Framework

High-Quality Learning

The NEASC Framework for High-Quality Learning was created in response to a single key question:

How can we support schools to create powerful learning experiences for all students?

The Framework is intended to be a roadmap to help schools define their highest aspirations for students and identify the everyday practices that will support students in reaching those goals. It is divided into three interconnected parts:

Guiding Statements
Learner Attributes
Daily Practices

Each one builds upon the others to form a cohesive foundation for learning and decision-making within the school.

The Framework helps schools establish a unique shared understanding of what high-quality learning is and how it will be achieved. By establishing these beliefs and aspirations, a school can use these shared values as a lens for decision-making and establish common practices in the classroom.

Our Desired Impacts

Students

Students become passionate about what they learn and contribute more meaningfully.
Learners develop greater self-awareness and feel empowered in their educational journey.
Student outcomes are impacted positively when schools have coherence between classroom practices and guiding statements.

Schools

Encourage coherence in educational practices, aligning daily instruction with institutional values.
Help retain students by offering hands-on, relevant learning experiences.
Support teacher retention by fostering a more purposeful and engaging school environment.

Framework FAQ

What does impacts over outputs and student outcomes mean?
Will the Framework be part of the accreditation process?

What does impacts over outputs and student outcomes mean?

Schools have often measured their success as Outputs or Student Outcomes such as standardized test scores, summative assessments, or similar forms of academic achievement. Or they might look at programs they have instituted (for example, an advisory) but not look at how that program is actually impacting students. We encourage schools to expand their understanding of success to include Impacts that describe the school’s highest aspirations for its learners — learners who are prepared to tackle 21st century challenges.

An Impact is a long-term transformational change we wish to see in learners over time. Some schools define Impact through their Vision of a Learner statements or IB Approaches to Learning/Learner Profile. NEASC Visitors and the schools themselves look for evidence of impact in classrooms and throughout the school. Some NEASC accreditation protocols use Impact Statements to help schools measure the result of their efforts through the accreditation process. Impact Statements typically start with “Learners...” or “Students…”, such as, "Learners demonstrate insights gained through mistakes."

Will the Framework be part of the accreditation process?

Over the course of 2026, the elements of the Framework will be embedded into all NEASC accreditation pathways and support resources for international, independent, and public schools.

Our goal is to ensure that all NEASC schools are places that think deeply about the learning they provide and the skills and qualities students need to succeed. We want to:

Help schools develop a clear vision of what they want to become.
Provide schools with the tools, the roadmap, and the framework to pursue meaningful transformation.
Act as an impetus for change, guiding schools toward having a true impact on their communities.

The intent of the Framework is to serve as a guide or a roadmap for a school to transform its practices, rather than a list of strict requirements. Schools may refer to or define their statements or practices by other names than are used above such as a Portrait of a Learner or a Vision of the Graduate. We encourage schools to use the terminology and structures that work for their unique context.

What does it look like when a school’s Vision of a Learner guides everyday decisions and actions?

How can a shared definition of student success help schools make thoughtful choices when resources are limited or priorities compete?

How can schools pursue meaningful change while staying grounded in their core values?