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FAQ

Answers to commonly asked questions about NEASC and Accreditation

What is Accreditation?

Grounded in the experience and expertise of practicing educators since 1885, NEASC Accreditation is a respected, effective, and time-tested methodology for school improvement and growth. It is not a single event, but rather an ongoing, voluntary cycle of comprehensive internal and external assessments, short- and long-term strategic planning, and periodic reporting sustained by professional partnership and support. It is intended to serve as a framework for schools to meet their own unique goals for student learning while maintaining alignment with research-based Standards for Accreditation that define the characteristics of high quality, effective learning communities. It also serves to assess the systems in place for ongoing institutional self-reflection and a school’s commitment to and capacity for continuous growth and/or transformation.

How does Accreditation work?

A school interested in accreditation begins by applying for candidacy and must demonstrate that it has the basic structures, policies, and systems in place to support a quality learning environment. Once a school has been recognized as a NEASC Candidate for Accreditation, the cycle commences. The nature and timing of reviews and other assessment tools provided by the NEASC Commissions may vary, but all have at their core a rigorous and comprehensive self-reflection process followed by an on-site evaluation conducted by a team of trained peers from the educational community, follow-up reporting*, strategic planning, implementation, and ongoing personalized support. 

*Because each school is reviewed based upon its unique characteristics and applications of the NEASC Standards, no two peer review reports will be alike. 

What are the Standards for Accreditation?

The Standards for Accreditation are a research-based, rigorous, and holistic set of practices and concepts reflective of educational best practices that:

  • ensure the structures, policies, and systems are in place to support a high quality, effective learning community
  • provide a foundation and framework for school communities and accreditation teams to identify the unique strengths and needs of each institution
  • are developed by each of the NEASC Commissions to address the distinct needs of the schools served — whether public, independent, or international
  • invite schools to define the transferable skills, knowledge, values, and dispositions necessary for future student success
  • challenge schools to focus more on impactful, personalized learning 

NEASC conducts periodic reviews of its Standards and protocols to stay aligned with current educational research, best practice, and governmental regulations, and to remain responsive to member needs.

Please refer to the appropriate Commission to view the Standards for your school:

What are "Visiting Teams"?

Each year volunteers contribute 250,000+ combined hours of their time to conduct professional peer reviews — the heart of NEASC Accreditation. Trained volunteers from the educational community work together as a team to visit each school undergoing an accreditation review to conduct on-site, objective assessments. 

These "Visiting Teams" evaluate a school's alignment with the appropriate NEASC Commission Standards. This process includes:

  • conducting observations of teaching and learning
  • interviewing students, parents, faculty, administration and the wider school community
  • reviewing reports generated by and about the school
  • validating the school's self-reflection/internal-assessment
  • identifying strengths and recommendations specific to each school
  • submitting reports, commendations, and recommendations to the appropriate commission for final evaluation

How is NEASC Accreditation awarded?

Educational institutions which voluntarily demonstrate through the NEASC’s assessment processes that they are aligned with established Standards are Accredited, and thus become members of the Association.

Accreditation is not a single event, but rather an ongoing, voluntary cycle of comprehensive internal and external assessments, short- and long-term strategic planning, and periodic reporting sustained by professional partnership and support. Member schools must, according to the appropriate Commission protocol, periodically demonstrate continued alignment with NEASC Standards in order to maintain their NEASC Accreditation/Membership.

Are there different kinds of accreditation?

There are two main types of educational accreditation: institutional and specialized (or programmatic).

Institutional accreditation evaluates a school wholistically, applying the standards in light of the institution’s mission and stated goals. Besides assessing educational programs, it evaluates areas such as governance and administration, financial stability, physical resources, technology, admissions, and student services. Institutional accreditation encompasses the entire institution.

Specialized or programmatic accreditation evaluate particular programs within an institution. Specialized accreditation is often associated with national professional associations such as those for engineering, medicine, and law, or with specific disciplines such as business, teacher education, international education, and nursing.

