ACCSCT Accrediting Commission of Career Schools and Colleges of Technology
ACCSCT 速
Setting the Standard for Quality Education
ensuring a quality education
For more than 40 years, the Accrediting Commission of Career Schools and Colleges of Technology (ACCSCT) has been committed to establishing and advancing quality education at private, postsecondary career schools and colleges. ACCSCT is dedicated to ensuring a quality education for more than 200,000 students who annually pursue career education at approximately 800 ACCSCT accredited institutions across the United States. ACCSCT has been recognized by the U.S. Department of Education as a reliable authority for the establishment of educational standards since 1967. ACCSCT’s scope of recognition by the U.S. Department of Education includes the accreditation of private, postsecondary institutions that are predominantly organized to educate students for occupational, trade and technical careers. The Commission’s recognized scope includes nondegree-granting institutions, degree-granting institutions up to the master’s degree level, and institutions that offer programs via distance education. The Commission is not limited to accreditation only in the United States and has in the past granted accreditation to institutions operating outside of the U.S. Enclosed in this brochure, you will find information regarding ACCSCT, our accreditation process and procedures, and our eligibility criteria. It is the Commission’s sincere hope that this information provides all interested parties with a better understanding of the role that ACCSCT accreditation plays in ensuring quality at the institutions we accredit, and to highlight the impact our accredited institutions have within the higher education community. We encourage you to contact ACCSCT at (703)247-4212, or visit our website at www.accsct.org, to learn more about the accreditation process, as well as other ACCSCT initiatives and activities.
What is accreditation? Accreditation is a private, voluntary, non-governmental, peer-review process that provides a means of assisting schools and colleges to become stronger and better institutions by setting standards of educational quality. Accreditation seeks to assess and enhance the educational quality of an institution, ensure consistency in institutional operations, promote self-evaluation and institutional improvement, and provide for public accountability. ACCSCT accreditation enhances the quality of education provided and promotes institutional accountability by systematically and comprehensively evaluating institutions based upon criteria established via the Standards of Accreditation. It is ACCSCT’s belief that accreditation is a unique partnership among institutions that enhances educational quality and fosters innovation and creativity. The accreditation process is the cornerstone of ACCSCT’s ability to continually ensure the high quality of education in our accredited member institutions. Through the accreditation process, ACCSCT strives to ensure that our accredited institutions achieve an established level of accomplishment on behalf of their students and graduates. ACCSCT-accredited institutions are committed to excellence in education, and undergo a rigorous process in which they must demonstrate that they meet or exceed high standards of educational quality. Through the accreditation process, ACCSCT assesses the effectiveness of an institution’s educational programs by evaluating the infrastructure that supports the delivery of programs as well as educational outcomes, including student achievement. Institutions seeking accreditation from ACCSCT must prepare for and conduct an introspective self-evaluation, in which the institution compares its programs and educational objectives to established standards, and identifies areas of comparable strength and needed improvement. These areas include, among others, the institution’s faculty, admissions practices, facilities and equipment, learning resource system, financial and administrative capability, student services, and student achievement. ACCSCT recognizes that many factors influence and reflect the quality of postsecondary education, and believes that by having valid and reliable standards and a rigorous accreditation process, we can ensure the academic quality of the programs offered by our accredited institutions. ACCSCT also recognizes that its work in this regard is essential for parents and students, as well as for any organization, regulatory body, or other entity that is concerned with educational quality.
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What is the mission and purpose of the Accrediting Commission of Career Schools and Colleges of Technology (ACCSCT)? ACCSCT’s mission is to serve as a reliable authority on educational quality and to promote enhanced opportunities for students by establishing, sustaining, and enforcing valid standards and practices which contribute to the development of a highly trained and competitive workforce through quality careeroriented education. ACCSCT stimulates, nurtures, verifies, and recognizes ongoing educational quality and integrity in institutions offering programs of a vocational and career-oriented nature. ACCSCT’s mission has two primary objectives:
< to assure students and the general public of the
quality of educational training provided by ACCSCT- accredited institutions and their programs; and < to assist institutions in continuously improving themselves and the training they provide students. ACCSCT strives to establish and maintain high educational standards that promote ethical business practices and quality education among its accredited institutions and engages in thorough assessment
practices designed to evaluate an institutionâ&#x20AC;&#x2122;s compliance with those standards. ACCSCT accreditation ensures that an institution and its educational programs meet established standards that will benefit students. Likewise, institutions benefit through continuous selfevaluation and self-improvement. As a management tool, accreditation allows institutions the opportunity of introspective analysis and constructive change. ACCSCT accreditation is also a means of assisting private career schools and colleges to improve by requiring institutions to engage in continuous self-evaluation and institutional assessment and improvement activities. As a way for the Commission to continually meet its mission in a committed fashion, ACCSCT has established a values-based framework supported by the following foundational core values: Integrity, Accountability, Continuous Improvement, Open Communication and Teamwork. The Commission, its professional staff, and its corps of volunteers were all instrumental in developing these core values as a way to convey how we strive to go about our work. ACCSCT uses the following definitions to give a deeper expression of its core values.
