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NCATE Accreditation and HBCUs

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Title: 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
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