Points to problems in the conceptualization and outcomes of accreditation. Imposes a hierarchy of immediacy on the accrediting agency, the institution seeking accreditation, and the consumers of services of the institutions or their graduates. Evaluates Better Business Bureau, Underwriter's Laboratories, and Standard and Poor's as possible models…

Lists institutions of higher education which are currently accredited by the North Central Association and those holding candidacy for accreditation status. Information provided includes general information, full-time equivalent enrollment, public/private/not-for-profit/proprietary status, dates of interaction with the Association, and degree…

Analyzes four issues related to accreditation reform: (1) making institutional improvement a clear expectation of accreditation; (2) assisting students and the public to discriminate among institutions; (3) assisting the public in understanding what assessment can and cannot do; and (4) maintaining the meaning of accreditation in spite of…

Offers excerpts from a guide developed for accreditation visit team members to help the team focus on substantive aspects of the school. Lists evaluation standards, characteristics and practices of good schools and districts, and questions for various subcommittees of the visiting team. (DMM)

Discusses a survey of administrators and accreditation association personnel to determine factors affecting the selection of particular formats/instruments for accreditation self-studies. The most commonly cited factors were previous experience and familiarity; the belief that self-study instruments are essentially the same; and an accreditation…

Denotes the North Central Association of Colleges and Schools' fundamental alteration of the purposes and standards of accreditation in 1931-34. Offers introductory comments on the "Symposium on Accreditation," held in April 1987 to once again examine the foundations of accreditation. (DMM)

Identifies the characteristics of effective staff development programs. Considers the ways in which staff development goals are achieved in the self-study phase, team visit, follow-up/implementation phase, and progress reporting stage of accreditation. (DMM)

Discusses the evaluation and accreditation of postsecondary institutions. Considers the varieties of institutions accredited by the North Central Association and the criteria applied to candidates for accreditation status. Lists members of the Commission's executive board. (DMM)

Discusses the evaluation and accreditation of postsecondary institutions. Considers the varieties of institutions accredited by the North Central Association and the criteria applied to candidates for accreditation status. Lists members of the commission's executive board. (AYC)

Discusses the evaluation and accreditation of postsecondary institutions. Considers the varieties of institutions accredited by the North Central Association and the criteria applied to candidates for accreditation status. Provides charts summarizing candidates for accreditation and accredited institutions by degree level and state. Lists members…

Focuses on the benefits that accrue to teachers as a result of their school's North Central Association's (NCA)'s membership. Proposes 12 reasons why NCA standards enhance the teaching environment. Considers questions related to school compliance, accountability, evaluation impact, student focus, expense of NCA membership, and institutional…

Describes the purposes, origins, and evolution of accreditation; assesses the strengths and weaknesses of the accreditation process and the measures and indicators applied during the process; discusses the results of accreditation; and offers recommendations for improvement of the process. (DMM)

Reports on a study to determine differences between the self-evaluations completed by personnel at 28 Missouri high schools during accreditation studies and the assessments completed by visiting team members. Finds general agreement except in the areas of student behavior and media services. (DMM)

Presents an approach to the development and use of a planning, evaluation, and improvement model for schools and districts, which involves three phases: establishing goals and priorities; the School-Improvement Evaluation Process of the North Central Association; and follow-up response. (AYC)

Reviews the origins and development of accreditation, focusing on the Commission on Institutions of Higher Education. Reviews modifications in the Commission's accreditation process, including abandonment of fixed quantitative standards; emphasis on institutional development, monitoring and policing; open sharing of recommendations; broadening of…