Integrity Accomplishing our mission with a commitment to ethics, honesty, trust, consistency, and fairness.
Accountability Fulfilling our responsibilities to one another, the higher education community, and the public.
Continuous Improvement Cultivating personal and professional growth through learning, goal setting, innovation, commitment, and participation.
Open Communication Fostering a free and timely exchange of ideas and information in a collegial environment.
Teamwork Creating strong partnerships while recognizing individual strengths and emphasizing respect and mutual support.
About ACCSCT
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How long has ACCSCT been in operation? ACCSCT was founded in 1965 as the Accrediting Commission of the National Association of Trade and Technical Schools (NATTS). In 1967, the Commission received recognition from the U.S. Department of Education, which confirmed the Commission’s status as a reliable authority for the establishment of educational standards. In 1993, a division occurred between the accreditation unit and the association unit creating a new, wholly independent organization – the Accrediting Commission of Career Schools and Colleges of Technology (ACCSCT). Since 1967, the Commission has been continuously recognized by the U.S. Secretary of Education, and since its inception as ACCSCT, the U.S. Department of Education has expanded its scope of the Commission’s recognition to include educational programs offered via distance education and at the master’s degree level. ACCSCT has a history of providing rigorous accreditation adapted to the changing needs of the higher education sector served by our accredited member institutions. Throughout its history, ACCSCT has been presented complex new business models and educational delivery systems, and our standards have been developed and adapted to keep pace with these changes. ACCSCT strives to meet the needs of the education marketplace in a manner that ensures a high level of educational quality for students and support for workforce preparation.
What does recognition by the United States Department of Education entail and mean? According to the U.S. Department of Education, “[t]he goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality.” An agency seeking national recognition by the U.S. Secretary of Education must meet the Secretary’s procedures and criteria for the recognition of accrediting agencies by submitting information demonstrating the agency’s compliance with the federal criteria for recognition in areas such as administrative capacity, scope of standards, fairness of processes and procedures, and transparency in actions. Additionally, an accrediting agency seeking recognition from the Secretary must have supporting documentation which demonstrates its compliance with federal regulations, such as a copy of the agency’s standards and procedures, self-study guidelines, sample site-visit reports, and Commission accreditation actions.
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It is important to note that the U.S. Department of Education recognizes both national and regional accrediting agencies under uniform and demanding criteria regarding the agency’s accreditation procedures and standards (34 C.F.R. Part 602). Recognition by the U.S. Department of Education authorizes accrediting agencies to serve as reliable authorities as to the quality of educational institutions. As such, ACCSCT believes that accreditation by a U.S. Department of Education recognized agency can be a primary consideration for students, parents, and other organizations interested in educational quality assurance.
What are the benefits of ACCSCT accreditation?
Given the critical nature that postsecondary education plays in workforce development and in the advancement of the United States’ economy, the quality of that education cannot be overlooked or overstated. Students deserve quality education opportunities, and the public should expect only that from ACCSCTaccredited institutions. ACCSCT is keenly aware of its role in this regard and has a legacy of holding its accredited institutions accountable for their business operations and the quality of the education they provide. Accordingly, ACCSCT firmly believes that accreditation can play a crucial role in both state and national regulatory frameworks at the postsecondary level, and can be relied upon for quality education assurance and student protection purposes.
ACCSCT also provides leadership by assisting institutions in keeping abreast of employment trends, technological advances, and educational innovations. ACCSCT-accredited institutions teach hundreds of thousands of students every year in postsecondary career orientated fields that are designed to lead to successful employment. ACCSCT-accredited institutions strive to ensure responsiveness to the needs of employers and to provide students with focus training that gives them a competitive edge in a demanding labor market. The programs offered by ACCSCTaccredited institutions stress practical knowledge and professionalism where students frequently learn by solving real-world problems in job-like settings. Due to specialization, ACCSCT institutions can offer students intensive training in their chosen fields in less time than more traditional institutions, enabling students to enter the work force more quickly.
