The process of accreditation is carried out in accordance to NCATE Unit Standards. Every sector of the educational unit has its qualifications comprehensively broken down into a series of specific assessment marks. Depending on the aggregate sum of the marks earned by every department of an educational institution being examined, the accreditation process can end with either a favorable or not-so-favorable outlook for the educational unit as a whole.
The Accreditation Process
In order to carry out the process, the educational unit is generally reviewed on-site. Every single individual program composing the unit is subject to a thorough examination to determine not only its own value, but also how it contributes to the state of the entire education unit as a whole. The accreditation process is not just carried out by a single individual, but a group of credentialed examination experts who collectively form the Board of Examiners (BOE).
Dividing the accreditation process between different individuals on the BOE provides a better chance for the overall accreditation process being objective rather than subject to one person’s personal bias. In the end, the examiners will convene in order to determine whether or not all of the unit’s departments are being effectively managed to deliver the exact standards that they are constructed to supply.
Differing State Relationships
The NCATE has a variety of different relationships with different states, affecting the manner in which the accreditation process is carried out on a case-by-case basis. Depending on what kind of relationships the NCATE has with the state of the educational unit in question, the accreditation process may be carried out either electronically or be carried out via proxy by the state itself.
The Education Preparation Provider
The specific focus of accreditation process is the education preparation provider’s (EPP) administrative body. In essence, what will be a credit it will be the office that holds the most responsibility for managing all of the education units’ personnel. While the EPP is occasionally be seen as synonymous with an elementary school or college, it may sometimes be identified as a specially constructed conglomerate or counsel that goes beyond the brick and mortar institution.
No matter how the EPP is formed, its goal will be to ensure that all of the school’s personnel are properly prepared to deliver the exact kind of value that is expected of them. The scope of the EPP may include programs that are not necessarily focused in the conventional education curriculum, such as library sciences and agriculture; nevertheless, the accreditation process stresses the importance of making sure that all of the explicitly educational programs are kept properly coordinated with alternative programs in order to form a cohesive flow of management.
To reach a consensus about what the accreditation verdict should be, NCATE goes to great lengths to collect detailed bits of data describing individual graduates, candidates, and evidence of clinical practice ventures. The accreditation process will observe whether or not the educational unit’s presiding administrative entity is properly carrying out its duty of evaluating, managing, and potentially even terminating programs within the educational unit.
There are no programs within the APP that are not subject to the NCATE accreditation process. Every grade between preschool and 12th grade is eligible to have its programs qualified through the NCATE accreditation process in order to determine the most accurate judgment of the unit as a whole.