Examines the philosophy of accreditation espoused by the North Central Association of Colleges and Schools and outlines the accreditation actions taken by its Commission on Institutions of Higher Education during 1980. Lists the colleges accredited by the commission and/or proposed for accreditation candidacy. (JP)

Describes the University of Michigan-Flint's program evaluation and planning effort, which used a thematic approach focusing on the liberal arts and sciences, the productive and technological environment, health and human services, and fine arts and cultural affairs. The effort involved external consultants, faculty surveys, and regional…

Describes the procedures and rationale involved in selecting the National Study of School Evaluation Elementary School Evaluative Criteria as the self-study instrument by a laboratory school in Iowa. Explores major features of these criteria and discusses their advantages and disadvantages as guidelines for elementary school self-study. (DMM)

Describes the self-study process used by the Marana Unified School District to meet accreditation requirements with minimal expense, to emphasize curriculum development, and to improve the school. Considers the key feature of the cyclical review model to be the personal involvement of nearly every faculty member in the 10-school district. (DMM)

Offers a framework for assessing the adequacy of computer resources and planning for demands for additional resources. Identifies evaluation issues and questions, reviews information on norms of recommended expenditure levels and student access levels, and discusses data needs concerning expenditure and access measures. (AYC)

Finds evidence that schools participating in North Central Association accreditation self-studies significantly improved the internal workings of their organizations more than a similar set of matched control groups. Discusses improvements in goal focus, communications, optimal power equalization, resource utilization, cohesiveness, morale,…

Summarizes research findings on the characteristics of effective schools and offers suggestions for ways professional educators can improve educational programs for students. Looks at the implications of the findings for program evaluation and accreditation. (DMM)

Describes outcomes accreditation at Maine West High School, focusing on selecting and developing goals for target areas; establishing committees; identifying means of measurement; gathering baseline data; establishing performance expectations; developing, reviewing, and implementing school improvement plan; gathering/assessing follow-up data; and…

Traces the development of the Institutional Self-Study Guide (ISSG) for voluntary use to enhance sex equity and reduce subtle discrimination. Describes the collection of illustrations of actual behaviors or events discriminating against women and the identification of corrective actions. Discusses the ISSG's format and possible uses in…

Presents Aurora (Colorado) Public Schools' generic plan for effecting school improvement, which consists of four tools: (1) outcomes-oriented strategic planning; (2) performance-based education to help students achieve learner and content outcomes; (3) performance-based graduation requirements; and (4) shared decision making among the district's…

Reports on a study conducted by the North Central Association to determine the perceptions of professional certified high school personnel with regard to the intangible costs and benefits of accreditation, the value of the self-study process, and time investments of professional participants in the accreditation process. Includes sample…

Describes a study conducted to assess the quality of institutional self-evaluation as perceived by accreditation team members visiting 11 Arizona high schools during 1978-1979. The effect of consultative assistance on school self-evaluations and the different perceptions of public school and university team members are examined. (JP)

Focuses on university offerings to assist schools with accreditation self-studies. Describes the extension/continuing education courses offered by the state universities in Arizona, detailing the ways in which the courses assist accreditation steering committees, course structure and content, and the benefits for both school and university. (AYC)

Compares perceptions of the K-12 School Evaluative Criteria (1983) among personnel from schools that had previously been through the accreditation/self-study process and personnel who had not. Teachers with no previous experience were able to cope with the self-study with no more difficulty than teachers with experience. (DMM)

Describes the North Central Association's 1965 decision to require member schools to undertake a self-study followed by a team visitation every seven years. Offers background for the decision, a description of the decision process, and information on subsequent decisions. (DMM)