Education Management

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https://udspace.udel.edu/handle/19716/13

This collection provides data and analysis information for state government, school district, charter school, and citizens concerned about public education in Delaware about teacher recruitment and retention, mentoring, and induction. Visit the IPA website for more information.

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    2005 Delaware Teacher Supply Survey Analysis
    (2005-10-11T12:34:07Z) Raffel, Jeffrey A.; Beck, Amanda S.; Craig, Janna E.
    The 19 public school districts throughout the state of Delaware hired a total of 1,116 teachers for the 2004–2005 school year. The personnel directors from each district were asked to complete an online survey requesting information on the number of new hires, when personnel directors were notified of vacancies, when districts extended contracts, which teaching and non-teaching positions were difficult to fill, and recruitment tools used. All completed the survey. In addition to the 19 regular school districts in Delaware, this year’s survey was also distributed to the 13 charter schools in the state. Seven out of the 13 charter schools returned the survey. The charter school analysis is reported separate from the regular school district results below. This year’s survey, the fourth in an annual series of surveys, was administered through the Department of Education’s DEEDS website.
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    2006 Delaware Teacher Supply Survey Analysis
    (2007-07-19T14:03:07Z) Raffel, Jeffrey A.; Pullella, Maria R.
    The 19 public school districts throughout the state of Delaware hired a total of 1,133 teachers for the 2005–2006 school year. The personnel directors from each district were asked to complete an online survey requesting information on the number of new hires, when personnel directors were notified of vacancies, when districts extended contracts, which teaching and non-teaching positions were difficult to fill, and recruitment tools used. Teacher hiring and retention are gaining increased visibility as issues, and districts in Delaware are doing more than ever to confront the problem. However, Delaware still needs to address late hires, hiring teachers in critical-needs areas, the effects of contracts on hiring, and the hiring of speech pathologists. This year’s survey, the fifth in an annual series of surveys, was administered through the Department of Education’s DEEDS website.
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    An Analysis of the Views of Delaware's New Teachers: Recruitment & Hiring, Mentoring & Professional Development, Job Satisfaction, and Future Plans
    (2005-08-09T12:55:29Z) Raffel, Jeffrey A.; Beck, Amanda S.; Prulello, Marissa
    This analysis is based on responses from a New Teacher Survey. The New Teacher Survey was developed to ascertain the reasons behind a teacher’s decision to teach in Delaware and assess overall trends in teacher retention. The survey gathered data on teachers’ views of the job search and hiring process, satisfaction with current positions, and future plans. All teachers with new contracts in 2003-2004 were given the opportunity to participate by completing the survey online.
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    Building Successful School Leaders In Times of Great Change
    (Institute for Public Administration, 2001-01) Loftus, Dennis L.; Brown, Laura; Keene, Susan
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    The Certificate of Necessity Process Evaluation: Recommendations and Findings
    (Institute for Public Administration, 2004-05) Hunter, Anna Wojewodzki; Sawak, Camille A.; Cleaver, Samantha
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    Charter School Disruption of Service in Delaware: Report and Recommendations
    (Institute for Public Administration, 2005-05) Holbert, Rachel; Loftus, Dennis; Ross, Peter
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    Charter-District Collaboration: An Overview of National Best Practices and Options for Schools Serving Wilmington Students
    (2017-07) Rich, Dan; Sherretz, Kelly; Mench, Kelsey; Micek, Melissa; Chintala, Asha
    This policy brief by the Institute for Public Administration was prepared for the Wilmington Education Improvement Commission and addresses the fragmentation of public education responsibilities in the City of Wilmington and the challenges to collaboration among the schools that serve City of Wilmington students. The benefits of collaboration are described and specific best practices from cities across the country are highlighted. The analysis concludes with options for the City of Wilmington, including the Commission’s recommendation for the development of a collaborative compact that will strengthen capacity for the shared improvement of public education among district, charter, and vocational-technical (vo-tech) schools that serve City of Wilmington students.
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    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, Marissa
    This 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.
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    Child Poverty Policy in Delaware: A Focus on Health and Education
    (2017-05) Rich, Dan; Sherretz, Kelly; Mensch, Kelsey
