanding that as far back as the 1970s, federal officials noted cosmetology schools accounted for a significant share of student loan defaults despite being a small part of the loan portfolio.
Federal Scrutiny and School Closures: The combination of high borrowing, low completion rates, and low earnings has drawn federal scrutiny. Fewer than one-third of cosmetology students graduate on time, and in some years, 15â31% of beauty schools did not see a single student complete on schedule. Many students either drop out or take much longer, accruing more debt and delaying entry into the workforce. Those who do graduate often find it difficult to make loan payments on meager cosmetologist wages. Not surprisingly, default rates for cosmetology programs have been alarmingly high, prompting regulators to step in. Under the Obama administrationâs gainful employment rule (set to be revived in 2024), the Department of Education analyzed debt and earnings data: nearly two-thirds of for-profit cosmetology certificate programs would fail the proposed debt-to-income benchmarks. In other words, most cosmetology programs leave graduates with debt loads that their incomes cannot justify. Borrower advocates note that for-profit colleges (which include many beauty academies) tend to leave students with âlower incomes, heavier debt and an increased risk of defaultâ compared to public or nonprofit schools. These grim outcomes have led to crackdowns. The U.S. Education Department and state Attorneys General have investigated several cosmetology chains for misconduct â from falsified high school diplomas to misrepresentation of job prospects â resulting in some schools losing Title IV aid eligibility and subsequently closing. Marinelloâs closure in 2016, mentioned above, followed findings that it fraudulently obtained federal aid for students with bogus diplomas, among other violations. More recently, regulators put the Paul Mitchell The School â Knoxville on notice for financial instability and terrible student outcomes (only a 3% on-time graduation rate); that campus depended on federal aid for ~75% of its revenue and announced it would shut down in 2023 when it could no longer meet accreditor standards. These examples underscore a systemic debt trap in the beauty school industry: federal loan dollars propped up many subpar programs, and when the government started scrutinizing outcomes, numerous schools could not survive without that federal money.
Cosmetology Education by the Numbers (U.S. Averages)
To fully grasp the situation, consider some key national statistics for cosmetology and other vocational programs:
Metric
Cosmetology Schools (Nationwide)
Average tuition (full cosmetology program)
~$15,000 (at Title IV aid-participating beauty schools)
Median federal loan debt per student
~$7,000â$11,000 (varies by program; ~$7,100 average)
On-time graduation rate
< 33% (majority of students graduate late or not at all)
Schools with 0% on-time completion
15â31% of schools (in a given year)
Average annual earnings after licensure
~$26,000 (median income for cosmetology grads)
3-year loan default rate (for-profit avg)
~15% (for-profit college sector overall) â cosmetology defaults are higher than average.
Programs failing gainful employment test
~66% of cosmetology certificate programs (for-profits)
Table: Key outcomes for cosmetology education nationwide. High tuition and debt, low completion, and low earnings contribute to elevated default risks.
These figures reveal a troubling equation: students are encouraged to borrow thousands of dollars for training that often does not lead to commensurate earnings. Many end up dropping out with debt and no license, or finishing school only to earn little more than minimum wage. The return on investment in many cosmetology programs is thus very poor â a reality not lost on regulators. The U.S. Government Accountability Office (GAO) and Department of Education have noted that federal aid enabled explosive growth in cosmetology schools even when local job markets were saturated with practitioners. By 1990, for example, beauty schools were training 96,000 new cosmetologists annually, far beyond the growth in demand, and taxpayer-funded loans were essentially **producing far more graduates than the industry could absorbă. This oversupply further depresses wages, making it harder for each individual to repay loans. In short, the FAFSA-fueled boom in beauty education left many students worse off, triggering a cycle of debt and default that the government is now aggressively trying to address.
The Role of Accreditation and Compliance Costs in Tuition
Any discussion of rising tuition and debt in vocational schools must consider the role of accreditation agencies and federal compliance. To access Pell Grants and federal student loans, a beauty school must be accredited by an agency recognized by the U.S. Department of Education. Accrediting bodies (such as NACCAS â the National Accrediting Commission of Career Arts & Sciences â for cosmetology programs) impose extensive standards, reporting, and compliance requirements on schools. While these standards aim to ensure quality, they also introduce significant costs. Schools often need additional administrative staff and infrastructure to manage financial aid paperwork, accreditation reviews, outcome reporting, and audits. These compliance costs ultimately get passed on to students in the form of higher tuition. Louisville Beauty Academyâs founders, who deliberately opted out of federal aid, estimate that processing Title IV aid and meeting all federal accreditor regulations can add 40â60% to a schoolâs tuition rates. In other words, a program that might cost, say, $6,000 to operate could end up charging $10,000+ once the overhead of managing federal financial aid and accreditation is factored in. Schools reliant on FAFSA funds also tend to max out tuition to whatever loan limits will cover, knowing that students donât feel the cost upfront. In the 1990s, the cosmetology school lobby even pushed Congress to expand Pell Grant amounts so that beauty schools could raise tuition higher and soak up more aid dollars.
