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Current school and district accreditation procedures in the McREL region a potential support of curriculum reform
This report provides a cross-state analysis of accreditation procedures and standards of the seven states in the Mid-Continent Regional Educational Laboratory region (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming), with the intention of fostering dialogue among the states as they develop new policies and standards. This report has two main sections: a description of current and future accreditation policies in the states and region, and a presentation of domains and subdomains covered by each state's accreditation standards. A description of the accreditation procedures of the North Central Association, which are recognized as a valid substitute for state policies in many other states, appears in Appendix A. Standards are generally categorized as three types in this document: (1) input or resource standards refer to an enumeration of required items; (2) process standards are written as policies or require written policies; and (3) outcome standards require either that aggregated assessment results be reported, or that assessment results be used in the school-planning process. For example, most states require that student-assessment information be used as a part of an ongoing evaluation of the school-improvement process, and that these results be used to identify and measure progress toward school-improvement objectives. (DFR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show.
- "This report provides a cross-state analysis of accreditation procedures and standards of the seven states in the Mid-Continent Regional Educational Laboratory region (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming), with the intention of fostering dialogue among the states as they develop new policies and standards. This report has two main sections: a description of current and future accreditation policies in the states and region, and a presentation of domains and subdomains covered by each state's accreditation standards. A description of the accreditation procedures of the North Central Association, which are recognized as a valid substitute for state policies in many other states, appears in Appendix A. Standards are generally categorized as three types in this document: (1) input or resource standards refer to an enumeration of required items; (2) process standards are written as policies or require written policies; and (3) outcome standards require either that aggregated assessment results be reported, or that assessment results be used in the school-planning process. For example, most states require that student-assessment information be used as a part of an ongoing evaluation of the school-improvement process, and that these results be used to identify and measure progress toward school-improvement objectives. (DFR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show."@en
- "Current school and district accreditation procedures in the McREL region a potential support of curriculum reform"@en