    This policy brief by the Institute for Public Administration was prepared for the Wilmington Education Improvement Commission (the Commission) and begins with an overview of the changing conditions of child poverty that lead to disparities in academic performance and outcomes for students. The analysis then highlights recent state legislation to address the challenges disproportionately faced by low-income families in Delaware. Consistent with the Commission’s mandates, the analysis considers the relationships of poverty, education, and state policy. The conclusions are clear: The condition of child poverty in Delaware has become more acute; poverty remains a dominant force limiting educational achievement; no comprehensive and integrated plan has been developed to address the overall challenges of poverty for Delaware children and families; and the state provides no focused resources for low income students, English language learners, and basic special education, K–3. As the Commission has recommended, Delaware needs to better align existing policies that address poverty, starting with coordination among state agencies that leverage existing resources and assets far more effectively than has been the case.
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    Delaware Head Start Collaboration Office and Early Head Start-Child Care Partnerships Needs Assessment
    (Institute for Public Administration, 2021-10-21) Sherretz, Kelly; Kelly, Christopher; Qaissaunee, Haley; Beebe, Michael
    The Institute for Public Administration (IPA) at the University of Delaware conducted a needs assessment for the Delaware Head Start Collaboration Office and the First Start Delaware Early Head Start-Child Care Partnerships (EHS-CCP). The purpose of this needs assessment was to help these organizations meet federal Head Start reporting requirements and determine strategies to better serve Delaware children and families. This needs assessment provides a landscape analysis of HS and EHS programs in Delaware, analyzes results from a survey distributed to all Head Start and Early Head Start center and program directors in the state, and provides supplemental information from follow- up interviews.
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    Delaware K-20 International Education Capacity Study Report
    (Institute for Public Administration, 2004-08) O'Malley, Fran; Miller, Jeanette; Wang, Shuhan
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    Delaware School Administrator Funding Analysis
    (2019-01) Kelly, Christopher; Culpepper Chesser, Margaret
    At the request of House Concurrent Resolution (HCR) 39 Task Force to Study School District Consolidation the University of Delaware’s Institute for Public Administration conducted an analysis of the historical formulas and current placement of school district administrators across the state. In addition, the project team also examined the key functions of district and building-level administrations in Delaware to determine organizational scope of work.The project scope included the following four items: 1. Examining the current funding formulas for district- and building-level administrators 2. Identifying the number and types of administrators by district and building, including how they are funded 3. Utilizing teacher-, paraprofessional-, student-, and task-related data at the building level to ascertain span of responsibility for districts 4. Identifying administrator funding formulas or guidance from neighboring states including Maryland, New Jersey, Pennsylvania, and Virginia and peer states including North Carolina and Tennessee
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    Delaware School Libraries Master Plan: Quality School Libraries = Higher Student Achievement
    (2016-08) Kelly, Christopher; Sherretz, Kelly L.; Wilson, Bill
    Over 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.
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    Delaware Summit on Civics Education 2019 Summary Report
    (Institute for Public Administration, 2019-12) O'Malley, Fran
    In February 2019, the Democracy Project (DP) of the University of Delaware’s Institute for Public Administration (IPA) convened Delaware’s first Summit on Civics Education. The report provides the background leading to the summit; a review of the summit activities; critical findings; and a potential path forward.
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    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.
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    Delaware Teacher and Administrator Supply and Demand Survey Analysis
    (2009-08-18T20:11:14Z) Raffel, Jeffrey A.; Eaton, Kristen E.
    Funded by the Delaware Department of Education (DOE), this report is the seventh in a series of analyses of teacher and, more lately, administrator demand and supply in Delaware. It reports the analysis of a survey of all 19 school district personnel directors and responses from several charter school personnel directors as a well as an analysis of data from the Delaware payroll system. This report charts the trends of teacher and administrator hiring, difficult-to-fill positions, late hiring, perceptions of the quality of new teachers, 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, the importance of this series of studies increases. 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.
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    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.
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    Delaware Teacher and Administrator Supply and Demand Survey Analysis
    (2010-09-10) Raffel, Jeffrey A.; Alemayehu, Sosena
    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.
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    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.