Visit www.ed.gov for more information from the U.S. Department of Education on accreditation in the United States.
There are many benefits of accreditation in higher education. Chief among them, accreditation encourages continuous efforts to achieve a high level of educational effectiveness. Due to the assurances accreditation provides in regard to educational effectiveness and quality, the federal government utilizes accrediting agencies that have demonstrated reliability in education assessment to act as a “gatekeeper” for establishing eligibility for federal student tuition assistance. Other entities, governmental and private, use accreditation to make determinations about eligibility for tuition reimbursement benefits, employment and promotion eligibility, and professional certification eligibility.
Additionally, as part of the Commission’s advocacy efforts, ACCSCT partners with various organizations at the state and federal level, including the U.S. Department of Education, the National Association of State Administrators and Supervisors of Private Schools, the Council for Higher Education Accreditation, the Council for Recognized National Accrediting Agencies, and various state regulatory bodies regarding issues of quality assurance at our accredited institutions. ACCSCT makes a concerted effort to actively engage in discussions regarding the oversight and performance of our accredited member institutions, and strives to be informed of policy decisions that impact the career college sector.
About ACCSCT
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What types of institutions are eligible for ACCSCT accreditation?
What is the first step of ACCSCT’s accreditation process?
In order to be eligible for ACCSCT accreditation, an institution’s primary educational objective must be to prepare students for entrance or advancement in one or more occupations requiring technical or career oriented competencies and skills. Before ACCSCT will accept an institution’s Application for Initial Accreditation, the institution must demonstrate that it meets the following eligibility criteria:
After determining that the institution is eligible for accreditation from ACCSCT, the first step is attendance at an Accreditation Workshop, where the Commission provides training and resources that will assist institutions as they strive towards a meaningful self-evaluation and on-site evaluation experience. The workshop provides the opportunity for the leadership of institutions seeking accreditation to enhance their knowledge and understanding of ACCSCT’s standards and procedures, as well as to share experiences with other institutions that will be pursuing accreditation with ACCSCT. The Accreditation Workshop will cover the following topics in detail: the Standards of Accreditation, the Accreditation Process, the Application for Accreditation, the Self-Evaluation Report, and On-Site Evaluation Activities.
< fall within the Commission’s scope of providing
postsecondary career-oriented education;
< have been training students continuously for the
preceding two consecutive years;
< meet specified program requirements to include having
graduates from its longest program;
< have all necessary authorizations from the state(s) in
which it operates and be in compliance with applicable local, state, and federal requirements; < be financially sound with sufficient resources for its proper operation and discharge of its obligations to students; < attend an ACCSCT Accreditation Workshop within the six months prior to submitting an Application for Initial Accreditation; and < submit a complete Application for Initial Accreditation. By applying for and receiving accreditation, an institution accepts the obligation to demonstrate continuous compliance with the Standards of Accreditation. While the Commission employs its own fact-finding methods to determine an institution’s compliance with accrediting standards, such as on-site evaluation team observations and findings, the burden rests with the institution to establish that it is meeting ACCSCT’s standards.
ACCSCT hosts several Accreditation Workshops per year throughout the United States. Registration information, including the dates and location of each Accreditation Workshop, can be found at www.accsct.org, under the Events section. All necessary forms will be distributed at the Accreditation Workshop; however, these forms may also be downloaded in advance from the ACCSCT website at www.accsct.org. Institutions are reminded that the full-time, on-site director, or appropriate management team representative of the institution, is required to attend an Accreditation Workshop prior to the submission of the application for accreditation. Typically, it takes an institution 1.5 – 2 years to complete the initial accreditation process. The timeline is dependent on a number of variables, most importantly, that the institution submits complete and accurate information to ACCSCT in its Application for Initial Accreditation and Self-Evaluation Report, and that the institution maintains documentation to demonstrate the systematic implementation of its processes and procedures. It is important to note that a high level of reliance is placed upon information, data, and statements provided to ACCSCT by an institution seeking accreditation. More information on the accreditation process is available online at www.accsct.org under The Accreditation Process section.
