NCATE Accreditation and HBCUs

1
NCATE Accreditation and HBCUs

• Antoinette S. Mitchell
• Vice President, Unit Accreditation
• NCATE

2
Accredited Institutions

• Currently just over 700 institutions are
  accredited or in the pipeline
• 617 institutions are currently accredited
  
• 56 HBCUs are accredited
• HBCUs make up 9 percent of accredited institutions

3
The Stats

• HBCUs (56)
• 90 are fully accredited
• 06 have conditions
• 04 probation
• All Accredited Institutions (617)
• 91 are fully accredited
• 08 have conditions
• 01 on probation

4
Accreditation Decisions in Fall 2004 and Spring
2005

• 9 HBCUs went before the UAB
• 6 HBCUs were fully accredited
• Though the numbers are small, the percentage of
  HBCUs receiving full accreditation is on par with
  the majority institutions at 66 percent

5
Areas of Concern

• The standard most likely not to be met is
  Standard 2
• Recurrent components of Standard 1 have areas for
  improvement
• Meeting institutional pass rates instituted by
  NCATE
• Difficulties with NCATE triggers

6
Standard 2

• When Standard 2 is not met, the following
  problems usually appear
• Assessments are vague and numerous
• Assessments are not programmatic

7
Standard 2

• Alignment of candidate proficiencies, curriculum,
  and assessment is critical.
• Identify a small number of proficiencies that
  cover all necessary standards
• Use the table in the conceptual framework on
  alignment (4.3)
• Ensure that these proficiencies are covered in
  the curricula

8
Standard 2

• Alignment of standards, candidate proficiencies,
  curriculum, and assessment is critical.
• Align assessments with candidate proficiencies
• Align assessments with scoring guides/rubrics
• Ensure that scoring guides/rubrics indicate
  candidate ksds at different proficiency levels
• Ensure accuracy, consistency, fairness, and the
  elimination of bias

9
Standard 2

• Develop a detailed plan for the collection and
  analysis of data
• Develop time tables for assessments, surveys, and
  other measures of program quality
• Identify individuals/positions that are
  accountable for certain components of the system
• Be judicious in the selection and use of data

10
Standard 1

• Student learning knowledge of assessment,
  ability to apply that knowledge with real
  students, ability to teach
• Dispositions often numerous sets of
  dispositions are identified, sometimes assessed
  using checklists
• Quality of assessments are poor scoring
  guides/rubrics not well developed, alignment
• Surveys response rates, quality of instruments

11
The 80 Rule in Standard 1

• Only a few institutions have had their
  accreditation status changed as a result of the
  80 rule
• Most institutions have adopted strategies to help
  candidates pass the exams
• Some institutions have experienced a drop in the
  number of candidates enrolled and completing
• No research has been done on this
• Anecdotally, some institutions reported that the
  dip was temporary

12
ARPA Committee

• Annual Report and Preconditions Audit Committee
• Triggers
• Institutions not meeting state mandated
  institutional pass rates or labeled low
  performing
• Institutions that are put on probation or the
  equivalent with a regional accrediting body
• Within the last few semesters, ARPA has
  recommended action on less than three or four
  institutions.

13
The Final Analysis

• Based on accreditation decisions in fall 2004 and
  spring 2005, HBCUs are doing well under
  performance-based accreditation
• The nature of the work is collaborative,
  evolutionary, and on-going
• Increased interaction, sharing, and collaboration
  will ensure the continued success of HBCUs and
  all institutions in the NCATE process