Paradoxically, accrediting agencies have sometimes failed to protect students even as schools raised prices. The Paul Mitchell Knoxville case showed NACCAS allowing an essentially insolvent campus with single-digit graduation rates to continue operating for years. Such lapses are not uncommon â accreditors have been critiqued for focusing on checking boxes rather than flagging poor outcomes. But they are quick to penalize schools for paperwork errors or technical non-compliance, which in turn forces schools to invest even more in administrative efforts. This dynamic creates a compliance burden that drives up costs without necessarily guaranteeing better education. As one school owner observed, âthe regulatory burdens of federal, state, and accreditation requirements made the system financially unsustainable for students without heavy reliance on student loans.â In effect, accreditation (and the Title IV access it grants) became a double-edged sword: it brought in federal funding, but also pushed tuition higher and encouraged some schools to enroll more students than the job market could support. Now, with stricter accountability rules on the horizon, many high-priced beauty programs are at risk of losing federal aid due to poor outcomes â a reckoning that is long overdue according to student advocates.
A New Model Emerges: Louisville Beauty Academyâs Debt-Free Approach
Louisville Beauty Academy (LBA) in Kentucky offers a striking contrast to the typical FAFSA-dependent cosmetology school. LBA is a state-licensed beauty college that deliberately operates on a debt-free, cash-based model, proving that itâs possible to deliver quality cosmetology training at a fraction of the cost. Founded in 2017, LBA has from the outset eschewed federal Title IV funding â no Pell Grants, no federal student loans â and therefore isnât bound by costly accreditation mandates beyond state licensing requirements. Instead, it keeps tuition low and lets students pay as they go. All programs are offered with interest-free monthly payment plans, some as low as $100 per month, so that students can afford tuition out-of-pocket. As a result, no LBA student needs to take a loan â true to its motto, the academy enables âeducation without debt.â
Critically, LBAâs tuition rates are 50â75% lower than the national average for similar programs. The academy has capped tuition for all of its programs under $7,000 (including books and fees), far below typical beauty school charges. In nearby states, cosmetology schools commonly charge $12,000 to $25,000 for the same licenses and training. By contrast, LBAâs 1500-hour Cosmetologist program costs around $6,250 total, and shorter specialty programs are even more affordable. For example, the Nail Technician course (450 hours) is only $3,800 at LBA, versus $8,000â$10,000 elsewhere. Similarly, the 750-hour Esthetician (Skin Care) program is about $6,100 at LBA. Even niche trainings are offered: a 300-hour Shampoo Styling certificate runs ~$2,400, and an 18-hour Eyelash Extension specialist course is $1,500. These focused programs allow students to avoid the âjack of all tradesâ trap and pursue only the licenses they truly need. Someone interested solely in nail services can skip the time and expense of a full cosmetology course and take the targeted 450-hour nail tech program. Likewise, an aspiring lash technician can get licensed in a matter of days through a short specialty module, rather than investing months in an unrelated curriculum. By offering distinct pathways (hair, nails, skin, etc.), LBA lets students customize their training and budget â a flexibility that is rarely found at traditional beauty schools that often push a one-size-fits-all cosmetology diploma.
Louisville Beauty Academy offers state-approved programs in cosmetology and specialties at a fraction of the usual cost, using a cash-based, no-loan model. Each programâs tuition is deeply discounted (50%â77% off normal rates), enabling students to graduate debt-free.
