Laurel Springs Accreditation

During any accreditation process, it is important to verify that you can accomplish your goals as set out in your goals and mission statement. Self-studies allow us to assess if we are fulfilling our mandate, to analyze what our students are learning, and how to measure the results of that learning. We are looking at our strengths, but it is equally important for us to identify our weaknesses and to determine how to correct them.

- Marilyn Mosley, Director of Laurel Springs School 
 

Process
At Laurel Springs School, we believe children benefit most from an educational process that respects an individual approach to learning. By participating in the accreditation processes, Laurel Springs has received valuable feedback about the effectiveness of our program in helping our students to engage meaningfully in the world around them. These accreditation processes have enabled us to identify areas for growth, formulate action plans to address those areas for growth, and develop specific objectives, called Learning Goals, that will help us realize our educational mission of providing innovative educational programs that stimulate children’s natural curiosity and innate love of learning.

Accreditation is an ongoing process of self-study, goal-setting, and evaluation. Once candidacy status has been granted, schools have a designated period of time to engage in a thorough self-study. During the self-study phase of the accrediting process, the school compiles data about its program from all members of its community, including students, parents, and teachers. The information from school stakeholders is compiled in a self-study report. A visiting committee composed of peer educators comes to the school to evaluate all aspects of the program and ensure that the school is meeting accreditation guidelines. Of foremost importance to accrediting committees is the school’s ability to articulate and implement an educational mission that demonstrably benefits the school’s students.
 

Standards
A school’s accreditation indicates that its curricula and teachers are meeting standards of education consistent with those in peer schools. Some colleges and universities, especially public university systems with large campuses, regard accreditation as a measure of that consistency. Others put more emphasis on individual accomplishment and excitement for learning, or grades and Scholastic Aptitude Test (SAT) scores.

Graduates of Laurel Springs School’s seven senior classes have already shown considerable success. Laurel Springs students’ SAT scores are averaging between 15 to 30 percent higher than the national average. Laurel Springs graduates have been accepted by the University of California, Rutgers, Bennington, Arizona State, Scripps, Humboldt, Sarah Lawrence, American University of Paris, Dickenson, Pepperdine, Cal Arts and the American Academy of Dramatic Arts. Many of our students have received scholarships and awards for academics, artistic ability, athletics, and overall achievement.
 

Status
Laurel Springs has been granted accreditation with WASC (Western Association of Schools and Colleges). Accreditation is a continuing cycle of self-study for school improvement. The entire community is invited to participate as we take a close look at how our students are learning. For more information, tell any Enrollment Advisor or teacher that you're interested in being a part of the Focus on Learning self-study.

Verifying the quality of a Laurel Springs education, accreditation status will enable our students to achieve their educational and personal goals. Transcripts from schools by accrediting organizations are accepted at colleges and universities worldwide. Thus, accreditation helps college-bound, NCAA, and transferring students receive credit for course requirements completed at Laurel Springs School.