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What are the “standards” for institutions seeking and holding ACCSCT accreditation? The Standards of Accreditation describes the accreditation process and sets forth the base of essentials (i.e., standards of best practice) against which an institution evaluates itself. Each institution determines its own educational objectives, keeping in mind, however, that such objectives must be appropriate for a postsecondary-educational institution. The institution is evaluated based on how well it accomplishes its announced objectives, in accordance with the Commission’s standards. ACCSCT’s Standards of Accreditation address such areas as administration and management, admissions, curriculum, learning resources, faculty, student services, and externships, and emphasize outcomes such as student graduation and graduate employment as a significant measure of educational quality. These standards ensure that each institution accredited by ACCSCT properly prepares students for employment in their chosen career field. The standards and accreditation process emphasize educational quality by focusing on outcomes. What actually happens as a consequence of the teachinglearning processes in an institution, and what is the evidence of these results? Given the stated purposes of the institution and its documented outcomes, can the institution be judged as meeting standards of quality compared with similar institutions? Does the accreditation process help the institution to evaluate and improve its outcomes and hence its quality? Such questions are the primary focus of the Commission as it conducts its work. Necessarily, the Commission concerns itself with inputs (the kinds of students in the institution and the recruiting, admission, and testing procedures that produce them); resources (instructors, equipment, library, etc.), and processes (how the institution actually operates). All of these conditions are evaluated within the context of the institution’s stated mission and its demonstrated achievements. Two important outcomes that the Commission uses in its assessment process are student graduation rates and graduate employment rates. The Commission is also interested in gaining an understanding of the level of employer satisfaction, student satisfaction, and student success over time. Accordingly, the Commission’s focus on outcomes is also related to specific skills, knowledge, and behaviors achieved by students as a direct result of participation in a training program. For example, ACCSCT believes that the success of an institution is directly related to the quality of its faculty
and thus has standards pertaining to the hiring and retention of experienced faculty that are continually attentive to the needs of the students, interested in teaching and strengthening the curricula, and obligated to continued self-improvement. An ACCSCT-accredited institution must ensure that its faculty are appropriate, suitable, and sufficient in number for the instructional programs offered by the institution. Thus, ACCSCT has faculty qualification standards that address the need for a sufficient number of faculty with appropriate practical experience, teacher training, and who engage in on-going faculty professional development. As the education level increases from a postsecondary diploma associate, baccalaureate, and master’s degree programs, the level and rigor of those qualifications correspondingly increase. ACCSCT is committed to the on-going review of its standards and does so in a variety of ways. One method, among several others, is its systematic program of review which includes a comprehensive Validity and Reliability Study. This study provides an opportunity for ACCSCT to ensure that its standards keep pace with the rapidly changing higher education environment, and provides an opportunity for our accredited member institutions to maintain their ability to contribute to the development of a highly trained and competitive workforce through quality, career-oriented education. A copy of ACCSCT’s Standards of Accreditation and the most recent Validity and Reliability Study are available for download at www.accsct.org.
About ACCSCT
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How does ACCSCT hold its accredited institutions accountable? Accountability in higher education is a familiar topic in public discourse today. Through the accreditation process, ACCSCT assesses the effectiveness of an institution’s educational programs by evaluating the infrastructure that supports the delivery of programs as well as educational outcomes, including student achievement. ACCSCT’s accreditation process provides an opportunity to conduct a comprehensive review of all academic and ancillary activities and resources that support an institution’s mission and educational objectives. Through an introspective selfevaluation, an institution compares its programs to established standards and identifies areas of comparable strength and needed improvement. The results of the self-evaluation are reviewed on-site by a team of evaluators and, subsequently, by the Commission. An institution must demonstrate that it has met all accrediting standards before accreditation may be conferred. ACCSCT’s standards and processes provide a reasonable assurance that each institution accredited by ACCSCT properly prepares students for employment in their chosen career field ACCSCT monitors its accredited institutions throughout the period of accreditation to ensure continued compliance with accrediting standards and requirements. This monitoring forms the basis of Commission decisions and is conducted through analysis of applications for accreditation, self-evaluation reports, annual reports, substantive change applications and reports, financial reports, complaints, information from government agencies and other third parties, interim on-site evaluations, and other sources. ACCSCT meets regularly to review the materials of each institution on its agenda. ACCSCT is concerned with the totality of each institution, and views each institution in accordance with all of the available information gathered through the accreditation process and other authoritative data contained in the institution’s file. The integrity, record, and ability of the institution to meet its stated objectives, and to meet the standards and criteria established by ACCSCT, provide the foundation for the Commission’s judgment. Above all, the Commission seeks to ascertain to what degree the institution meets its objectives in terms of the students and their objectives. ACCSCT’s Standards of Accreditation require institutions to measure student outcomes in areas such as rates of graduation and employment attainment and to use these rates to focus efforts toward continuous institutional effectiveness and improvement. However, in terms of accountability, ACCSCT focuses not just on student outcomes as measured through graduation and employment rates, but also on institutional effectiveness. ACCSCT evaluates the effectiveness of its accredited institutions through the assessment of both quantitative and qualitative student achievement, and within the context of an institution’s stated mission and educational objectives. It is compelling to note that based on data provided in the 2006 ACCSCT Annual Report, the average graduation rate for all programs offered by an ACCSCT-accredited institution was 67%; the average employment attainment rate for all graduates from an ACCSCT-accredited institution was 82%. Through their educational programs, ACCSCT believes that our accredited institutions make a meaningful and significant contribution to workforce development and job skill enhancement in the United States, which in turn bolsters the national economy, and provides an assurance that the United States will remain competitive in an increasingly global economic environment.