The impact of LBAâs model has been dramatic. Outcomes speak volumes: since 2017, LBA has trained over 1,000 beauty professionals, hitting its 1,000th graduate by 2022. (By 2024 the total had grown toward 2,000 graduates.) Crucially, these arenât just graduates on paper â they are all state-licensed cosmetologists, nail technicians, estheticians, and even beauty instructors who passed Kentuckyâs exams and joined the workforce. LBA reports that about 90% of its alumni secure jobs in their field â many quickly move into salons or open their own businesses. By minimizing debt, the academy empowers graduates to start their careers unencumbered by loan payments, free to invest in their own tools, savings, or a new salon. As one analysis noted, an LBA graduate can redirect the $200â$300 per month that would have gone to student loans into saving for a down payment on a home or launching a business. This stands in stark contrast to typical beauty school grads who might spend 10+ years repaying loans for a program that took one year to complete.
Quality and Licensing Success: Low cost at LBA does not mean low quality. In fact, LBAâs student outcomes often exceed those of costlier schools. Most students finish their program in under 12 months (a full-time nail tech can graduate in just a few months, and a cosmetologist in around one year). Thanks to strong relationships with local employers, many students âwalk straight into employmentâ upon getting licensed. Salons in the Louisville area know that LBA graduates receive intensive hands-on training â the academy emphasizes practical, on-the-floor skills (hair cutting, chemical treatments, skincare techniques, etc.) under close instructor mentorship, rather than excessive theory or busywork. LBA even incorporates modern digital learning (using the Milady CIMA platform for online theory) so that classroom time can focus on practice and state board exam preparation. This approach has paid off in excellent licensure exam pass rates, with LBA students routinely passing state board exams in cosmetology and esthetics on the first attempt (including non-native English speakers â LBA was the first in Kentucky to facilitate licensing exams in Spanish and Vietnamese for its students). By aligning its curriculum tightly with the state licensing requirements and industry needs, LBA produces graduates who are salon-ready on day one. The schoolâs success has not gone unnoticed: LBA was recognized as one of the most impactful small businesses in Louisville, and its co-founder/CEO was honored as a âMost Admired CEOâ in 2024 for the academyâs community-driven mission. These accolades reflect how an ethical, student-centered approach can thrive even in a struggling industry.
A Scalable Solution: Partnering with Schools and Communities
Louisville Beauty Academyâs achievements suggest a sustainable and scalable model for vocational education in the beauty field and beyond. The core principle is simple: keep education affordable, job-focused, and debt-free. This model can be replicated through partnerships with high schools, community colleges, and nonprofits. Indeed, LBA has already begun laying groundwork for expansion â the founders are planning a âDi Tran Universityâ initiative to bring the same cash-based, job-oriented philosophy to other trades and disciplines, in collaboration with community organizations. For high schools, partnering with a program like LBA could mean offering juniors and seniors the chance to earn a cosmetology or nail tech license by graduation â giving them an immediate income-generating skill. Rather than pushing all students down a one-size-fits-all academic college path (and encouraging them to take loans), schools could integrate vocational licensing programs as an option. An LBA-style partnership might involve evening or weekend cosmetology classes on campus, or dual-credit arrangements, where students complete hours toward a license while in school. The payoff for students is huge: by age 18, they could have a professional license in hand, no debt, and the ability to work in a well-paying trade. Local economies would benefit from a pipeline of skilled, job-ready young professionals.
Colleges and adult education centers can likewise collaborate with debt-free academies to serve the many Americans seeking career switches or side incomes without taking on more college debt. For example, a community college could host an LBA-run esthetics certificate as an alternative to a loan-funded certificate program. The key is to emphasize immediate employability and zero debt â a combination that is highly attractive in todayâs climate of student debt anxiety. With student loan payments resuming and federal aid becoming more uncertain, there is a timely opportunity to innovate. Nonprofits and local governments should also take note: supporting models like LBA can uplift communities, especially for low-income and immigrant populations who often fare poorly in traditional higher ed but thrive in skill-based training. Micro-grant programs or scholarship funds could help more students pay the modest tuition at schools like LBA, further reducing any financial barriers while still avoiding the bureaucratic overhead of federal aid.
Finally, accreditation and oversight bodies should view LBAâs success as proof that high outcomes are achievable without onerous debt. State licensing boards can maintain rigorous exam standards (to ensure quality of graduates) while allowing flexible educational pathways â such as apprenticeships or part-time schooling â that expand access. The story of LBA suggests that when schools compete on value and outcomes rather than access to loans, students win. As one analysis put it, LBAâs model is a âreturn to common sense: schools compete by keeping tuition low and results high, and students ask âhow quickly can I get skilled and start working?ââ. This ethos â prioritizing skill acquisition and financial prudence â could revolutionize cosmetology training nationwide.
