NEASC Accreditation

Founded in 1885, the New England Association of Schools and Colleges, Inc., (NEASC) is the nation’s oldest accrediting association, serving more than 2,000 public and independent schools, colleges and universities in the states of Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont and American/international schools in more than 60 nations worldwide. It is characterized by a commitment to establishing and maintaining high standards for all levels of education (pre-K to doctoral level) within one association. Since 1990, it remains the only one of the nation’s six accrediting agencies to promote collaborations for educational improvement beyond the region.

NEASC accreditation is a system of accountability that is ongoing, voluntary and comprehensive in scope and attests to a school’s high quality and integrity. It respects differences in institutional populations, missions and cultures, and fosters institutional change grounded in the judgment of practicing educators. It is based on standards that are developed and regularly reviewed by the members and which define the characteristics of good schools and colleges.

NEASC accreditation is structured in a 10-year cycle of:

Self-study that engages the entire educational community in structured analysis, self-reflection and planning in response to the standards.

Peer review that brings discipline and perspective to the process through the observations and judgments of a visiting committee of peers from other schools and colleges, informed by the self-study and based on the standards.

Follow-up that is monitored by a commission of elected peers and overseen by a professional staff to ensure that planned and prescribed institutional change is accomplished and which provides for intervention, as necessary, to respond to information gathered in regular reports from the institution or through complaints from the public concerning a failure to comply with the standards. 

NEASC Accreditation Attests To:

  • substantial compliance with established qualitative standards
  • integrity in statements to the public describing the institution’s program
  • institutional commitment to improvement
  • sufficiency of institutional resources
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