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SJR 14

DIRECTING THE DEPARTMENT OF EDUCATION TO CONDUCT A STUDY AND REPORT ON WORKFORCE DATA RELATING TO PUBLIC EDUCATION SUPPORT PROFESSIONALS.

153rd General Assembly (2025-2026) Introduced by Darius Brown and 24 co-sponsors

Delaware DOE must study and report on public education support professionals’ workforce data to inform policy on recruitment, retention, compensation, and support.

Passed By House. Votes: 41 YES
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Bill Summary · SJR 14

Summary: SJR 14 (Session 153) – Delaware

Title

DIRECTING THE DEPARTMENT OF EDUCATION TO CONDUCT A STUDY AND REPORT ON WORKFORCE DATA RELATING TO PUBLIC EDUCATION SUPPORT PROFESSIONALS

Purpose and Intent

  • To require the Delaware Department of Education (DOE) to study workforce data concerning public education support professionals (PESPs) and to report the findings.
  • The resolution directs the DOE to analyze and illuminate characteristics of the PESP workforce to inform policy decisions, planning, and potential improvements in recruitment, retention, compensation, and support within public education.

Key Provisions

  • Directive to DOE: The primary action is a directive (non-binding on its own) for the Department of Education to conduct a formal study and produce a report.
  • Scope of Study (implied):
    • Workforce data related to public education support professionals. While the bill’s text provided here does not enumerate all data elements, typical elements would include:
    • Number of PESPs (e.g., paraprofessionals, aides, child-care staff, and similar roles within public schools)
    • Demographics (where applicable)
    • Hiring, retention, and turnover rates
    • Compensation and benefits
    • Education and qualifications requirements
    • Workforce shortages or vacancies by region or school district
    • Professional development and training availability
    • Roles and duties of PESPs and how they contribute to student outcomes
  • Report Deliverable: The resolution requires a formal report to be produced by the DOE; the bill text does not specify the exact due date, but reporting requirements in such resolutions typically include a timeline (e.g., a final report within a legislative session or a set number of months from passage). The exact deadline should be checked in the finalized version of the bill or accompanying legislative records.

Who/What Is Affected

  • Public Education Support Professionals (PESPs): The primary subject of the study. PESPs include staff who support students and classroom operations but are not typically classroom teachers. Examples often include paraprofessionals, instructional aides, bus aides, support staff, and related roles.
  • Delaware Department of Education: Responsible for conducting the study, collecting data, and compiling the report.
  • State Legislature: Receives the report to inform policy discussions related to education workforce planning, funding, and program design.

Procedural and Timeline Considerations

  • Sponsor and Co-Sponsors:
    • Primary sponsor: (unspecified in the excerpt) with multiple co-sponsors including Ed Osienski, Mara Gorman, Dan Cruce, Stell Selby, Jack Walsh, Brian Pettyjohn, Eric Morrison, and Marie Pinkney.
  • Committee Action:
    • 2026-04-21: Introduced and assigned to the Senate Education Committee.
    • 2026-04-22: Reported Out of Committee (Education) with 2 Favorable votes and 3 On Its Merits, indicating initial legislative movement and support, though not yet a final floor vote.
  • Next Steps: If advanced, the bill would go to the Senate floor for consideration and, if enacted, may influence DOE reporting obligations for the current session or become a basis for future policy discussions. Since SJR denotes a Senate Joint Resolution, it is typically non-binding but can create a formal state-level study and reporting requirement.

Potential Impacts

  • Policy Insight: Provides the legislature with a structured, data-driven understanding of the PESPs workforce, which could inform future budget requests, compensation reforms, training investments, and recruitment/retention strategies.
  • Workforce Planning: May identify shortages, training needs, and gaps in support services for students, potentially guiding district-level staffing decisions.
  • Accountability and Transparency: Establishes a formal mechanism for collecting and analyzing workforce data related to public education support personnel.

If you’d like, I can tailor this summary to focus on how the findings could affect specific stakeholders (school districts, PESPs themselves, or education funding policymakers) or compare with analogous studies in other states.

Compiled from official sources — confirm details with the bill’s official record.

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