CONDITIONS FOR ACCREDITING SCHOOLS


A.    The evaluation of a school shall be in terms of its own philosophy and objectives defining its functions

        and purposes.

B.    The accreditation of the school shall be based on both quantitative and qualitative criteria as based on

        the Standards, Policies and Procedures as established by TAAPS.

C.    Standards shall be used as one means of assisting in the implementation of the school’s functions,

       purposes and improvements.

D.    The procedure for accreditation and the standards to be used shall be developed cooperatively by all

        concerned.

E.    The effectiveness of a school shall be judged by the extent to which it meets the needs of the clientele it

       serves.

F.    The Standards used for accrediting a school shall be sufficiently comprehensive and flexible to provide

       the stimulation for achieving the stated purposes and shall be in compliance with applicable rules of the

       State Board of Education.

G.    The accreditation of a school shall be based on the school’s composite progress and the resources,

        facilities and staff required to achieve the objectives.

H.    The accreditation of a school shall depend upon the quality of education provided over an extended

        period of time as well as its status on a given date.

I.    Accreditation shall become one significant means of enabling teachers and administrators to look upon

      their work as a full time profession that calls for their maximum growth and development.

J.    A deficiency in a particular area may be compensated for by a strength or exemplary condition in the

      related areas.

K.    An important guideline is that quantitative evidence may answer many questions,

       rather than a qualitative statement.  For example, the statement “Our library occupies 2,300 sq. ft,

       contains 7,100 volumes, 1,215 reference and technical volumes, and we employ a part-time

       librarian to staff the library”, is a much more desirable information statement than, “Yes, our library

       meets TAAPS standards.”

L.    All statements must have evidence of compliance.  Statement of intent to comply will not be considered

       as meeting the standard.

M.    The visiting team will consist of fellow educators from accredited schools, most of whom will have had

       much experience.  There must be a “gentlemen’s agreement" in evaluating compliance with

       standards that include non-quantitative terms like “adequate”, the consensus of opinions of the visiting

       team will be the “eyes and ears” of TAAPS and their carefully considered opinion must be given the

       most weight in the deliberations of the Standards Committee.  If the visiting committee has based its

       finding on errors of fact, the applicant school will have the opportunity to call that to the attention of

       the Standards Committee.

N.    No one person should compile the self-study.  While the head administrator may have the greatest

       responsibility, the task should be divided among administrators, staff  and teachers.  Input from

       governing body members, teachers, students and parents should be sought and included.  The

       self-study’s primary purpose is to cause the entire school family to look closely at itself and assess

       strengths and weaknesses; to bring into being a resolve and plan for improving the school.

O.    The purpose of  TAAPS  is to collaborate with schools to raise their standards.

P.    A school wishing to become accredited and not knowing how to begin the process may ask TAAPS to

       send an experienced consultant to visit the school for conferences.  The school would be expected to

       reimburse expenses and per diem.

Q.    It is important to note that there is latitude in the standards diversity of philosophy among schools. 

       Where standards specify certain essentials (as, for example, that a school may not use a programmed

       curriculum exclusively) the standards do not specify which textbooks.  There are many other areas

       where local decisions will cause a particular school to differ from others.  The important thing to

       remember is that a particular school should be judged against its own stated philosophy.  Each visiting

       team asks itself, “Is this school actually doing what it says it does?”