National Association of
Correctional Education Standards
and Accreditation (NACESA)

Quality Standards for Second Chance Pell Programs (SCP)

Adopted by NACESA Executive Board: May 2, 2021

NACESA National Office

303 W Burleson St

Marshall, Tx 75670

Phone: (903) 472-2762

Fax: (903) 471-8675

Web: www.nacesa.org
Email: tandrus@tracyandrusconsulting.org
info@tracyandrusconsulting.org

Introduction 

These quality standards acknowledge the accreditation process conducted by the National Association of Correctional Education Standards and Accreditation. It is the intent of NACESA through the quality standards set forth in this document to supplement the regional accreditation process by providing guidance for the internal and external evaluation of second chance Pell programs.

Throughout these quality standards, ‘program’ refers to SCP academic of vocational programs. Following each section of standards is a list of selected indicators that an institution could use to demonstrate that it meets the standard. The bracket at the end of each indicator denotes the standard(s) it addresses. Institutions may also include evidence of adherence to a given standard through other relevant indicators not listed in this document.

Programs that provide evidence in support of at least 85% of these standards will be deemed to “meet” the Academic Quality Standards. Those that provide evidence in support of at least 95% of these standards will be deemed to “exceed” the Academic Quality Standards. Programs that meet or exceed these standards will receive the NACESA designation of quality as a “NACESA- Endorsed” program.

Quality Standards for the Second Chance Pell Programs

Section A: Program Mission and History

Standards:

A.1      The program has a stated mission and set of purposes derived from and consistent with the overall mission and purposes of the institution of higher education.

Recommended Indicators:

I-A.a. Statement of program mission and purposes [A.1]

I-A.b. Statement of institutional mission and purposes [A.1]

I-A.c. Statement demonstrating how program mission and purpose derived from and is consistent with institution’s mission and purpose [A.1]

 Section B: Program Structure and Curriculum

B.1             The program clearly specifies and publishes program goals, objectives, and requirements. The institution’s mission and purposes are reflected in the specific educational objectives of the program. Requirements for the program are based upon clearly defined and articulated learning objectives, including a mastery of the knowledge, methods of inquiry, and intellectual skills.

B.2             The program design is characterized by sufficient content, breadth, depth, coherence, and rigor appropriate to its higher education level. Individual courses and programs are dynamic and responsive to new developments in the field and modes of inquiry.

B.3             The program and courses provide an opportunity for reflection and for analysis of the subject matter. Programs and courses offered on other than the usual semester/quarter hour basis, through distance learning modalities (online, hybrid, video-conferencing, or other means) or through different divisions of the institution (e.g., day division, evening division, continuing education division) demonstrate that students completing these programs or courses acquire levels of knowledge, understanding, and competencies comparable to those expected in similar programs offered in more traditional time periods and modalities.

B.4             The methods of evaluation of student performance are appropriate and consistent with established institutional and academic standards and are comparable to other programs throughout the institution.

Recommended Indicators: 

I-B.a. Statement of program goals and objectives, including those for concentrations and options [B.1]

I-B.b. Statement of all places where program goals and objectives are published including page numbers, if applicable, and copies of relevant pages of these publications [B.1]

I-B.c. Indication that the institution’s mission and purposes are reflected in the specific educational objectives of the program [B.1]

I-B.d. Expected learning outcomes for each course [B.1]

I-B.e. Demonstration that students’ mastery of the program’s stated learning objectives and outcomes are formally and systematically assessed prior to completion of the program with documentation of methods and measures utilized [B.1]

I-B.h. Statement regarding method used to ensure programs and courses are dynamic and responsive to new developments in the field and new modes of inquiry [B.2]

I-B.i.    Outline of curriculum, including required courses and number of semester/quarter hours in, cognate areas, and elective courses [B2.]

