Browsing by Author "Sherretz, Kelly L."
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Item “Aging Out” of Foster Care – Background and Resources Brief(2012-06-22) O’Hanlon, Julia; Sherretz, Kelly L.; Wessel, EvanThis issue brief provides an overview and assessment of current data resources and general trends related to the national and statewide population who are “aging out” of foster care. It is designed to provide information to state officials, community leaders, members of the Delaware Youth Opportunities Initiative (DYOI), and other stakeholders involved in the development of strategies and policy recommendations for improved service and program delivery for those who are aging out of foster care in Delaware. Future briefs and reports may expand on the information presented and identify additional opportunities for resource expansion and comprehensive data-collection efforts.Item Child Poverty Policy in Delaware: A Focus on Education(Institute for Public Administration, Wilmington Education Improvement Commission, 2019-04) Rich, Dan; Sherretz, Kelly L.; Qaissaunee, Haley; Missan, MarissaThis policy brief by the Institute for Public Administration wasprepared for the Wilmington Education Improvement Commission (the Commission) to serve as an overview of the changing conditions of child poverty and the resulting educational outcomes for students. This brief is an update to the 2017 publication, Child Poverty Policy in Delaware: A focus on Health and Education. The analysis includes a review of recent state legislation and policy decisions that impact child poverty and education.Item Delaware School Libraries Master Plan: Quality School Libraries = Higher Student Achievement(2016-08) Kelly, Christopher; Sherretz, Kelly L.; Wilson, BillOver the past two decades, the relationship between the quality of school libraries and student performance has been the focus of dozens of state-level studies. Simply stated, these studies confirm that access to high-quality school library services results in better student performance. The declaration used in the title of this report, Quality School Libraries = Higher Student Achievement, is not a speculative statement. Research affirms this equation. Most research indicates that the following characteristics of school libraries lead to improved learning outcomes for students: • A full-time certified/qualified librarian at the building level • Adequate support staff to enable the librarian to perform professional duties • Adequate expenditure for new resources to ensure student access to recent, relevant content • High level of collaboration between librarians and teachers and librarians and students • Flexible scheduling that enables the librarian to interact with teachers and students • Access to up-to-date technological infrastructure and online resources • Access to professional development and networking opportunities for library staff Unfortunately, school libraries in Delaware are, in general, understaffed, underfunded, and unequipped of up-to-date collections and resources. Librarians that do work in schools, in many cases, are unable to carry out professional duties because they must complete day-to-day tasks related to library management and additional staffing/instructional assignments. Oftentimes, librarians are unable to participate in professional development opportunities and to collaborate with teachers and students due to their fixed schedules (Focus Groups, 2015). The current state of school libraries in Delaware is dire, which creates a situation where students are unable to receive the measurable benefits of quality school libraries. Of even greater concern, the quality library gap is growing rather than shrinking so that equitable access to resources and technology is not available for all students in the state. A comparison among Delaware’s school districts shows that the 10 districts in which less than 40 percent of the students are from low-income households have added 13 librarians since the 2005–2006 school year. The nine districts in which more than 40 percent of the students from low-income households have cut 16 librarians since the 2005–2006 school year (Delaware District and School Profiles). Delaware’s students from low-income households are facing reductions in the services needed to improve their reading, writing, and critical thinking skills.Item Delaware Teacher and Administrator Supply and Demand Survey Analysis(2012-07-05) Sherretz, Kelly L.; Roby, Nathan A.; Matos, Rachel A.This report charts the trends of teacher and administrator hiring, difficult-to-fill positions, late hiring, and other factors important to the success of the state’s public schools. As the significance of the role of teachers and administrative leaders becomes more apparent in Delaware, and as Delaware implements its Race to the Top activities, the importance of this series of studies grows. The Institute for Public Administration addresses the policy, planning, and management needs of its partners through the integration of applied research, professional development, and the education of tomorrow’s leaders. This study is an