Conclusion
The rising defaults and closures in the beauty school sector are a wake-up call that the status quo in career education is broken. An industry that should be about teaching creative, practical skills became, for many students, a gateway to debt and disappointment. Federal investigations have revealed how some cosmetology schools exploited the system â living off FAFSA dollars while failing their students â but they also highlight a path forward. By cutting off taxpayer money to programs that donât deliver, the government is forcing a necessary reckoning. Schools must either improve outcomes and lower costs, or make way for new models. Louisville Beauty Academy demonstrates that a better way is not only possible, itâs profitable and impactful. By eliminating federal loans, reducing tuition, and focusing on targeted job skills, LBA has achieved what many large chains have not: high graduation rates, licensure success, gainfully employed alumni, and community trust. Perhaps most importantly, it accomplishes this while sparing students the burden of debt. In a field notorious for its debt-for-dreams trade-off, LBA proves that students can pursue their beauty industry dreams and actually make a living â without a loan collector on their back.
The challenge now is to scale up such ethical, student-first models. High schools, colleges, and policymakers should take up the call to action: invest in partnerships and programs that put affordable, income-generating education within reach. Encourage entrepreneurship in the education space that prioritizes outcomes over access to easy money. Close oversight loopholes that allowed low-performing schools to thrive on federal aid, but also remove unnecessary red tape that makes running a small school so expensive. If accreditation agencies and regulators focus on what truly matters â student learning, licensure, and earning outcomes â while encouraging cost-efficiency, then more institutions like LBA can flourish. The beauty school sector may be struggling, but with innovators like Louisville Beauty Academy leading the way, a brighter, debt-free future for vocational education is on the horizon. Itâs time to cut short the cosmetology debt trap and give students the tools to succeed without the financial baggage.
PBM Impact: Pharmacy Benefit Managers (PBMs) are criticized for practices like low reimbursement rates, spread pricing, and steering patients to their own pharmacies, which harm independent pharmacies.
Trump Administration Actions: The Trump administration has targeted PBMs through executive orders and legislation to increase transparency and competition, with notable actions in 2018, 2019, and 2025.
Major PBMs: The top three PBMsâCVS Caremark, Cigna Express Scripts, and Optum Rxâcontrol about 80% of the market, with others like Humana, Prime Therapeutics, and MedImpact also significant.
Investigations and Blocks: Federal and state efforts, including FTC investigations and Arkansasâs 2025 ban on PBMs owning pharmacies, aim to curb anti-competitive practices.
Controversy: While PBMs argue they lower drug costs, critics, including bipartisan lawmakers, highlight their role in inflating prices and reducing pharmacy competition.
How PBMs Harm Pharmacies
PBMs act as middlemen in the prescription drug supply chain, managing benefits for health plans. However, their practices often disadvantage independent pharmacies. They set low reimbursement rates, sometimes below the cost of drugs, making it hard for pharmacies to stay profitable. Through “spread pricing,” PBMs charge insurers more than they pay pharmacies, keeping the difference. Their ownership of pharmacies (e.g., CVS owning Caremark) allows them to favor their own stores with better rates and steer patients away from competitors, reducing business for independent pharmacies. Past use of “gag clauses” also limited pharmacistsâ ability to inform patients about cheaper options, though these are now banned.
Trump Administrationâs Response
The Trump administration has taken steps to address PBM practices. In 2018, it passed laws banning gag clauses to improve price transparency. In 2019, it proposed removing legal protections for PBM rebates to reduce conflicts of interest. In 2025, an executive order aimed to enhance PBM transparency and competition, building on earlier efforts like the Most Favored Nation model (though previously blocked in court). These actions reflect a broader push to lower drug costs and protect pharmacies.
Major PBMs
The leading PBMs include CVS Caremark, Cigna Express Scripts, and UnitedHealth Groupâs Optum Rx, which dominate with an 80% market share. Other key players are Humana, Prime Therapeutics, and MedImpact Healthcare Systems, collectively controlling 95% of the market.
Investigations and Blocks
The Federal Trade Commission (FTC) is investigating PBMs for anti-competitive practices, with a 2024 report highlighting their role in inflating drug costs. Arkansas became the first state to ban PBMs from owning pharmacies in 2025, and 39 state attorneys general have urged Congress to follow suit. Proposed federal laws, like the PBM Act, aim to force PBMs to sell pharmacy assets to restore competition.