I-B.j.    Course syllabi and copies of final exams, if applicable, for each course [B.2; B.3; B.4]

I-B.k. Comprehensive evaluation or capstone experience [B.3]

I-B.l.    Evidence, when applicable, that students taught on other than the usual semester/quarter hour basis, through distance learning modalities (i.e., online), or through different divisions of the institution acquire levels of knowledge, understanding, and competencies comparable to those expected in similar programs offered in more traditional time periods and modalities [B.3]

I-B.m. Statement of methods used to evaluate student performance. Evidence that methods of evaluating student performance are comparable to other programs throughout the institution and that the methods are appropriate and consistent with institutional and academic standards [B.4]

Section C: Faculty

Standards:

C.1             Faculty credentials, number, diversity of educational and professional experience, time commitment and performance are sufficient to accomplish the program’s mission and objectives. Faculty specializations and status (full-time, part-time, emeritus, or other faculty holding a terminal degree in her or his discipline) are considered in recruitment and hiring decisions.

C.2             Faculty holding terminal degrees or highly qualified practitioners in the field are actively sought. Institutions do not have undue dependence on faculty who are graduates of their own programs.

C.3             The institution employs an open and orderly process for recruiting and appointing faculty. SCP program faculty members direct the search process for new program faculty members.

C.4             All faculty in associate degree program must possess a minimum of a master’s degree in SCP or 18 graduate degree hours in the discipline they teach or must be certification credentials if teaching in the SCP.

C.5             Faculty categories (e.g., full-time, part-time, adjunct) are clearly defined, as is the role of each category in fulfilling both the programs and the institution’s mission and purposes. Orientation, oversight, evaluation, and professional development opportunities are provided for all faculty, including part-time and adjunct faculty.

C.6             Faculty members are demonstrably effective in carrying out their assigned responsibilities. The institution employs effective procedures for the regular evaluation of faculty appointments, performance, and retention.

Recommended Indicators: 

I-C.a. Faculty vitae or Faculty Profile Form, including recent professional contributions [C.1; C.2; C.4; C.5; C.6]

I-C.b. Documentation of faculty recruitment efforts (newspaper advertisements, professional journal announcements, etc.) [C.1; C.2; C.5]

I-C.c. Description of process for recruiting and appointing SCP faculty including all personnel involved at each step [C.3]

I-C.d. Table of all faculty currently teaching in the program by full- and part- time status. Indicate the course number, and name of courses taught by semester or quarter for the past two years. For each course, indicate the time, day, credit hour, location and whether the course is undergraduate level. Also indicate whether the course fulfills day, evening, or off-campus program requirements, if applicable [C.4]

I-C.e. Indication that the number of Full Time Enrolled students and majors complies with the standards of that region’s institutional accrediting body, provide the standards and formula [C.6]

I-C.f.    Teaching load for all faculty.

I-C.g. Vitae of graduate teaching assistants, if applicable.

I-C.h. Description of selection, training, supervision and evaluation of graduate teaching assistants, if applicable.

Section D: Admission and Articulation Standard

D.1             The institution specifies and publishes requirements for admission into, continuation in, termination from, or re-admission to its SCP program(s), which are compatible with its educational purposes. Graduation requirements are clearly stated in appropriate publications and websites and are consistently applied in the process for awarding degrees. Degrees awarded accurately reflect student attainments.

D.2        No credit toward graduation is awarded for pre-collegiate level or remedial

work designed to prepare the student for collegiate study.

D.3      The institution awards degrees only to those students who have earned at least 50 percent of the credit hours in the SCP program through instruction offered by that institution.

Recommended Indicators:

I-D.a. College Catalog [D.1; D.2; D.3]

I-D.b. Admission requirements and policies for the program and for the institution as a whole [D.1]

I-D.c. Statement of all places where program admission requirements and policies are published and copies of relevant pages of such publication(s) [D.1]

I-D.d. Enrollment and retention reports [D.1]

I-D.e. Transcripts of current students and recent graduates [D.1; D.2]

I-D.h. Signed articulation agreements [D.3]

 Section E: Resources

E.1             The program has sufficient suitable and safe facilities (including classrooms, laboratories, and offices), equipment and services (e.g., computing technology and support), and administrative and budgetary resources to meet program objectives and the needs of faculty and students across all modes of program delivery (i.e., on campus, hybrid, and online).

