State Profile For Delaware

Data sources used in this profile (PDF,177Kb)

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/infosuites/ddoe/aboutdoe/workgroups/cte.shtml

Mission

The Delaware CTE mission is to promote the highest quality education for every Delaware career and technical education student by providing visionary leadership and superior service.

CTE Statistics

CTE Governance Structure

CTE Funding: Non-Perkins

Key: Increased Funding      Decreased Funding       Funding Maintained  

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, school climate and discipline, NCLB, Title II, and 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 State Director is a member of the state’s high school reform leadership team. 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.
Currently, Delaware’s CTE is categorized in CTE Pathways. CTE Pathways are a subset of Career Pathways that are specific within Career & Technical Education programs and meet special requirements under federal Carl D. Perkins legislation and state Career & Technical Education legislation and regulations. CTE Pathways are defined within the structure of CTE content areas including:

• AgriScience


• Business, Finance & Marketing


• Family & Consumer Sciences


• Skilled & Technical Sciences


• Technology Education

Implementation levels of programs of study

• Secondary: all clusters are implemented except for Education and Training, Government and Public Administration, Hospitality and Tourism, and Human Services.


• 2-year Postsecondary: all clusters are implemented except for Education and Training, Government and Public Administration, Hospitality and Tourism, Human Services, Marketing and STEM.


• Plan to implement in the future: Education and Training, Government and Public Administration, Hospitality and Tourism, and Human Services.

Indicators

Secondary Indicators

Indicator	Yes/No
Source: CAR Report	2003-4	2004-5	2005-6	2006-7
Academic Achievement
Vocational Skills
Diploma Equivalent Degree Credential
Diploma With Proficiency Credential
Total Placement
Nontraditional Participation
Nontraditional Completion

Post Secondary Indicators

Indicator	Yes/No
Source: CAR Report	2003-4	2004-5	2005-6	2006-7
Academic Achievement
Vocational Skills
Diploma Equivalent Degree Credential
Total Placement
Retention
Nontraditional Participation
Nontraditional Completion

Source

The data in the above chart was taken from the Carl D. Perkins Vocational and Technical Education Act Reports to Congress on State Performance (see below). The Consolidated Annual Report, or CAR, is a mandatory fiscal and accountability report submitted by each state to the U.S. Department of Education. It provides performance information on 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. CAR narratives for individual states are hyperlinked below.

Carl D. Perkins Vocational and Technical Education Act Reports to Congress on State Performance

State profiles for each of the core indicators (academic attainment, attainment of diplomas or degrees, placement and retention in further education or employment, and participation and completion of non-traditional training programs) for secondary and postsecondary programs. Also included are federal allocations, enrollment by gender, and a brief description of program improvement and data quality efforts for each state.

• Performance Program Year 2006-2007 (PDF, 2.6 MB)
• Performance Program Year 2005-2006 (PDF, 6.6 MB)
• Performance Program Year 2004-2005 (PDF, 1.8 MB)
• Performance Program Year 2003-2004 (PDF, 3.5 MB)

CAR Narratives for individual states

• 2003-2004
• 2004-2005
• 2005-2006
• 2006-2007

Last updated on 09/21/2009