The Association of Christian Schools International (ACSI) and AdvancED (formerly North Central Association Commission on Accreditation and School Improvement) accredits Worthington Christian Schools. Every five years WCS is reevaluated, and we are currently preparing for an accreditation visit in the fall of 2017 by a joint accreditation visiting team of eight educators. This team will evaluate every aspect of our school and make a recommendation to both accreditation commissions.
In addition to the standard accreditation that we have held with both organizations for the last 15 years, this time we are seeking to join Wheaton Academy (IL) and Christian Academy of Louisville (KY) as the only schools in the 12-state Mid-America Region to be granted Exemplary Accreditation status. This level of accreditation is designed to be an aspirational standard for only the most effective schools in the academic and spiritual development of its student.
Following is an overview of the ACSI accreditation standards. For more in-depth information:
Read the full ACSI Accreditation Standards and Indicators.
Read the full ACSI Exemplary Accreditation Standards.
Standard 1 – Philosophy and Foundations
The school has developed written statements of philosophy, mission, vision, core values, and school-wide expected student outcomes as well as a statement of faith. These statements are well defined, systematically reviewed, and broadly implemented throughout the school. They outline the school’s Christian distinctives and communicate a clear purpose and direction for school effectiveness and student growth and development.
Standard 2 – Governance and Executive Leadership
The school has Christ-centered governance and executive leadership that promotes effectiveness of the school and growth of the student through an established structure that contributes to an operationally and financially sound Christian educational institution. The executive leadership and governing body work in partnership to ensure the integrity, effectiveness, and reputation of the institution through the establishment of written policies and procedures. The head of school is responsible for the supervision of all operations of the school and implementation of board policies.
Standard 3 – Home and Community Relations and Student Services
The school exists and functions as an institution of reliability and authority by exhibiting a pattern of respect, trust, accountability, and dignity to its constituents, both internally and externally. Effective communication and relationships are fostered with constituents, as well as among constituents. A wide range of strategies are used to incorporate involvement by the parents and the community. It is expected that the school meets the educational and developmental needs of the students it enrolls. Services at the appropriate levels include guidance (both academic and personal) and student activities (curricular and co-curricular). Appropriate resources and planning occur to ensure that the mission, vision, and philosophy are being carried out.
Standard 4 – Personnel
The school hires personnel who have made a personal commitment to follow Jesus Christ and endorse the school’s statement of faith. They are committed to the written philosophy, mission, vision, and core values of the school. Faculty and staff engage in ongoing professional development to improve instructional practices leading to continual growth in student learning and development of the instructional program. The executive leadership, instructional, and support staff are sufficient in number to provide for the effective delivery of quality education and are appropriately credentialed, degreed, trained, and qualified for their assigned duties.
Standard 5 – Instructional Program and Resources
The instructional program consists of carefully developed, thoroughly documented, and well-executed curriculum elements that include educational philosophy, school-wide expected student outcomes, a variety of effective instructional strategies, adequate resources, and appropriate assessments that are based on current research and quality practices. The curriculum of the school is driven by well-written policies and procedures. Core instructional areas include Bible, language arts (reading, English, literature, grammar, and writing), mathematics, science, and social studies/history. It is sufficiently funded, collaboratively reviewed on a regular basis, and compiled using the school’s mission, vision, core values, and school-wide expected student outcomes to ensure a biblical foundation for instruction. A method for assessing the effectiveness of school-wide expected learning outcomes is in place, and the results of the assessments are communicated regularly to all stakeholders. Informational resources exist to carry out the mission of the school by supporting the instructional program with ample and appropriate print, media, and technology resources. Qualified staff provide effective services to students, staff, and parents.
Standard 6 – Student Care
Written policies and procedures are in place to ensure students’ wellbeing—emotional, physical, spiritual, and academic. The school facilities (buildings and grounds) are appropriate in size, furnishings, and space to meet the stated philosophy, mission, and vision for the number and age of students served. The entire campus is a safe, healthy, and nurturing environment for teaching and learning. Safety procedures are documented and clearly understood, and they address the prevention and identification of abuse, bullying, and the presence of unwelcome guests. A relevant and thorough crisis management plan is in place, and the faculty and staff have been trained appropriately to handle various emergency situations. Regular drills and practices occur to assist in preparation for crisis events. Transportation guidelines for staff and students are developed, and written policies and procedures are in place.
Standard 7 – Character, Values and Spiritual Formation
The school shall provide for spiritual nurture and discipleship of its students with the goal of developing a biblical worldview. Spiritual nurturing of Christ-like character is planned, intentional, and systematic in implementation. Mentoring and discipleship experiences are necessary components in a spiritual formation strategy. Students are given opportunities to serve others and develop a Christ-like attitude toward the poor, needy, and vulnerable. A commitment to a community of faith is modeled by the faculty and emphasized to all students. Spiritual formation assessment is integral to effective and ongoing improvement of the school program.
Standard 8 – Continuous School Improvement
The school must, with appropriate stakeholder input, systematically develop and annually update a continuous school improvement plan (CSIP). The plan, based on the school’s philosophy, mission, vision, core values, and schoolwide expected student outcomes, includes specific goals, as well as action items. The process is driven by data collection and analysis. This plan must have significant focus on how it will promote organizational growth and high achievement of schoolwide expected student outcomes. The CSIP reflects a pervasive culture of ongoing improvement and accountability.