Detailed Report on PBMs and Their Impact on the Pharmacy Business
Pharmacy Benefit Managers (PBMs) are third-party administrators that manage prescription drug benefits for health plans, employers, and government programs like Medicare. While they were initially created in the 1960s to process claims, their role has expanded to include negotiating drug prices, managing formularies, setting co-pays, and controlling pharmacy networks. However, their practices have drawn significant criticism for harming the pharmacy business, particularly independent pharmacies, and driving up drug costs. This report explores how PBMs impact pharmacies, the actions taken by the Trump administration to address these issues, the major PBMs in the USA, and ongoing investigations and legislative efforts to curb their anti-competitive practices. It also includes a detailed artifact summarizing key findings in a structured format.
Impact of PBMs on the Pharmacy Business
PBMs have been accused of practices that undermine the viability of independent pharmacies and contribute to higher drug costs for consumers. The following are the primary ways PBMs are said to “destroy” the pharmacy business:
Unfair Reimbursement Rates and Spread Pricing: PBMs determine how much pharmacies are reimbursed for dispensing drugs. Often, these rates are set below the cost of acquiring the drugs, making it financially unsustainable for pharmacies, especially smaller independent ones. Additionally, PBMs engage in “spread pricing,” where they charge health plans a higher price for a drug than what they reimburse pharmacies, pocketing the difference. This practice reduces pharmacy revenue and contributes to their financial strain (Commonwealth Fund).
Vertical Integration and Steering: The largest PBMs are vertically integrated with health insurers and pharmacy chains, creating conflicts of interest. For example, CVS Caremark is owned by CVS Health, which also owns Aetna and operates thousands of pharmacies. Similarly, Cigna Express Scripts is part of Cigna, and Optum Rx is owned by UnitedHealth Group. This integration allows PBMs to favor their own pharmacies by offering higher reimbursement rates and designing formularies that steer patients to their affiliated pharmacies, reducing business for independent competitors (American Economic Liberties).
Gag Clauses: Historically, PBMs used “gag clauses” in contracts to prevent pharmacists from informing patients about lower cash prices for drugs, forcing patients to pay higher insurance co-pays. These clauses reduced transparency and harmed both patients and pharmacies. While gag clauses have been banned in several states since 2017, federally for private insurance since October 2018, and for Medicare since January 2020, their prior use contributed to financial and operational challenges for pharmacies (Wikipedia: Pharmacy benefit management).
Market Consolidation: The PBM market is highly concentrated, with the top three PBMsâCVS Caremark, Cigna Express Scripts, and Optum Rxâcontrolling approximately 80% of the market, covering about 270 million people in 2023. The top six PBMs control 95% of the market, with a market size of nearly $600 billion in 2024. This dominance allows PBMs to dictate terms to pharmacies, often forcing independent pharmacies to accept unfavorable contracts or risk exclusion from networks (Wikipedia: Pharmacy benefit management).
These practices have led to a significant decline in independent pharmacies, with many closing due to unsustainable financial conditions. The House Committee on Oversight and Accountability has noted that PBMsâ anti-competitive tactics jeopardize patient care and undermine local pharmacies (House Oversight Committee).
Trump Administration Actions
The Trump administration has taken several steps to address PBM practices, focusing on increasing transparency, promoting competition, and lowering prescription drug costs. These efforts span both the first term (2017â2021) and the second term (2025âpresent):
Legislation on Gag Clauses (2018): In October 2018, President Trump signed the Patient Right to Know Drug Prices Act and the Know the Lowest Price Act, which banned gag clauses nationwide for private insurance plans. These laws allowed pharmacists to inform patients about lower-cost drug options, improving transparency and potentially reducing costs for consumers (Wikipedia: Pharmacy benefit management).
Proposed Rule on Rebates (2019): On January 31, 2019, the Department of Health and Human Services (HHS) proposed a rule to remove safe harbor protections under the antikickback statute for PBM rebates from drug manufacturers. This aimed to address the lack of transparency in how PBMs negotiate and retain rebates, which can inflate drug prices (Wikipedia: Pharmacy benefit management).
Executive Order on Drug Pricing (2025): On April 15, 2025, President Trump issued an executive order directing federal agencies to implement drug pricing reforms. This order specifically targeted PBMs by:
Improving disclosure of fees paid by PBMs to brokers for steering employers to their services.
