ACSI Research Fellow Program

Introduction

Accreditation plays a vital role in ensuring quality education in private Christian schools. It is a voluntary process where independent agencies evaluate various aspects of schools, including curricula, faculty, and facilities. This process is essential for maintaining high academic and operational standards, fostering continuous improvement, and attracting families and students. Accreditation not only serves as a signaling device for quality assurance but also affords benchmarked standards for excellence on a broad scale, nationally and, increasingly, globally.

Extant research findings have demonstrated strong correlations between accreditation and student academic achievement, yet there is a lack of research focusing specifically on Christian school achievement outcomes. This blog presents a summary of the findings from recent ACSI research into the relationship between accreditation and student achievement within the context of Christian education. ACSI’s research sought to address two overarching questions:

• What is the impact of accreditation on academic performance?
• How does accreditation drive student success?

Quantitative Analyses and Findings

For the quantitative analyses, we utilized Iowa assessment data from grades 2–8 for math and reading with identifiers for ACSI schools that are accredited. Using regression analyses, we analyzed the effect of school accreditation on Iowa standardized math and reading scores with and without relevant demographic control variables, including school size, urbanicity, students’ socioeconomic status, and schools’ year of operation. Our primary analysis without control variables yielded important results. First, we found that on average, ACSI-accredited schools outperformed non-accredited schools by 9.2% standard deviation (SD) in reading and 10% SD in math. These results are statistically significant at a 99% level of confidence (p<0.01). It is also important to note that students in ACSI-accredited schools on average perform above the mean for both reading and math. Through simple multivariate regression analyses, we controlled for various student and school characteristics and found that students in ACSI-accredited schools outperformed their counterparts in non-ACSI-accredited schools by 8% SD both in reading and math. These results remained statistically significant at 95% confidence levels (p <0.05).

Qualitative Analyses and Findings

Qualitative research through interviews with educators revealed that accreditation fosters a culture of accountability and continuous improvement. Schools that pursue accreditation are more likely to engage in reflective practices, set ambitious goals, and utilize data to enhance teaching and learning. This proactive approach not only benefits academic outcomes but also supports the holistic development of students, aligning with the mission of Christian education.

Through semi-structured interviews, thematic analyses yielded five distinct themes:

Theme 1: The use of the Iowa assessment for Christian schools

Regardless of their school’s accreditation status, all participants mentioned that the Iowa assessment plays a significant role in internal curriculum evaluation, instructional alignment, and data-driven decisions. In addition, while the results of this assessment are not used for some types of accountability relating to teachers, all participants acknowledged that being able to reflect on the students’ performance results from this assessment enabled them not only to make necessary changes to their pedagogy but also to make continuous improvements in their professional development and teaching and learning, which later can be communicated to broader school community members, including parents and staff.

Theme 2: The uniqueness of ACSI accreditation

When we asked the participants to elaborate on ACSI’s accreditation process, all the participants from ACSI-accredited schools mentioned that it is a rigorous and comprehensive process that allows them to align their operational practices with their mission. Most of these participants acknowledge that the uniqueness of ACSI’s accreditation process lies in the fact that it requires schools to not only emphasize the academic rigor aspect but also to integrate their academic standards with a strong biblical worldview that prioritizes students’ spiritual development and the school’s overall continuous improvement and self-evaluation. While this accreditation process is rigorous, the emphasis on the self-evaluation aspect from schools makes it much more bearable. Schools find value not only in the accountability part of the accreditation but also in the affirmation and guidance that ACSI provides throughout the process.

Theme 3: Why ACSI accredited schools outperformed non-accredited ones

In the quantitative part of this research, we have found that, on average, ACSI-accredited schools tend to outperform non-accredited schools in their student performance, and the results differ by grade level and region. While the quantitative part provides us with some meaningful trends about students’ performance, we cannot pinpoint the black box or mechanism that drives these trends. From the interviews, we learned that students in ACSI-accredited schools tend to outperform their counterparts in non-accredited schools on standardized tests like the Iowa assessment because accreditation is a form of healthy accountability for schools to operate under a continuous-improvement mindset in which schools are structured to achieve goals with the resources that they have. This external accountability from the accreditation process not only provides schools with a moment to reflect on how their practices align with their mission but also provides a framework on how to strive for excellence. It is also important to note that while there are many important factors contributing to the success of an accreditation process, undeniably, many participants acknowledge that school resources still play an important role in shaping the success of not only the accreditation process but also schools’ overall success.

Theme 4: Students’ performance across grade levels

When we looked closely at the quantitative trends, we found that, on average, younger students tend to struggle more on this standardized test than older students. We then asked participants to elaborate on possible factors associated with this trend. We found that this performance trend gap across grade levels might be attributed to younger students’ lack of experience in taking standardized testing like the Iowa assessment, underdeveloped skills, and curricula alignment gaps. On the contrary, older students benefit from their familiarity with the test, maturity, and motivation. It is also important to note that these results can vary from one school to another depending on the emphasis on the preparation for standardized testing, student intake, and many other factors.

Theme 5: Regional differences in students’ academic performance

Lastly, we also asked our participants about regional trends that we observe, and many of our participants mentioned that there are a lot of variables involved that shaped these differences, including different state policies, economic ability, school size, and many other factors.

Discussion and Conclusion

ACSI’s most recent research into accreditation and school performance highlights the importance of resources and support systems in driving student performance. Accredited schools often have access to better resources, including qualified teachers and parental involvement, which contribute to improved academic outcomes. However, it is essential to recognize that accreditation alone does not guarantee success; the commitment of school leadership and the engagement of the entire school community are crucial factors in achieving educational excellence.

In conclusion, the relationship between accreditation and student achievement in Christian schools is complex and multifaceted. While accreditation provides a framework for quality assurance and continuous improvement, the collective efforts of educators, administrators, and stakeholders ultimately drive student success. As Christian schools continue to navigate the challenges of education, embracing the accreditation process can serve as a powerful tool for enhancing academic performance in pursuit of schools’ missions to nurture students in a holistic manner.