important part of this effort, as public education accounts for one-third of the state budget and is of great significance to the state economy and public.Item Delaware Teacher and Administrator Supply and Demand Survey Analysis(2011-08-25) Raffel, Jeffrey A.; Cox, Rebecca L.; Sherretz, Kelly L.This report charts the trends of teacher and administrator hiring, difficult-to-fill positions, late hiring, and other factors important to the success of the state’s public schools. As the significance of the role of teachers and administrative leaders becomes more apparent in Delaware, and as Delaware implements its Race to the Top activities, the importance of this series of studies increases. The Institute for Public Administration addresses the policy, planning, and management needs of its partners through the integration of applied research, professional development, and the education of tomorrow’s leaders. This study is an important part of this effort, as public education accounts for one-third of the state budget and is of great significance to the state economy and public.Item Delaware Teacher and Administrator Supply and Demand Survey Analysis 2013(2013-07-15) Sherretz, Kelly L.; Kelly, Christopher; Matos, Rachel A.The 2013 Teacher and Administrator Supply and Demand Survey is an online survey completed by school district personnel directors and charter school administrators. The data were collected through the Delaware Department of Education’s DEEDs system in January and February 2013 for the 2012-2013 school year. The survey was conducted by the University of Delaware’s Institute for Public Administration in conjunction with the Delaware Department of Education (DOE). This is the eleventh year of the study. The study focuses on teacher hiring; teacher hiring difficulties; recruitment strategies and incentives; the reasons for teachers leaving, vacancies, and shortage areas; hiring for non-teaching positions; and administrative hiring and vacancies. New topic areas include hiring of inexperienced teachers, hiring in high-needs schools, the opinions of respondents on attractive features found in their school district or charter school, financial incentives used for recruitment and retention, and retirement projections.Item Delaware’s Early Childhood System & the Economy: Benefits & Barriers to High-Quality Early Childhood Education and Childcare(Institute for Public Administration, 2019-05) Sherretz, Kelly L.; Moore, Leann; Qaissaunee, HaleyHigh-quality early childhood education and childcare have substantial benefits for Delaware kids, families, and the economy.Item The Landscape of Dual Enrollment & Dual Credit Programs(2013-08) O'Malley, Francis; Sherretz, Kelly L.This report was produced at the request of the Delaware Higher Education Office (DHEO) of the Delaware Department of Education (DDOE) to provide a snapshot of the state's dual enrollment and dual credit programs. This report analyzes the results of a survey of Delaware public school districts and charter schools and provides recommendations for future study of dual enrollment and dual credit programs.Item Purchase of Care 101(Institute for Public Administration, 2019-05) Sherretz, Kelly L.; Moore, Leann; Qaissaunee, HaleyThe Purchase of Care (POC) Program in Delaware is a subsidy that provides support for early childhood and after-school education for children from birth through age 12 living within 185 percent of the Federal Poverty Limit. Funding for POC comes from federal and state sources, which help low-income families pay for their child care so that parents or guardians can work or receive workforce training. As indicated in the pie chart, Delaware’s POC funding comes almost equally from federal and state sources. The Delaware Division of Social Services (DSS) is responsible for setting the standards and distributing the benefit to Delawareans.Item Quality School Libraries Lead to Higher Student Achievement(Institute for Public Administration, 2016-08) Kelly, Christopher; Sherretz, Kelly L.; Wilson, BillOver the past two decades, the relationship between the quality of school libraries and student performance has been the focus of dozens of state-level studies. Simply stated, these studies confirm that access to high-quality school library services results in better student performance. The declaration used in the title of this report, Quality School Libraries = Higher Student Achievement, is not a speculative statement. Research affirms this equation. Most research indicates that the following characteristics of school libraries lead to improved learning outcomes for students: • A full-time certified/qualified librarian at the building level • Adequate support staff to enable the librarian to perform professional duties • Adequate expenditure for new resources to ensure student access to recent, relevant content • High level of collaboration between librarians and teachers and librarians and students • Flexible scheduling that enables the librarian to interact with teachers and students • Access to up-to-date technological infrastructure and online resources • Access to professional development and networking