Accreditation is provided by regional and national associations. Regional associations, like NEASC, are independent of one another, but they cooperate extensively and acknowledge one another’s accreditation. Several national associations focus on particular kinds of institutions (for example, technical or religious colleges). Accrediting agencies may provide both institutional and programmatic services, allowing institutions to pursue more than one type of accreditation in order to strengthen assurance to students and the public of the quality of education they offer. 

Can an institution lose its Accreditation?

The status of NEASC Accreditation is ongoing and subject to periodic review. It is not granted for a specific period of time, nor is it a based on a single event — and it may be withdrawn. A school's membership in the Association is dependent upon its ability to periodically demonstrate continued alignment with the NEASC Standards and continued capacity for self-improvement. 

Member institutions are reappraised on a cycle managed by each Commission. An institution found to be out of alignment with NEASC Standards is normally provided with additional assistance and time to take corrective action. If the school is not responsive, an adverse action may follow (i.e, denial of candidacy, termination of candidacy, denial of accreditation, placement on probation, termination of accreditation). Opportunity is provided for appeal of any adverse action against an institution. Please see the NEASC policies for more details.

Who makes decisions regarding NEASC Accreditation?

Volunteers recruited from and nominated by the professional educational community are at the core of the inclusive, collaborative process of Accreditation. 

The Visiting Teams

Trained volunteers from the educational community work together as a team to visit each school undergoing an accreditation review to conduct on-site, objective assessments and evaluate a school's alignment with the appropriate commission standards. The teams support the determination of accreditation status by submitting reports to the appropriate NEASC Commission for final evaluation. Reports typically summarize observations, validate the school's self-assessment, and identify strengths and recommendations specific to each school.

The NEASC Commissioners

Commissioners — professionals selected to represent NEASC's diverse membership — meet regularly throughout the year to review accreditation reports submitted by and about member schools, and to determine the accreditation status of each member school based on the commendations and recommendations generated by the Visiting Teams. In addition, Commissioners provide information to the NEASC Board of Trustees concerning candidacy, initial or continued accreditation, or removal from accreditation for each school undergoing Accreditation review. 

Does NEASC rank or compare schools?

No. NEASC acknowledges and respects the unique populations, missions, and cultures of our membership and therefore does not compare or rank schools. Schools are evaluated by how well they fulfill their unique missions, the kinds of programs offered, the culture that is nurtured, and the qualities that will help students succeed. NEASC establishes rigorous standards of quality for all accredited institutions and supports schools wherever they may be on the continuum of improvement and/or transformation. 

What does NEASC Accreditation guarantee?

NEASC ​Accreditation is a statement of confidence in the institution's purposes, performances, and resources.

NEASC Accreditation attests to

  • substantial compliance with established qualitative standards
  • integrity in statements to the public describing the institution's program
  • institutional commitment to improvement
  • sufficiency of institutional resources

NEASC Accreditation does not

  • guarantee the experience of individual students
  • guarantee the quality of specific programs
  • compare or rank institutions

Does NEASC Accreditation include online programs and branch campuses?

Yes. NEASC is an institutional accreditor, so it accredits the institution as a whole, including programs at branch locations, as well as those offered online. 

Does NEASC Accredit Early Childhood programs?

No, NEASC does not accredit programs serving students below the age of three; the focus of the NEASC Accreditation process is on the experience of students in preschool and older.

Some independent schools — accredited through the NEASC Commission on Independent Schools — which serve infants and/or toddlers have received joint accreditation with the American Montessori Society (AMS), have sought additional accreditation through the National Association for the Education of Young Children (NAEYC), or are licensed by the State. All of these options provide quality assurances for early childhood programs. We recognize that the governance and infrastructure of a school support all students regardless of age, and the school culture and climate facilitate the growth of all students regardless of age. We also acknowledge that there are programmatic and health and safety considerations which are best overseen by either AMS, NAEYC, and/or State Early Childhood Departments. The NEASC Commission on Independent Schools (NEASC-CIS) requires schools which serve children below the age of three to demonstrate compliance with state standards and state mandates for early childhood programs, and encourages these schools to additionally work with an agency which specifically focuses on early childhood programs.

