School Accreditation

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Texas Private School Accreditation Commission

Texas Private School Accreditation Commission

Petitioning associations are responsible for demonstrating compliance with the Texas Private School Accreditation Commission Criteria. An association may submit documentation that it has prepared for NCPSA or the NAIS Commission on Accreditation if it has been completed within the past or current year and all information and data are up to date. If the association is completing the documentation (petition) solely for TEPSAC, it should comply with the following instructions. The term, petitioning association, applies to both new applicants and to member associations.
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Impact Analysis. Rule Title: 16NCAC 06G.0504 High School Accreditation Framework

Impact Analysis. Rule Title: 16NCAC 06G.0504 High School Accreditation Framework

During the 2011 session of the North Carolina General Assembly, a high school accreditation bill was passed. This legislation amended G.S. 115C-12 to include empowering the North Carolina State Board of Education (SBE) to accredit high schools (Session Law 2011-306; HB 342). The purpose of the proposed rule is to provide notification of the accreditation offered, to explain the accreditation process, and to note the measures to be used in determining accreditation. This rule offers schools an alternative accreditation method estimated to be less expensive than methods currently available.
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An Investigation of The Relationship Between AACSB Business School Accreditation and CPA Exam Success Rates

An Investigation of The Relationship Between AACSB Business School Accreditation and CPA Exam Success Rates

Lawrence; and Sallee, Larry (2008) "An Investigation of The Relationship Between AACSB Business School Accreditation and CPA Exam Success Rates," Journal of Business & Leader[r]

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Current approaches to veterinary school accreditation in Latin America

Current approaches to veterinary school accreditation in Latin America

This paper describes the development of veterinary school accreditation in Mexico and six South American countries. There is wide variation in the organisation of accreditation systems between countries, with different levels of involvement of national veterinary associations on the definition and/or operation of accreditation processes. There is also variation in the specificity of the standards used to evaluate veterinary education. In addition, the extent of implementation of accreditation mechanisms ranges from a country such as Mexico, where the first accreditation of a veterinary programme occurred more than ten years ago (there are now 15 accredited programmes), to countries such as Peru and Bolivia, which have not yet implemented an accreditation process for veterinary schools.
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Business School Accreditation in the U.S.

Business School Accreditation in the U.S.

We did not find any previous studies comparing CPA exam success rates of those schools accredited by each of the three accrediting agencies, the AACSB, ACBSP, and IACBE. We did find two studies comparing AACSB and non-AACSB CPA exam success rates, both based on pre-April 2004 CPA exam outcomes (before the CPA exam was computerized) that investigated the relationship between AACSB accreditation and CPA exam success rates. The two studies reached differing conclusions. Grant, Ciccotello, and Dicke (2001) reported a positive relationship between AACSB business school accreditation and CPA exam success rates. Specifically, they reported on average, a 7.653% higher pass rate at AACSB accredited business schools for first time candidates passing at least two of the four parts of the CPA exam. A second study by Boone, Legoria, Seifert, & Stammerjohan, (2006) reached a differing conclusion with a smaller sample. Boone et al. reported only a weak association between program-level pass rates and AACSB accreditation exists after eliminating the effects of selectivity when admitting students.
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A Pillar For Successful Business School Accreditation: Conducting The Curriculum Review Process A Systematic Approach

A Pillar For Successful Business School Accreditation: Conducting The Curriculum Review Process A Systematic Approach

; Scherer, 2009). This position by AACSB underscores its recognition of the diversity across accredited programs and allows educators wide latitude in developing and implementing approaches to excellence. Small programs are not disadvantaged so long as their students, faculty, graduates, and the employers who hire them receive the quality outputs that help them meet the external competitive requirements (Olian, 2007). In recognition of member institutions’ diversity, the AACSB has established the Affinity Group program where school administrators from schools sharing similar characteristics can interact, exchange ideas, and present views on a wide range of issues (Olian, 2007). This allows AACSB member schools, who have varying missions and constituents, to find and link with other programs of a similar nature where creativity and synergy can more easily occur. The AACSB wants the accreditation process to help facilitate creativity in designing business school strategies rather than being viewed as an impediment to a program’s push to quality (Romero, 2008).
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Report on Private School Accreditation