opportunities for library staff Unfortunately, school libraries in Delaware are, in general, understaffed, underfunded, and unequipped of up-to-date collections and resources. Librarians that do work in schools, in many cases, are unable to carry out professional duties because they must complete day-to-day tasks related to library management and additional staffing/instructional assignments. Oftentimes, librarians are unable to participate in professional development opportunities and to collaborate with teachers and students due to their fixed schedules (Focus Groups, 2015). The current state of school libraries in Delaware is dire, which creates a situation where students are unable to receive the measurable benefits of quality school libraries. Of even greater concern, the quality library gap is growing rather than shrinking so that equitable access to resources and technology is not available for all students in the state. A comparison among Delaware’s school districts shows that the 10 districts in which less than 40 percent of the students are from low-income households have added 13 librarians since the 2005–2006 school year. The nine districts in which more than 40 percent of the students from low-income households have cut 16 librarians since the 2005–2006 school year (Delaware District and School Profiles). Delaware’s students from low-income households are facing reductions in the services needed to improve their reading, writing, and critical thinking skills.Item School Leader Professional Development Series: The Opportunities and Challenges of Implementing the Every Student Succeeds Act (ESSA) in Delaware(2016-12-20) Lewis, Jerome; Kelly, Christopher; Sherretz, Kelly L.; Carson, Kevin; Croce, Tammy; Hodges, Terri; Jones, Joseph; Loftus, Dennis; Marinucci, John; Poag, Emily; Stevens, DeborahAs part of the School Leader Professional Development Series, a workshop called The Opportunities and Challenges of Implementing the Every Student Succeeds Act (ESSA) in Delaware was held in Dover, Delaware, on Wednesday, October 26, 2016. Nearly 140 stakeholders ranging from parents to district level administrators attended. The University of Delaware’s Institute for Public Administration and Delaware Academy for School Leadership sponsored the event, in cooperation with the Delaware Association of School Administrators, Delaware State PTA, Delaware School Boards Association, and Delaware State Education Association. The purpose of the event was to create a forum to present the challenges and opportunities introduced by the implementation of the federal government’s Every Student Succeeds Act (ESSA) in Delaware through the points of view of multiple national and local stakeholder groups.Item State of Delaware Early Childhood Needs Assessment(2013-02-11) Sherretz, Kelly L.; Ruggiero, Tony; Laznik, John; Kelly, ChristopherThis report provides information on the availability of quality early childhood programs for children birth through age eight in Delaware. Specific attention is focused on at-risk populations. This report also provides insights to stakeholders in Delaware about where to focus continued efforts to further improve access to care.Item Summary of the School Leader Professional Development Series: The Opportunities and Challenges of Implementing the Every Student Succeeds Act (ESSA) 2016 Conference(Institute for Public Administration, 2016-10) Sherretz, Kelly L.The following is a summary of takeaways from the Every Student Succeeds Act (ESSA) 2016 Conference held on October 26th and explores national and local insights, an implementation strategy for Delaware, the importance of statewide accountability, and school supports and interventions. The event was co-sponsored by the Institute for Public Administration and Delaware Academy for School Leadership at the University of Delaware, in cooperation with the Delaware Association of School Administrators, Delaware School Boards Association, Delaware State Education Association, and Delaware State PTA.Item Sussex County Vocational Technical School District Program Review and Analysis(Institute for Public Administration, 2022-09) Qaissaunee, Haley; Sherretz, Kelly L.; Laux, Brendan; DeMaio, JennaAt the request of the Sussex County Vocational Technical School District, the Institute for Public Administration at the University of Delaware produced this report to analyze the career and technical education (CTE) programs in the district and provide key takeaways and recommendations the district can use for strategic planning. The Sussex County Vocational Technical School District is comprised of one high school, Sussex Technical High School (Sussex Tech). This analysis will assist district leaders and school board members with determining the best CTE programs to offer, help the district plan for expanded seats, and ensure all students who attend Sussex Tech are prepared to excel in their career or college path.Item Sustaining Early Success: Delaware’s Strategic Plan for a Comprehensive Early Childhood System(2013-03-25) Sherretz, Kelly L.; Stone, JuliaDelaware’s Strategic Plan for a Comprehensive Early Childhood System