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Are there any similarities between regional accrediting agencies and national accrediting agencies? There are a number of similarities among accrediting agencies. Those agencies that accredit at a certain degree level are required to have standards that are substantially comparable in areas such as general education, resources and faculty qualifications. All agencies must require their member institutions to conduct detailed self-analyses as part of the evaluation process, and require on-site evaluations by a team of peer reviewers. The agencies must also monitor continual compliance with accreditation standards on an interim basis. All recognized accrediting agencies grant a specified term of accreditation, have established processes for substantive changes (e.g., changes of ownership, relocations, and additional locations), and have a decision making body that includes members of the public. Additionally, according to federal requirements, all recognized accrediting commissions are required to have standards in the following areas (among others): curriculum, faculty qualifications,
student services, satisfactory progress, management and financial capacity, processing of student complaints, information sharing with state and federal regulatory agencies, recruitment and admissions, institutional effectiveness, and a systematic program of review.
What types of information on ACCSCT-accredited institutions is available for public review and consideration? ACCSCT supports the efforts to further explore ways in which both accrediting agencies and institutions can disclose information about student achievement and the accreditation process, and believes that greater transparency is needed to maintain the public trust in higher education. ACCSCT believes that a balance between the need for disclosure, and the need to maintain the successful nature of peer review and selfevaluation can be achieved. With regard to transparency, ACCSCT takes seriously its obligation to provide information to the public. ACCSCT supports the interest of many in improving the public understanding of the accreditation process, and engages in collecting information about our accredited institutions and the effectiveness of their educational programs. ACCSCT believes that making reliable information about accreditation processes and standards, and the performance of our sector is a good practice. Accordingly, ACCSCT publishes notices of its accreditation decisions on our website and notifies interested parties in accordance with current statutory and regulatory requirements on a regular basis. In cases where an institution is placed on Probation due to noncompliance with accrediting standards, ACCSCT provides a summary of the grounds for the Probation Order on its web page in accordance with the Commissionâ&#x20AC;&#x2122;s own rules of process and procedure, and federal regulations.
About ACCSCT
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What is ACCSCT’s policy on transfer of credit? In today’s society, which places a premium on postsecondary education, expanded educational access, and the ideals associated with continuous education and life-long learning, the need for greater portability of educational credits has reached a critical point. ACCSCT has made a concerted effort towards facilitating continuing education and training opportunities for graduates from ACCSCT-accredited institutions. As part of these efforts, ACCSCT has drafted and distributed proposals regarding the importance of establishing fair and equitable transfer of credit policies, and has met with key members of Congress, as well as representatives from organizations across higher education, to discuss increasing the options that are made available to students and graduates from ACCSCT-accredited institutions who are interested in continuing their education. From a policy perspective, the Commission has found that while there is ample variety to transfer of credit policies, these also exists a systemic theme regarding the importance of having a well defined policy and process for evaluating credits for comparability and alignment as well as delimiters regarding the acceptance of transfer credit. Accordingly, the Commission’s transfer of credit language takes these themes into account as follows:
< At its discretion, an institution may accept transfer
credit for a course completed in other postsecondary institutions when comparable in scope and content to the institution’s own coursework.