Promoting a more competitive, transparent, and efficient prescription drug value chain.
The order also aimed to enhance Medicare drug pricing and align payments with actual drug acquisition costs, potentially reducing the financial burden on pharmacies (White House).
Most Favored Nation (MFN) Model: During his first term, Trump introduced the MFN model to tie U.S. drug prices to those in other countries, aiming to reduce costs. Although this was blocked in court and rescinded by the Biden administration, it reflects the administrationâs focus on addressing PBM-driven price inflation (Independent Voter News).
Continued Scrutiny: In 2025, the second Trump administration has signaled ongoing efforts to âcut out the middlemen,â with President Trump stating intentions to allow Americans to buy medications directly from drugmakers at lower prices. The administrationâs appointments to the FTC suggest a continued focus on addressing PBM monopolistic practices (STAT News).
These actions indicate a bipartisan recognition of PBMsâ role in rising healthcare costs, with the Trump administration leveraging both regulatory and legislative tools to address these issues.
List of Major PBMs
The PBM market is highly concentrated, with a few key players dominating the industry. The major PBMs in the USA are:
PBM
Parent Company
Market Share (2023)
Notes
CVS Caremark
CVS Health (owns Aetna)
~27%
Operates thousands of pharmacies and is vertically integrated with Aetna.
Cigna Express Scripts
Cigna
~26%
Part of Cigna, with significant influence over formularies and pricing.
UnitedHealth Groupâs Optum Rx
UnitedHealth Group
~27%
Integrated with Optum and UnitedHealthâs healthcare services and pharmacies.
Humana
Humana Inc.
Part of 95% (top 6)
Operates as part of Humanaâs health insurance and pharmacy services.
Prime Therapeutics
Owned by Blue Cross Blue Shield plans
Part of 95% (top 6)
Serves multiple health plans, primarily Blue Cross affiliates.
MedImpact Healthcare Systems
Privately held
Part of 95% (top 6)
Independent PBM, less vertically integrated than the top three.
Market Share: The top three PBMs (CVS Caremark, Express Scripts, and Optum Rx) control approximately 80% of the market, covering about 270 million people. The top six PBMs collectively control 95% of the market, with a total market size of nearly $600 billion in 2024 (Wikipedia: Pharmacy benefit management).
Investigations and Blocks Against PBMs
PBMs are under significant scrutiny for their anti-competitive practices, particularly their ownership of pharmacies and control over the prescription drug supply chain. Federal and state efforts are addressing these issues:
Federal Investigations:
The Federal Trade Commission (FTC) has been actively investigating PBMs. In July 2024, the FTC released an Interim Staff Report titled âPharmacy Benefit Managers: The Powerful Middlemen Inflating Drug Costs and Squeezing Main Street Pharmacies.â The report highlighted how PBMs:
Steer patients to their own pharmacies, including for mail-order and specialty drugs.
Pay lower reimbursement rates to independent pharmacies compared to their own.
Engage in spread pricing, which inflates costs for insurers and patients.
The FTC withdrew prior advocacy statements supporting PBMs in 2023, signaling a shift toward greater regulatory oversight (FTC).
Congressional Oversight:
The House Committee on Oversight and Accountability released a report in July 2024 titled âThe Role of Pharmacy Benefit Managers in Prescription Drug Markets.â The report detailed how the top three PBMs use their market power to enact anti-competitive policies, inflate drug costs, and undermine independent pharmacies. It called for legislative reforms to increase transparency and restore competition (House Oversight Committee).
A hearing in July 2024 saw bipartisan criticism of PBM executives for their role in rising drug costs and monopolistic practices (House Oversight Committee).
State-Level Actions:
On April 16, 2025, Arkansas Governor Sarah Huckabee Sanders signed HB1150, making Arkansas the first state to ban PBMs from owning pharmacies. This law aims to prevent PBMs from using their ownership to disadvantage independent pharmacies (Arkansas Governor).
A bipartisan coalition of 39 state and territory attorneys general sent a letter to Congress in April 2025, urging passage of legislation to prohibit PBMs from owning or operating pharmacies. They cited conflicts of interest and the negative impact on independent pharmacies and consumers (NAAG).
Proposed Legislation:
The Lower Costs, More Transparency Act (H.R. 5378), passed by the House in December 2023, addresses spread pricing in Medicaid and requires PBMs to participate in drug cost surveys and report negotiated rates (Committee for a Responsible Federal Budget).
