Comparative analysis of theatre education in Pennsylvania and Delaware schools

This thesis examines the state of theatre education in Pennsylvania and Delaware to understand why access remains inconsistent and how equity can be improved. Location was chosen out of convenience and historical past of being a teacher in both states. Using data from the Arts Education Data Project, surveys of theatre educators, and interviews with state leaders, the study identifies key policy and implementation gaps. Delaware offers a theatre-specific certification but faces barriers for non-traditional candidates and inconsistent district-level adoption. Pennsylvania lacks a dedicated theatre certification entirely, often placing programs under educators trained in other disciplines. Across both states, theatre education is largely absent in elementary and middle schools, with only 1% of Pennsylvania students and 3% of Delaware students enrolled in theatre classes. Educators report limited funding, minimal professional development, and a lack of administrative support. These findings highlight the urgent need for updated standards, expanded certification pathways, stronger partnerships with arts organizations, and broader early access to theatre education to ensure equitable opportunities for all students.