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- ItemSussex 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.
- ItemDelaware 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, MichaelThe 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.
- ItemEducational Opportunity Disparities in Delaware, 1992–2019(Institute for Public Administration, 2020-10) Bruch, Sarah; Qaissaunee, Haley; Wrease, AlexisFor over a quarter century, Delaware has witnessed consistent, sizable educational opportunity disparities for students with low-income status, English-learner status (EL), or disability status and for students who are Black and Hispanic. This brief uses average test scores from the National Assessment of Educational Progress (NAEP) as measures of educational opportunity. Test scores reflect the educational opportunities to learn that are available to students in their schools and communities. While measuring student outcomes is an important strategy for holding schools and districts accountable for student success, we must understand that disparities in academic achievement reflect historical and current day structural inequities. Acknowledging structural inequities helps ensure that achievement differences are not viewed as the result of individual student deficits and instead focuses attention on ensuring that systems are designed for all students to thrive.
- ItemDelaware Summit on Civics Education 2019 Summary Report(Institute for Public Administration, 2019-12) O'Malley, FranIn 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.
- ItemExtended Learning Opportunities in Delaware(Institute for Public Administration, 2019-11) Kelly, Christopher G.; O'Hanlon, Julia; Sherretz, Kelly; Velez, JessicaAt the recommendation of the House Resolution 39 Statewide Afterschool Initiative Learning Task Force, the University of Delaware’s Institute for Public Administration (IPA) conducted a landscape analysis and needs assessment of extended learning opportunities in Delaware. In addition, the project team engaged with stakeholders in the field and conducted an extensive literature review.