The PBM Act, introduced in December 2024, would require companies owning health insurers or PBMs to sell their pharmacy assets, aiming to level the playing field for independent pharmacies (Healthcare Dive).
These efforts reflect a growing consensus that PBMsâ practices, particularly their vertical integration and market dominance, harm competition and increase costs. While PBMs argue they help lower drug prices through negotiations, critics, including bipartisan lawmakers and regulators, assert that their practices prioritize profits over patients and pharmacies.
Summary of PBM Impact and Reform Efforts
Impact on Pharmacy Business
Reimbursement Rates: PBMs set low reimbursement rates, often below drug acquisition costs, making it unprofitable for independent pharmacies.
Spread Pricing: PBMs charge insurers more than they pay pharmacies, keeping the difference, which reduces pharmacy revenue.
Vertical Integration: Ownership of pharmacies by PBMs (e.g., CVS Caremark, Express Scripts, Optum Rx) allows them to favor their own stores with higher rates and steer patients away from competitors.
Gag Clauses: Past use of gag clauses prevented pharmacists from disclosing lower cash prices, though banned federally since 2018â2020.
Market Dominance: Top three PBMs control 80% of the market, dictating terms that disadvantage independent pharmacies.
Other Key Players (95% market share with top three, 2022):
Humana
Prime Therapeutics
MedImpact Healthcare Systems
Market Size: Nearly $600 billion in 2024, covering ~270 million people.
Trump Administration Actions
2018: Signed Patient Right to Know Drug Prices Act and Know the Lowest Price Act, banning gag clauses for private insurance.
2019: Proposed rule to remove antikickback safe harbor protections for PBM rebates.
2025: Executive order (April 15) to improve PBM fee disclosure and promote competition in the drug supply chain.
Ongoing: Commitment to âcut out the middlemenâ and explore direct drug purchasing from manufacturers.
Investigations and Blocks
FTC Investigations: 2024 Interim Report highlighted PBMsâ role in inflating costs and squeezing pharmacies; prior PBM advocacy withdrawn in 2023.
Congressional Oversight: 2024 House report called for reforms to address PBM anti-competitive practices.
State Actions: Arkansas banned PBMs from owning pharmacies (HB1150, 2025); 39 attorneys general urged Congress for a federal ban.
Proposed Legislation: PBM Act (2024) to force divestiture of pharmacy assets; Lower Costs, More Transparency Act to address spread pricing.
Conclusion
PBMs significantly impact the pharmacy business through practices like low reimbursement rates, spread pricing, and vertical integration, which disadvantage independent pharmacies and contribute to higher drug costs. The Trump administration has addressed these issues through legislative and regulatory actions, including banning gag clauses, proposing rebate reforms, and issuing a 2025 executive order to enhance PBM transparency and competition. The major PBMsâCVS Caremark, Cigna Express Scripts, Optum Rx, Humana, Prime Therapeutics, and MedImpactâdominate the market, controlling 95% of prescription drug benefits. Ongoing investigations by the FTC, congressional oversight, and state-level bans (e.g., Arkansasâs HB1150) aim to curb PBMsâ anti-competitive practices, particularly their ownership of pharmacies. Proposed federal legislation, such as the PBM Act, seeks to further restore competition by forcing divestiture of pharmacy assets. These efforts reflect a bipartisan push to reform the PBM industry and protect pharmacies and consumers.
In todayâs politically uncertain and economically volatile climate, where even long-established immigrants face the threat of deportation and systemic exclusion, the message to all newcomers to the United States is both urgent and empowering: Be the best citizen you can beâthrough contribution, hard work, and relentless legitimacy.
Nowhere is this ethos more clearly embodied than in the story of Louisville Beauty Academy (LBA) and its founder, Di Tranâa Vietnamese-born, American-made entrepreneur, educator, and author whose influence is rippling across Kentucky and the nation. LBA is not just a schoolâit is a beacon of hope, legitimacy, and empowerment for thousands of immigrants, especially Vietnamese Americans, who seek to solidify their place in the United States through skilled work, community engagement, and lawful, licensed entrepreneurship.