Report on Private School Accreditation

adequate to protect the health and safety of the children; 4) the curriculum considers the goals of modern education and the requirements of a sound, comprehensive curriculum with particular emphasis on the highest practical standards and in secondary schools establishment of academic standards necessary to attend institutions of higher education. Courses should be taught for an equivalent period of time as required for public school students. Or. Rev. Stat.§ 345.525. Registration requirements are set out in detail at Or. Admin. R. 581-45-500 through 581-45-580. Representation by a private school that it is registered when it is not a registered private school is a misdemeanor. Or. Rev. Stat.§ 345.990(2). Registration is renewable annually on or before October 15. Or. Admin. R. 581-45-500.
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Research School Accreditation Committee

Research School Accreditation Committee

- Management decision or Regulation (in case of a local research school) or Common Arrangement (in case of an inter-university research school) that constitutes the formal basis of the research school. This should include a description of the powers delegated to the management of the research school with regard to the recruitment and selection of tenured personnel and temporary staff. The decision, regulation or arrangement should also clearly explain the tasks and powers of the different bodies in the research school with regard to research policy and education policy, the recruitment and selection of the staff that will be employed in the research school and the financial support provided to the members of the research school.
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Commission on accreditation. Section A: APA Policies Governing Accreditation

Commission on accreditation. Section A: APA Policies Governing Accreditation

There shall be no fewer than 32 persons appointed to the Commission on Accreditation. To achieve appropriate balance between academic institutions and programs, practitioners of the profession, and the publics served by accreditation, appointments to the Commission on Accreditation shall represent in addition the following domains of perspective and responsibility with regard to professional education and training in psychology, each of which is essential to the balance of viewpoints expected in accrediting bodies and their activities:
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ACCREDITATION COUNCIL FOR OCCUPATIONAL THERAPY EDUCATION ACCREDITATION MANUAL

ACCREDITATION COUNCIL FOR OCCUPATIONAL THERAPY EDUCATION ACCREDITATION MANUAL

The Accreditation Council for Occupational Therapy Education (ACOTE®) accepts applications from occupational therapy and occupational therapy assistant programs located outside the United States. Such programs are invited to submit Letters of Intent to seek ACOTE accreditation, which if granted, would allow its graduates to sit for the National Board for Certification in Occupational Therapy (NBCOT) certification examination upon meeting NBCOT’s application requirements. A maximum of four international programs will be reviewed by ACOTE per calendar year. The acceptance of applications for review will be based on the receipt date of the Letter of Intent. Within 60 days of the Letter of Intent being received by ACOTE, the senior staff representative will notify, in writing, the appropriate government and non-governmental accreditation or quality assurance entities in the country where the program is located of the program’s intent to apply for ACOTE accreditation. The correspondence will include an overview and purposes of ACOTE accreditation and a timeline for accreditation actions. The entities will receive copies of statements of all actions taken by ACOTE regarding the program.
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Memorandum INITIAL ACCREDITATION. School School # City State. Gnomon M Hollywood CA 3 years May 2015

Memorandum INITIAL ACCREDITATION. School School # City State. Gnomon M Hollywood CA 3 years May 2015

In accordance with Section X (E)(1), Rules of Process and Procedures, Standards of Accreditation, ACCSC will grant all reasonable special requests for accreditation information made by other accreditation agencies and government entities. Requests for information from such entities must be in writing, submitted to the Executive Director of ACCSC, and state the name of the school for which the information is sought and the nature of the information requested.

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EFI ACCREDITATION PROGRAM. INSTRUCTIONS TO APPLICANT - PACKET A and C: APPLICATION FOR ACCREDITATION AND RENEWAL OF ACCREDITATION

EFI ACCREDITATION PROGRAM. INSTRUCTIONS TO APPLICANT - PACKET A and C: APPLICATION FOR ACCREDITATION AND RENEWAL OF ACCREDITATION

Complete the cover pages and append it to the front of the application. Provide the names of the Director, and Co-Director(s), if applicable, the laboratory, department and institution, as they should appear on the accreditation certificate. Mark all accreditation categories and accreditation techniques for which you are seeking accreditation. A matrix of accreditation categories and required techniques can be found in the table on page IA/C-4 of these instructions. The agreement must be dated and signed by the Director/s on PA/C-1.
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National Nursing Accreditation Information to support accreditation process

National Nursing Accreditation Information to support accreditation process

• Employers of Michigan nursing graduates, who will no longer report educational cost shifting due to the variability of nursing graduates. The people of Michigan, whose quality of health care and safety will be positively impacted as more of Michigan’s nursing workforce graduate from nationally accredited education programs, and whose confidence in nursing services will be improved through public accountability and transparent reporting of the accreditation status of nursing education programs.

