The following information was taken from the 2004 NEASC
Accreditation Handbook provided by The New England Association of
Schools and Colleges:
The New
England Association of Schools and Colleges (NEASC)
is a voluntary membership organization of approximately 1,800 public
schools, colleges and universities, independent schools, and vocational/technical
and career institutions. Approximately 660 public schools throughout
New England are currently accredited through the Association’s Commission
on Public Secondary Schools. The Commission works with individual
schools to improve the quality of their programs at all levels through
a process of self-study, evaluation, and follow-up activities.
The
Meaning and Value of Accreditation
Although
public education is within the jurisdiction of some federal agencies
such as the Department of Education and its Office of Education,
this country has no centralized, national control over educational
institutions. States and local governments exercise some supervision
over education, but, in general, schools operate with considerable
independence. Professional educators, however, have recognized
and addressed the need to measure school programs against mutually
held standards of excellence. Private, non-profit regional accrediting
associations such as the New England Association of Schools and
Colleges (NEASC) offer programs and services which monitor school
performance and school improvement efforts.
The
Meaning of Accreditation
Accreditation
of public secondary schools by the New England Association of
Schools and Colleges indicates that the educational institution
has conducted a self-evaluation of all of its programs and hosted
a visiting committee to evaluate the institution in terms of its
own stated educational goals and the seven Standards for Accreditation
of the Commission on Public Secondary Schools. The awarding of
accreditation signifies that the school has met Commission Standards
at an acceptable level and is willing to both maintain those Standards
and to improve its educational program by implementing the recommendations
of the evaluation team. Membership in and accreditation by the
NEASC is similar to membership in professional organizations such
as the American Bar Association and the American Medical Association.
In each case, a commitment toward continual self-evaluation, a
pledge to self-improvement, and a desire to maintain the Standards
for Accreditation are necessary.
The
Value of Accreditation through Different Perspectives
- Value to
the Local Citizen and Taxpayer
Accreditation
of a local public school by the New England Association assures
that tax money is supporting a school facility and programs
that have been judged worthwhile by an outside team of evaluators,
both in terms of the school's stated purpose and expectations
and the seven Standards for Accreditation. Through the process
of evaluation, the citizen is advised of the needs and long-range
plans of the school. Finally, the reputation of the community
benefits from accreditation since the retention or the loss
of accreditation has a demonstrable effect on local property
values.
- Value to
School Board Members
School
board members are ultimately responsible for the quality of
public education in their town. Accreditation assures the citizens
that the board's educational policies and plans are sound. If
changes are needed, the accreditation process highlights them.
The self-evaluation phase of the accreditation process also
provides an ideal opportunity for an individual board member
to gain a comprehensive knowledge of the school as it undergoes
the process of evaluation and accreditation.
- Value to
College Admissions Officers
College
admissions officers are responsible for judging students from
diverse geographical areas in terms of their qualifications
to enter institutions of higher learning. When interviewing
students from an accredited institution, the college representative
can be assured of the quality of a student's record of achievements
in a school program which meets the Commission's Standards.
A student may not necessarily be refused admission to a given
college because of a school's lack of accreditation. However,
a national survey sponsored by four of the six regional accrediting
associations revealed overwhelming support for school accreditation.
For the 139 New England respondents, high school accreditation
has a bearing on college acceptance in 86% of the cases. In
69% of the institutions, high school accreditation is either
very important or virtually necessary. For out-of-state candidates,
admissions officers placed a greater reliance on the school's
accreditation, with 72% indicating that accreditation is either
a very important criterion or virtually necessary.
- Value to
School Administration and Teachers
The school's
administration and teachers enjoy the professional pride of
working in an accredited institution. Accreditation provides
both a personal and professional opportunity to work toward
educational improvement. The evaluation experience affords the
opportunity for the administration and faculty to conduct and
to receive a rigorous analysis of present conditions so that
needed changes may be carefully planned. Not only do individuals
develop a new perspective on their own positions, but also a
view of the institution as a whole which affords a better understanding
of their role in the operation of the school.
Students
are most affected by accreditation since they are the central
focus of the educational process. Accreditation assures them
that their needs are being met through a quality educational
program, that a vehicle exists to correct deficiencies in the
school program, that their transfer credits will more likely
be accepted should their family move, and that college representatives
have the assurance of the quality of their preparation. Their
confidence in their school and teachers, their attitude toward
academic work and their personal development are all fostered
by seeing their school invite, and respond to, constructive
criticism.
- The Value
of the Accreditation Methodology
Accreditation
is the oldest and most traditional of the standards-based systems
of accountability. A recent study (1999) of the regional accreditation
process conducted by The LAB at Brown University found that
the NEASC accreditation visit, the "signature event of accreditation,"
is built upon a legitimate and valuable methodology for learning
how well a school functions. This methodology, which is centered
around a dynamic of inquiry, involves a team of peers generating
knowledge about practices in the school and then drawing conclusions
about how well they meet the Standards for Accreditation. The
team also identifies commendations and recommendations for what
the school should do to improve.
Summary
In summary,
accreditation ensures that through a mutually agreed-upon process
there has been a third-party examination and evaluation by peers
of the extent to which a school meets the Commission’s Standards
for Accreditation. The results of that scrutiny are then made
publicly available as an indication of the quality perceived and
attested to by outside professional educators. The goal of accreditation
is to maintain a quality education for the entire student population.
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