AACTS principles

1To provide educationally sound study programs that are high quality, effective and current.2To maintain ethical, fair and clear advertising, enrollment and admission practices by accurately representing AACTS.3To provide student counseling and motivational programs which recognize individual differences and ensure student retention, graduation and employability.4To establish net benefits of private training programs through satisfied students. 5To maintain effective peer review systems to ensure ethical and proper administration of financial operations of the institution. 6To advance the concept of self-regulation that is inherent in the accreditation process.7To show commitment to educational services through participation and community involvement. 8To demonstrate the effectiveness of private education, and provide essential skills for a productive American work force. 9To promote continuing education of the highest integrity and quality.

 

Mission

Institutions are organized in different ways to fulfill their missions and meet the needs of the people they serve. They might offer program at places besides a home campus, or courses to candidates around the state, nationwide, or globally through distance learning. Serving non-traditional candidates and those with bachelor’s degrees in alternate programs is possible. The institution has a structure that helps to decide the scope of AACTS review that is described on the next few pages. They must each disclose their institutional structure on the “Intent to Seek AACTS Accreditation” or “Intent to Continue AACTS Accreditation” forms.

Branch Campuses

Institutions with dependent branch campuses that are within the state may choose to become accredited as (1) single multi-campus education unit or (2) individual education units if appropriate agency recognizes them as autonomous for approval. The declaration to apply as an individual or multiple educational unit needs to be made when the Intent form is submitted, and likely two years before the site review is completed.

When institutional branch campuses are going to be evaluated as single units, the accreditation decision and cited improvement areas apply to all of the campuses, even when cited deficiencies refer specifically to one location. If they instead will be evaluated separately, decisions will be made for each campus, and when a multiple-campus association seeks separate accreditation for one campus, it does not have to seek accreditation for the other branches.

Off-Campus Programs

Some institutions also offer programs at sites away from both the main and branch campuses. These off-campus programs can be offered within the state, in other states, and even in other countries.
The AACTS staff consults with each institution and the appropriate agencies to determine which off-campus programs will be included in accreditation review. The following guidelines can help:

• Off–campus branches or programs within the state must be included in the review.
• Off-campus programs that are offered outside of the state or in other countries can be included in the review if:
  • Programs are limited in size and number
  • Programs are located close to the parent branch
  • Program graduates are eligible for licensure in the parent state

Alternate Route Programs

These programs are administered by the unit and lead to that unit’s recommendation for state licensure. If the campus is educating candidates through one or a series of alternate routes, the program must be included in the review process. Alternative programs respond to state or professional standards by means of review by the state or a specialized association described in the State-AACTS guidelines, which can be found on the AACTS website. This type of program will be evaluated the same way that other programs will be, with the team interview administrators, P-12 partners, faculty, and program candidates. They will also review assessment data, rates of completion, and any other performance-based information available for candidates that are in alternate route programs. The review team can cite improvement areas for programs, including these alternative courses.

Distance Learning Programs

Distance learning that is offered by the institution has to meet AACTS standards at the level of quality and proficiency that programs offered through traditional means meet. When a campus has distance learning offerings, the board team will interview program administrators, faculty, and candidates. These interview can be either in-person or electronically done. The assessment team will also expect testing data, completion data, and other information that gives them a complete picture of the distance learning program.

Units and Programs Seeking Accreditation Separately from the Main Campus or as a New Institution

The professional education unit can seek AACTS accreditation:

• As a separate unit but jointly with at least one institution in a university system
• Separately and autonomously

If the unit was previously part of another institution’s accreditation, it might seek separate accreditation when ready. If the unit is taking action to separate from the already accredited institution, it may have its accreditation extended for up to two years to prepare for its own first visit, with the state’s approval. This unit seeking its own accreditation will have to submit Intent to Seek Accreditation forms, and will be considered a pre-candidate while it is meeting its pre-conditions and onsite visit. This onsite visit will be considered a first visit, and if accreditation is granted, the next visit will be needed in five to seven years according to the state and AACTS guidelines.

When there is a merger of two AACTS-accredited educational institutions, the next AACTS visit must be scheduled to coincide with the unit which expires first, with the approval of the state.

If an AACTS-accredited institution takes over programs previously operated by another institution, the programs will have on-site visits during the initial units next regular review schedule, as if that institution had created an additional program. AACTS approval of the acquired program does not matter at this point.

If an AACTS-accredited institution takes over programs that were already accredited, but only at one level, such as initial or advanced, and the combined program will expand offerings, the situation will be treated the same as an institution developing a new program. The next visit will be a combined visit, a continuing visit for the previously accredited level and an initial visit at the level of the acquired program. If the previous program operator was also AACTS accredited, then accreditation may be extended for as much as two years pending the combination visit. This will require the approval of the state.

If a non-accredited institution takes over programs that had previously been accredited by AACTS, accreditation can be extended for up to two years at the state’s discretion. If the institution that had operated the program previously allows graduates of the newly transferred program to receive their diplomas, they remain graduates of an accredited program. The new institution is a pre-candidate for accreditation and must meet the pre-conditions required to establish candidacy, successfully hosting its on-site visit for accreditation within two years.