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.

 

• Value to Students

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.