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LANDSCAPE ARCHITECTURAL ACCREDITATION BOARD. Accreditation Standards And Procedures

LANDSCAPE ARCHITECTURAL ACCREDITATION BOARD. Accreditation Standards And Procedures

The accreditation manager, after conferring with the team and the institution, schedules the dates of the accreditation visit. The program is responsible for making all lodging arrangements for the visiting team. Hotel accommodations must be comfortable, reasonably priced, and, where possible, use on-campus facilities such as those for visiting faculty or guest lecturers. LAAB is responsible for the travel, lodging, and meal expenses of the visiting team. Institutions with more than one campus are responsible for the transportation costs between the campuses including additional airfare (example: team members fly into one airport and out of another) if applicable.
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LANDSCAPE ARCHITECTURAL ACCREDITATION BOARD. Accreditation Standards And Procedures

LANDSCAPE ARCHITECTURAL ACCREDITATION BOARD. Accreditation Standards And Procedures

A complaint is defined as a written statement submitted by persons expressing substantial dissatisfaction with the quality of a program or its review as set forth by current accreditation standards and procedures. Copies of all correspondence shall always be sent to these four concerned parties: complainant, program administrator, chief executive officer of the institution, and the LAAB accreditation administrator. When an institution adheres to sound due process procedures within its own organization, it is unlikely that LAAB will become involved. Each institution is encouraged to develop effective procedures for responding to faculty or student queries and problems, alleviating dissatisfaction, and averting the need for external intervention by any outside agency. Emphasis on cooperative attitudes and prompt action plays a significant role in fair resolution of faculty or student dissatisfaction.
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Accreditation School Profile

Accreditation School Profile

The boards of the Listowel Christian School and Canadian Hallmarks Institute (CHI) are pleased to publish this Accreditation Profile as a public service promoting independent faith-based education in the greater North Perth area. The format of this profile follows CHI standards: The contents of this profile were developed using local information obtained as part of the successful accreditation review.

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The economics of accreditation

The economics of accreditation

supported the imaging units in being ‘business like’ in asset management and customer focus. For example, diagnostic imaging equipment represent a major investment, and procedures to ensure regular maintenance of its technical condition and full operation are essential to obtaining maximum value from the investment. Disaster recovery plans are in place, and well known to staff. The imaging units that have achieved accreditation find that the learning effects of the process of reviewing, assessing and amending the systems of management and communication represent a major benefit of accreditation. It is frequently reported in the private sector that the initial learning and changes of attitudes and established practices, during the stage of implementing the standards and preparing for accreditation can constitute major ‘one-off’ gains. But also embedding the reformed practices in accessible guidance documents and in the organisation's culture, with regular re-assessment, ensures that the gains are maintained. The learning and adaption process in each case represented a significant level of costs, especially in the time of staff and management. But this investment has paid off.
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Accreditation Handbook

Accreditation Handbook

The accreditation framework is not a one-size-fits-all proposition. This accreditation system promotes standards, rather than standardization. The strongest programs demonstrate that the learning opportunities and assessments presented in Part 2 of the report are designed to build on the strengths and address the challenges described in Part 1. For example, Criterion 5: Quality of Field Experiences recognizes that candidates will sometimes be placed in field settings that are not high quality. Strong programs will demonstrate indicators of strength. Note indicator language carefully. “Field experiences are consistent with outcomes emphasized in NAEYC’s standards… When the settings used for field experiences do not reflect standards of quality, candidates are provided with other models and/or experiences to ensure that they are learning to work with young children and families in ways consistent with the NAEYC standards.”
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Accreditation Handbook

Accreditation Handbook

The role of the academic program is to insure that the evidence provided for the purpose of candidacy or accreditation is both thorough and accurate. The academic program seeking accreditation from CAPTE does so voluntarily and in the spirit of self-assessment and self-improvement. It recognizes CAPTE as a peer review organization, whose responsibility it is to make program accreditation status determinations in physical therapy education. The academic program has the primary responsibility to engage in this voluntary process in an honest, open and constructive fashion. Stakeholders in the academic program know best the attributes of the program, and can best describe these attributes relative to the CAPTE evaluative criteria. Production of the candidacy and self-study documents should be the result of an organized and inclusive process of self-review, documented in a way that facilitates the improvement of educational quality. The success of the accreditation process is dependent upon the academic institution's engagement and integrity in the self-review process.
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INSTITUTIONAL ACCREDITATION

INSTITUTIONAL ACCREDITATION

There are several criteria that must be met by institutions seeking accreditation. The criteria are intentionally broad enough to allow for diversity and innovation since there is considerable variation among institutions with distinctive characters, philosophies and purposes. They are also precise enough to ensure that critical aspects of acceptable quality are encompassed in the statements.

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