In addition, NEASC interacts with pre-schools and pre-school programs through the K-8 accreditation process of the NEASC Committee on Public Elementary and Middle Schools. Pre-schools’ faculties are encouraged to participate in the school accreditation process using the Standards as a guide. In this manner, pre-school programs in and of themselves are not accredited, but the school which houses the pre-school is permitted to extend the range of its accreditation to Pre-K. For example: a K-5 school that wishes its pre-school program to be included in the accreditation process will be accredited PreK-5. Pre-school programs, up to this point, have not been treated as stand-alone units.

Is NEASC a part of the US Department of Education?

No. NEASC is a private, non-profit, non-governmental organization that is funded and supported by its membership. In the best interest of its membership, NEASC has no legal or business ties to the government.

However, NEASC and its Commissions are recognized as approved accreditation agencies by the National Association of Independent Schools and the United States Department of Education. The US Department of State's Office of Overseas Schools has officially recognized NEASC International's accreditation and support work with American and international schools abroad. “Recognition” demonstrates that NEASC has undergone external reviews and affirms that processes and outcomes are in place to support the best interests of students, educators, and the public. 

What is the difference between accreditation and government licensure?

Accreditation is voluntary. It represents an institution’s willingness to abide by established Standards for Accreditation and to open itself regularly to examination by outside evaluators familiar with education. As such, accreditation is a recognized and highly regarded symbol of quality and accountability to the public.

In order to protect students and the public, many countries around the world have established government regulations that must be met before an educational institution may operate. Institutions in these areas need government approval to operate legally, which may include licensure. Accreditation may or may not be a condition of licensure; requirements vary by country and state.

Can an institution in the US be accredited by the government?

No. In the US, accreditation is a voluntary process facilitated by non-governmental agencies. Both the federal and state governments recognize accreditation as the mechanism by which institutional and programmatic legitimacy are ensured. In international terms, accreditation by a recognized accrediting authority is accepted as the US equivalent of other countries' ministerial recognition of institutions belonging to national education systems.

Read more online at the US Department of Education

Websites of Interest

Please note that any external links provided are for your reference and convenience only; NEASC does not control the associated content. Please see NEASC's website terms and conditions for more information.

National and New England Associations

American Association of School Administrators (AASA)
www.aasa.org

American Council for Education (ACE) 
www.acenet.edu

Connecticut Association of Public School Superintendents (CAPSS)
www.capss.org

Connecticut Association of Schools (CAS)
www.casciac.org

Massachusetts Association of School Superintendents (M.A.S.S.)
www.massupt.org

National Association of Elementary School Principals (NAESP)
www.naesp.org

National Association of Independent Schools (NAIS)
www.nais.org

National Association of Secondary School Principals (NASSP)
www.nassp.org

New England Association of School Superintendents (NEASS)
www.neass.net

New England Council (NEC)
www.newenglandcouncil.com

Federal and State Departments of Education

Connecticut State Department of Education
www.sde.ct.gov

Maine Department of Education
www.maine.gov/doe

Massachusetts Department of Education
www.doe.mass.edu

New Hampshire Department of Education
www.education.nh.gov

Rhode Island Department of Education
www.ride.ri.gov

Vermont Department of Education
education.vermont.gov

U.S. Department of Education
www.ed.gov

U.S. Department of State, Office of Overseas Schools (OOS)
www.state.gov/m/a/os

Other

Center for Labor Market Studies, Northeastern University
www.clms.neu.edu

Educational Policy Institute (EPI)
www.educationalpolicy.org

Education Resources Information Center (ERIC)
www.eric.ed.gov

Institute for Human Centered Design [Adaptive Environments]
www.adaptiveenvironments.org

ITeachNet
iteach.net

TERC
www.terc.edu

The Civil Rights Project
www.civilrightsproject.ucla.edu