State Profile For Delaware

Data sources used in this profile (MSWord,54Kb)

State Director

Dr. Amelia Hodges, Director, Career and Technical Education
Delaware Department of Education
35 Commerce Way, Suite 1
Dover, DE 19904

CTE Web Site(s) as Applicable

Secondary: http://www.doe.k12.de.us/services/guide/cte.shtml

Mission

To promote the highest quality education for every Delaware career and technical education student by providing visionary leadership and superior service

CTE Statistics

Number of Public High Schools:	16
Number of Public High Schools Offering Solely (or primarily) CTE courses:	0
Number of Students in Public High Schools:	33,982
Number of Secondary Students Enrolled in CTE:	15,783
Number of Public Community Colleges:	3
Number of Students at Public Community Colleges:	12,963
Number of Postsecondary Students Enrolled in CTE:	6,099
Perkins Funds Received:	$5,345,431

CTE Governance Structure

Perkins Eligible Agency:	Department of Education
Agency Administering Secondary CTE:	Department of Education
Agency Administering Postsecondary CTE:	Tech Prep Delaware
Programmatic Control For Secondary CTE:	Secretary of Education
Programmatic Control For Postsecondary CTE:	Delaware Technical and Community College Board of Trustees

CTE Funding

State Secondary Funding:
State Postsecondary Funding:
Local Secondary Funding:
Local Postsecondary Funding:

State Director Roles and Responsibilities

The State Director has the title of Director of Career and Technical Education and School Climate. The Director’s position is a career position that reports to the Secretary of Education. The Director’s primary areas of responsibility are secondary Career and Technical Education programs, post-secondary education, apprenticeship, driver education, and school discipline, NCLB, Title II, Part A Professional Development.

CTE Connections to Secondary Education and High School Reform

Career technical education plays a significant role in high school reform efforts. The centerpiece of education reform in Delaware is a standard based curriculum that challenges both, what is taught, as well as, how it is taught. In August 1996, the Delaware State Board of Education adopted higher graduation requirements. These requirements are based upon a program of study that includes three courses in mathematics and three in science that meet the content standards established by commissions of educators, parents, and business leaders. Further, all students are required to take a planned program of at least three sequenced courses designed to develop skills and knowledge in a career pathway. Strategies are in place that will form the basis of the school-based program in Delaware’s comprehensive high schools. The curriculum is based upon an instructional delivery system that stresses teaching content in a contextual applied method. The emphasis is on enabling students to see the usefulness of their academic courses. Through the Department’s professional development activities, applied teaching and learning strategies are a priority. This data will be used by the Department of Education to power high stakes assessment for students, schools and teachers. Disaggregated it will provide data to be used in the consolidated application to identify cohorts of students that need the attention that federal funds provide.

Implementation of Career Clusters

Delaware’s vision for implementing Career Clusters is the hope that it will improve the quality of career and technical education.
In order to effectively implement Career Clusters, Delaware is considering the integration of the Career Clusters into its next state plan. In addition, the state requires accountability information to be collected by Career Clusters.
Tech Prep is one existing CTE reform that is currently being used to support the implementation of Career Clusters.

Indicators

The data for 2003-2004 in the above chart was taken directly from the Consolidated Annual Reports (CAR Report 2003-04). The CAR is a mandatory fiscal and accountability report submitted by each state to the U.S. Department of Education. It provides performance information on 14 Perkins indicators. A red X means a state did not meet its adjusted level of performance and a green checkmark means that the state did meet its goal.A blue bar in the Secondary Indicators table means that the state does not offer students the opportunity to earn both a high school diploma and other credential (e.g., a skill certificate) or that the data was not otherwise provided by the state. A blue bar in the Postsecondary Indicators table indicates that the state did not provide data.

The data for 2004-2005 was taken from the U.S. Department of Education, Office of Vocational and Adult Education, Carl D. Perkins Vocational and Technical Education Act of 1998, Report to Congress on State Performance, Program Year 2004-05, Washington, D.C., 2007.

Last updated on 08/07/2008