E.2             Faculty and students have access to library and information resources, services, facilities, and staff sufficient to support the teaching and learning environment, research, and service mission of the program.

E.3.     Faculty and students have access to information technology infrastructure, resources, and services to provide a reliable, secure, and robust environment conducive for teaching, learning, and research.

E.4      A program’s resources must be in compliance with the standards of that region’s institutional accrediting body.

I-E.a. List a description of available classrooms, offices, and labs assigned or otherwise available for Second Chance Pell Program[E.1]

I-E.b. Measure of compliance with ADA accessibility for physical facilities [E.1]

I-E.c. Description of available administrative support for the program [E.1]

I-E.d. Budget for SCP program(s) for past two years [E.1]

I-E.e. The library has the infrastructure to collect, organize, provide access, and preserve collections needed by faculty and students [E.2]

I-E.f. Library facilities are adequate to foster a safe and secure physical environment conducive to study and research [E.2]

I-E.g. The library develops resource guides to provide guidance and multiple points of entry to information [E.2]

I-E.h. Provide evidence of progress in information fluency skills, ideally through pre and post-assessment [E.2]

I-E.i. Number (and percentage) of SCP courses in which librarians are embedded within learning management system courses [E.2]

I-E.j. Library personnel have education and experience sufficient to their positions and the needs of the organization. Vitae of librarians [E.2]

I-E.k. Assessment results of use of library and information resources and facilities by SCP students and faculty with evidence collected in ways most appropriate for each institution [E.2]

I-E.l. Description and location of technical support services, knowledge base, and trainings to support learning management system, software, and technical assistance if used. [E.3]

I-E.m. Acceptable Use Policy (faculty and students, on campus and remote) [E.3]

I-E.n. Data management and protection policy [E.3]

I-E.o. Indication that the program’s resources comply with the standards of that region’s institutional accrediting body (e.g., Middle States Association); provide the standards and formula [E.4]

 Section G: Integrity

G.1             The program presents itself to students and other members of the interested public by providing information that is clear, complete, and accurate.

G.2             Appropriate publications (print or electronic) that contains the Second Chance Pell program’s mission, objectives, and expected educational outcomes; requirements and procedures and policies related to admissions and the transfer of credit; student fees, charges and refund policies; rules and regulations for student conduct; other items related to attending or withdrawing from the program; courses currently offered; academic policies, procedures and requirements for the SCP program or other relevant forms of academic recognition.

G.3             The program’s relevant website and printed materials include a list of all current faculty, indicating departmental or program affiliation/status (for example, full or part-time, graduate faculty, emeritus) and showing degrees held and the institutions granting them.

G.4             The Second Chance Pell program clearly indicates whether any offerings, courses, services, or personnel are not available during a given academic year. It does not list as current any courses not taught for two consecutive years, which will not be taught during the third consecutive year.

G.5             The Second Chance Pell program has readily available valid documentation for any statements and promises regarding such matters as program excellence, learning outcomes, success in placement, and achievements of graduates or faculty.

Recommended Indicators:

I-G.a. Evidence of high ethical standards in management of the program and in dealings with students, faculty, staff, external agencies and organizations, and the general public [G.1]

I-G.b. Grievance/complaints and appeals procedures [G.1] I-G.c. Program copy of the Code of Ethics [G.1]

I-G.d. Evidence of compliance and congruence with NACESA [G.1]

I-G.e. College catalog [G.2; G.3; G.4; G.5]

I-G.f. Program publications, including brochures, posters, and web pages [G.2; G.3; G.4; G.5]

I-G.g. List of courses taught for previous two years [G.5]

I-G.h. List of courses not taught in previous two years [G.5]

I-G.i.    Documentation for statements regarding program excellence, learning outcomes, success in placement, etc.

Section H: Program Quality and Effectiveness

Standards:

H.1 The program undergoes systematic evaluation of all program components and uses the results for program improvement.

H.2 The program demonstrates that its graduates have acquired the knowledge and developed the skills that are identified as the program’s objectives and student learning outcomes.

