Recognition as a Candidate for Accreditation is the first step toward membership in and Accreditation by the New England Association of Schools and Colleges (NEASC); however, achieving Candidacy does not guarantee eventual accreditation. The status of "Candidate" indicates that an institution has achieved initial recognition and is progressing toward accreditation, but should not be confused with membership. Accreditation is not a single event, but rather an ongoing cycle. Member schools must, according to the appropriate Commission protocol, periodically demonstrate continued alignment with NEASC Standards in order to maintain their NEASC Accreditation/Membership.
For a school to be recognized as a Candidate for Accreditation by NEASC, it must meet the following criteria:
- Use English as a primary language of instruction and communication throughout the school.*
- Demonstrate the international nature of the school through a mission which includes creating international citizens, through demographics of the student body and staff, and through the co-curricular experiences and programs offered.
- Provide a curriculum which in content, design, implementation, and assessment reflects best practices in American and international education.
- Have several years of operating history.
- Operate outside the United States.
*NEASC expects students from our accredited schools to be able to transfer successfully to similar schools worldwide and, after high school graduation, to enter colleges and universities where English is the primary medium of instruction.
Schools applying for membership in NEASC through the Commission on International Education must:
- Commit to meeting established standards.
- Commit to a process of self-evaluation, peer review, and on-going systematic improvement, utilizing NEASC-CIE’s standards.
- Be willing to host a preliminary visit to assess the school’s readiness for the self-study process leading to accreditation.
- Be able to host a visiting team appointed by NEASC so as to ensure peer review.
- Have basic guiding documents (faculty handbook, student handbook, written curriculum, employment contracts, staff evaluation procedures, governing board policies, and job descriptions).
- Upon application, and later upon request, submit an independent audit, current budget, and most recent management letter in English.
- Commit to acting within the spirits of the ideals and principles enunciated in the United Nations Universal Declaration of Human Rights.
- Be willing to release faculty members and other personnel to serve on visiting teams for accreditation visits to other similar schools.
Online education academies and providers may qualify for NEASC Accreditation if they meet eligibility requirements. National Schools with embedded international programs may apply to enter the NEASC international accreditation process if the programs are substantial, comprehensive, and leading to a school leaving certificate or diploma.
Is our school ready?
As you read these questions, consider your school’s current state and aspirations. If you can answer "Yes" to these questions, then you are probably ready to apply for accreditation. We invite you to contact us at email@example.com.
- Is the school guided by broadly accepted and understood Guiding Statements of vision, mission and shared understanding of high-quality learning?
- Is there evidence that students are learning effectively, are engaged with their learning and understand what they are learning?
- Does the school’s learning environment support and nurture the students’ personal, creative, academic, social, and emotional needs?
- Does the school provide an emotionally and physically safe, secure, accessible learning environment for its students and staff, supported by clear policies to support Child Protection and Safeguarding?
- Do healthy, ethical, respectful, trusting, and constructive relationships and interactions between and among students and adults characterize the school culture?
- Does the school equip its students with the skills, knowledge, and understandings to be successful in the next level of formal schooling and beyond?
- Are the school’s faculty, staff, leadership and governance competent, knowledgeable, and qualified in modeling and promoting the school’s Guiding Statements?
- Are the school’s faculty, staff, leadership and governance committed to ongoing improvement, self-reflection, and life-long learning? Are they aware both of strengths and areas in need of attention?
- Does the school culture encourage future-oriented dialogue, discussion, reflection, and action? Does it tolerate risk-taking and failure?
- Do the school’s resources (financial, equipment, facilities, personnel) assure its long-term viability and development?