A Call to Legitimacy and Contribution
Immigrantsâespecially those from Vietnamâhave long been some of the most industrious, family-centered, and economically vital populations in America. Many arrived after the Vietnam War, with little more than hope and humility. They rebuilt their lives in America not through government aid, but through grit, long hours, and a deep-rooted cultural discipline passed down across generations. Yet despite their contributions, legal status can still hang precariously. The recent alarming news of Vietnamese migrants being deported to third countries like South Sudan without due processâviolating federal court ordersâsends a chilling reminder: Without documentation, licensing, or institutional support, even the most honest workers can be made vulnerable.
This is why education, licensing, and public records of good citizenship matter more than ever. Institutions like Louisville Beauty Academy are not simply technical schoolsâthey are the protectors and amplifiers of the immigrant story.
Louisville Beauty Academy: A Beacon of Legitimacy and Humanized Licensing
Louisville Beauty Academy, founded by Di Tran, is one of Kentuckyâs most trusted, state-licensed and state-accredited vocational schools. What sets it apart is its commitment to making licensing accessibleâespecially for immigrants, refugees, and non-traditional students. It offers training in nail technology, cosmetology, esthetics, shampoo and styling, and instructor preparationâall geared toward one thing: helping individuals earn their first official career license ever.
For most students, many of whom have never attended college and often work under informal or cash-only arrangements, LBA becomes their first experience with post-secondary education and legal career credentials. More than a classroom, it is a transformation centerâwhere knowledge, legality, and purpose intersect.
Di Tranâs model is simple but profound: legitimize the people, uplift the profession, and keep the record of contribution clear and undeniable.
The Nail Industry: More Than Beauty, Now Mental Health and Community Healing
One of the strongest testaments to this vision is the nail industryâa field largely pioneered and dominated by Vietnamese Americans. Once dismissed as a fringe job, the nail industry today is not only thriving economically, it is also recognized by psychiatrists and psychologists as a tool for mental wellness. Nail care is now prescribed as therapy for seniors experiencing loneliness, for trauma victims needing human touch, and for individuals seeking affordable self-care in a community setting.
This elevates the work of nail techniciansâand schools like LBAâfrom economic necessity to public health allies. To be a licensed nail technician today is to be a frontline contributor to both the economy and the emotional wellbeing of America.
Di Tran: From Refugee to Multi-Faceted Leader, Author, and Visionary
Di Tran is not just the founder of LBA. He is a cultural torchbearer for Vietnamese Americans nationwide. Featured in outlets like Louisville Business First, TOPS Louisville Magazine, and Nashville Voyager, Tran has released over 120 books on themes of personal growth, immigrant success, contribution, humility, and humanizationâa term he proudly champions in education and entrepreneurship.
Through public speaking, publishing, and advocacy, Tran emphasizes that success is not just measured in money or titles, but in how deeply one gives back. He documents everythingâhis work, his studentsâ progress, his familyâs rise from hardshipâso that there is a paper trail of value. This is a key strategy for immigrants: record your impact so that no one can erase your worth.
His mother, a nail salon matriarch, and he himself embody the very culture he teachesâlong hours, community over competition, family first, and always keeping one’s paperwork in order.
Humanization: The Core Mission
Tranâs books and initiatives revolve around one vital idea: humanization in a world increasingly run by automation and indifference. While artificial intelligence grows in capability, the need for heart, recorded contributions, and licensed legitimacy becomes more critical for the vulnerable.
LBA trains not just for skills, but for life. Its graduates are equipped with licenses, portfolios, employment support, and often, their first step toward full citizenship and recognition. Many graduates open salons, hire others, and become advocates for lawful, proud entrepreneurship.
A National Model for Empowerment
In a time when deportation can be sudden, random, and unjust, LBA stands as a model to be replicated nationwide. It proves that when you provide affordable, state-approved, fast-track career licensing to immigrantsâespecially in fields where they already possess skillâthey transform from statistical liabilities into documented contributors.
With continued expansion, Di Tran and LBA are set to help millions, not just thousands. His model is being watched across Kentucky and beyond as a new way forward in workforce development, immigration legitimacy, and vocational education.
Final Word: You Must Be Your Own Best Advocate
If you are an immigrant or child of immigrants: Get licensed. Get documented. Get recorded. Show your worth. Be visible in your contribution. Whether in beauty, health, food, or trade, there is no small role when it is done legally and with pride.
Louisville Beauty Academy is not only changing livesâit is protecting them through empowerment and proof. It is building an army of licensed, loyal contributors to the American dream.
And Di Tran? Heâs not just writing booksâheâs rewriting what it means to rise as a refugee.
