he Adventist Accrediting Association (AAA) is the duly authorized accrediting agency for all educational institutions that operate under the name of the Seventh-day Adventist Church. Early Childhood Education (ECE) through grade 12 education entities in the North American Division territory participate in AAA’s endorsed process of accreditation.

The North American Division Commission on Accreditation, serving as the agent of AAA, provides the basis by which ECE-12 schools are held accountable for stated objectives in providing viable, Christ-centered, quality educational programs. Lake Union Early Childhood Centers and PreK-12 schools undergo a comprehensive appraisal of their educational program every six years, and through this process, obtain a status of accreditation. A successfully completed AAA accreditation visit allows schools to also receive the National Council for Private School Accreditation (NCPSA) accreditation. Furthermore, schools in the North American Division are accredited through a national independent accrediting organization, Middle States Association (MSA), Western Association of Schools and Colleges (WASC), and other accrediting agencies, through a similar accreditation process.

A school’s evaluation

Accreditation standards serve as the prism through which the viability of a school’s program is assessed and student learning effectuated. The Standards of Accreditation, are a dynamic, researched-based tool developed to assist schools in the process of self-assessment that is content-specific, evidence-informed, and outcomes-focused. (Standards of Accreditation for Adventist Schools, 2018).  The nine accreditation standards— Philosophy and Mission, Curriculum, Instruction, Assessment, Sustainable Leadership, School Environment, Professional Learning, Communication and Collaboration, and School Improvement—provide the structure guiding schools in continuous school improvement planning. Currently new standards of accreditation and processes are being developed and are being piloted.

A school undergoing an accreditation evaluation participates in a three-step process using the nine standards of accreditation: 1. Self-study, 2. Peer Review, and 3. Planned Implementation and progress reporting. The Self-study process allows the school to conduct a thorough review of each standard using standards’ indicators, provide a narrative response, as well as a rating of how well the stakeholders believe the school is addressing each standard. Through these introspective measures, educators and others can more clearly identify what’s working well, what’s not, and what needs to be improved.

Stakeholders—parents, students, staff, teachers, school administrators, conference and Union Offices of Education and the NAD Commission on Accreditation—are involved at various levels of the accreditation proceedings. Continuous School Improvement Action Plans are developed and refined, along with a Continuous School Improvement Plan (Strategic Plan) that define the trajectory for and planned implemented vision of a school.

The completion of the school’s Self-study gives way to a visit by a group of peers as part of the three-step process referenced earlier. School accreditation teams are selected months earlier, and later conduct the on-site visits for one to up to four days, depending on the size or classification of the school (ECE, one-room, multi-grade, junior academy, senior academy). An accreditation visit allows the visiting committee to seek out evidence provided by the school and independently sought out through observations, interviews, and review of additional documents/artifacts.

Schools that have undergone an accreditation visit would receive a recommended six-year status; a six-year status with a Mid-cycle visit(s) in the 3rd year, or 2nd and 4th years; probation; or denied accreditation. Annual progress reports are provided to the employing organization and the Union Offices of Education between accreditation visits. This process of introspection, reciprocity and accountability strengthens and authenticates, and is a blessing to our educational system.

In the past two years, a special task force has been diligently at work, developing new standards of accreditation and processes to bolster the continuous school improvement practices.

Dr. Ruth Horton

Vice President for Education
North American Division of Seventh-day Adventists

 Dr. Ruth Horton is a career educator whose service in education began at age seventeen. Originally from Dominica, she has served in both public and Seventh-day Adventist education across elementary, secondary, and university settings.

Her decades of leadership include roles as teacher, school administrator, conference superintendent, and union education director. Throughout her career, she has contributed to educator development and major NAD initiatives, including the NAD Secondary English Proficiency Scales and accreditation leadership.

A certified Spiritual Leadership Coach and frequent presenter, Dr. Horton continues to advance the mission of Adventist education through leadership, professional development, and a commitment to lifelong learning.