H.3 The program demonstrates that students completing courses in non-traditional time periods and modalities (e.g., online or hybrid), in different divisions, and at satellite or branch campuses acquire levels of knowledge, understanding, and competencies comparable to those expected in similar programs offered in more traditional time periods, modalities and locations.

H.4 The institution periodically reviews the program under established, clearly defined institutional policies and uses the results to improve student learning and program effectiveness. The review includes an assessment of effectiveness, currency, and continued need.

Recommended Indicators: 

I-H.a. Documented program assessment plan [H.1]

I-H.b. Indication of where program objectives are taught in curriculum, how learning outcomes are measured prior to graduation, and the results of such assessment [H.2]

I-H.c. Evidence demonstrating that the program is achieving its mission, goals, objectives and outcomes [H.2]

I-H.d. Results of program evaluation including graduate satisfaction with program, student satisfaction with advising, employer satisfaction with graduates; retention and graduation rates; placement rates [H.2]

I-H.e. Analysis of student evaluations of teaching [H.3]

I-H.f. Evidence that students completing courses in non-traditional time periods and modalities (e.g., online and hybrid), in different divisions, and at satellite or branch campuses acquire levels of knowledge, understanding, and competencies comparable to those expected in similar programs offered in more traditional time periods, modalities and locations [H.3]

I-H.g. Reports from institution’s program reviews, indicating cycle of reviews, findings, and related program improvements [H.4] Other Supporting Material:

I-H.h. Institution’s policy on academic program review [H.4]

I-H.i. Institution’s program assessment policy [H.4]

Section I: Branch Campuses, Additional Locations, and Other Instructional Sites and Modalities

In addition to Standards A-H above, Standards I.1-I.4 are applicable to courses and programs offered in any off-campus formats, including those offered online.

Standards:

I.1 Second Chance Pell Program courses and programs offered at branch campuses, additional locations, online/hybrid format, and other instructional sites must meet the standards and educational objectives of the home institution. Such activities are integral parts of the institution and maintain the same academic standards as courses and programs offered on-campus or in more traditional formats.

I.2 Students have ready access to appropriate learning resources, including adequate technical support as part of any distance education (e.g., online) course delivery.  Sufficient library and information resources and services are readily accessible to students wherever the program is located or however it is delivered, and sufficient and appropriate orientation and training are provided for their use. The facilities foster an atmosphere conducive to inquiry, study, and learning among program students, faculty, and staff.

I.3 The institution maintains direct and sole responsibility for the academic quality of all aspects of the program. On-campus faculty has a substantive role in the design and implementation of off-campus and/or online programs. 

I.4 If there are programs available to students via distance technology (e.g., online) or other means, such as off-site instruction is conducted in a manner that maximizes student-faculty interactions and ensures quality. Standards for all programs (residential, non-residential, face-to-face, and distance education/online) should be comparable.

Recommended Indicators: 

I-I.a. Description of all instructional sites where SCP courses are taught [I.1]

I-I.b. Table of all faculty currently teaching in the SCP program by full and part-time status and by site where, or modality through which courses are taught.  Indicate the course number, and name of courses taught by semester or quarter for the past two years. For each course, indicate the time, day, credit hour, and whether the course is at the vocational or academic level.  Also indicate whether the course fulfills day or evening program  requirements, if applicable, and whether distance technology is used [I.1; I.4]

I-I.c. Evidence that courses and programs at off-campus sites/online meet the standards and educational objectives of the home institution [I.1]

I-I.d. Program enrollment data by instructional site/modality [I.1]

I-I.e. Summary of academic support services and learning resources available at each location or by each modality (e.g., on-campus vs. online) [I.2]

I-I.f. Description of facilities available at each physical location or to students learning online [I.2]

I-I.g. Description of who designs, maintains, and directs each off-campus instructional and/or online program [I.3]

I-I.h. Organizational charts [I.3]

I-I.i.  Access to disability services for distance and remote students [I.4]

I-I.j.  Evidence that off-site/online instruction maximizes student-faculty interactions and is high quality [I.4]