< In evaluating credit earned by students for transfer, an institution must adhere to the following principles and practices: < A school has established appropriate criteria (in areas such as comparability, applicability,
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source, and age of the previously earned credit; academic preparedness of the student at the time of credit transfer; grade earned for the credit to be transferred; etc.) and applies a systematic, consistent process for determining whether to accept credit earned at other institutions for transfer. < An institution publishes its transfer-of-credit policy in its catalog and clearly communicates the criteria and process for evaluating and accepting credit earned at other institutions for transfer. < The acceptance of credit for transfer is primarily based on the competencies achieved by the student in previously completed coursework and whether the competencies reasonably align with the coursework and the program into which the credit is to be transferred. < Accreditation of the institution or program from which the student is seeking to transfer credits is a consideration for credit transfer decisions; however, the source of accreditation of the institution or program from which the student is seeking to transfer credits is not the sole basis for accepting or denying credit for transfer. < An institution must document in the student record from what institution and on what basis transfer credit was accepted. < At a minimum, 25% of the credits required for non-degree and undergraduate degree programs must be completed at the institution awarding the degree. < The majority of the credits required for a graduate degree program must be completed at the institution awarding the degree.
What other resources are available to assist ACCSCT-accredited institutions? ACCSCT sponsors a number of professional development activities, including the Accreditation Workshop, which is hosted across the United States several times per year, and provides the necessary training and resources to assist institutions as they strive towards a meaningful self-evaluation and on-site evaluation experience. Additionally, ACCSCT sponsors an annual Professional Development Conference which affords the Commission with an opportunity to provide the critical resources and dynamic training activities necessary to support the efforts of ACCSCT-accredited institutions to achieve maximum educational effectiveness. More information on ACCSCT’s professional development activities can be accessed online at www.accsct.org under the Events Section. Additionally, ACCSCT has developed a series of brochures — the ACCSCT Monograph Series — on topics critical to institutional success. These brochures are designed to provide guidance on some of the more technical areas of ACCSCT accreditation and to provide guidance to ACCSCT-accredited institutions in the cycle of continuous performance improvement, self-evaluation, and self-improvement processes and practices. The topics currently in print or under development are:
Full-color PDF versions of the ACCSCT Monograph Series brochures can be downloaded online at www.accsct.org under the Publications section. Finally, ACCSCT’s professional staff is available to provide technical assistance and guidance to our accredited institutions and potential applicants alike. An ACCSCT Staff Listing, with areas of focus and expertise, is available at www.accsct.org under the Contact Us section. Interested parties may also contact ACCSCT at (703)247-4212 to learn more about the accreditation process, as well as other ACCSCT initiatives and activities.
< Self Evaluation Processes and Practices < Institutional Assessment and Improvement
< < < <
Planning/Implementation Faculty Improvement Planning/Implementation Developing and Designing Degree Programs Learning Resource Systems Program Advisory Committees
About ACCSCT
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Additional Resources: Council for Higher Education Accreditation (CHEA) A national advocate and institutional voice for self-regulation of academic quality through accreditation, CHEA is an association of 3,000 degree granting colleges and universities and recognized 60 institutional and programmatic accrediting organizations. www.chea.org Council of Recognized National Accrediting Agencies (CRNAA) CRNAA is an alliance of six (6) accrediting agencies with a national scope whose objectives are to promote and inspire the continuous peer review and assessment of accreditation practices predicated upon ensuring the quality and integrity of postsecondary education and training and to ensure that the purposes and interests of accreditation, accredited institutions, and the students they serve are properly represented and fostered. http://crnaa.org/ National Association of State Administrators and Supervisors of Private Schools (NASASPS) The general purpose of NASASPS is to further the understanding of occupational education programs by the education community, the lay public, concerned agencies, and organizations; to act as a clearing-house for disseminating information; and to implement plans which will result in quality occupational education. http://www.nasasps.com/ U.S. Department of Education The main page for the U.S. Department of Education. http://www.ed.gov/index.jhtml U.S. Department of Education â&#x20AC;&#x201C; Federal Student Aid Source for free information from the U.S. Department of Education on preparing for and funding education beyond high school. http://studentaid.ed.gov/PORTALSWebApp/students/english/index.jsp U.S. Department of Education â&#x20AC;&#x201C; Office of the Ombudsman The Federal Student Aid Ombudsman of the Department of Education helps resolve disputes and solve other problems with federal student loans. http://www.ombudsman.ed.gov/
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Notes:
ACCSCT Accrediting Commission of Career Schools and Colleges of Technology 2101 Wilson Blvd., Suite 302 Arlington, VA 22201 703.247.4212 tel 703.247.4533 fax info@accsct.org www.accsct.org