About Us


Specializing in Online Schools
DEALC offers accreditation to online schools throughout the nation and governed by a board of commissioners on the secondary school level.
An Emphasis on Quality
Quality is emphasized instead of quantity. After accreditation has been earned by an online school, the institution is challenged to focus on continuous improvement outcomes and DEALC conducts periodic quality assurance checks on institutions by requiring those institutions to file self-study reports twice a year. The process is designed to fit the required criteria of online high school programs and testing procedures. DEALC actively seeks local and international members to build a strong global education network that shares best practices and access to research partnerships, cultural enrichment and exchange programs for all institutions seeking DEALC accreditation.

History

The Distance Education and Adult Learning Council (hereinafter referred to as DEALC). DEALC came into existence in 1967, a nationally accrediting association that serves secondary online learning institutions across the United States of America and abroad internationally. The council is composed of a 20 member governing board that makes up the decision making body for all accreditation actions.

Throughout its rich tradition and history, DEALC has been recognized by the U.S. Secretary of Education as a reliable authority on the delivery and quality of education offered by those secondary learning institutions it has accredited. The scope of recognition is as a national institutional accrediting agency for the accreditation of secondary

Core Values
Since the beginning the delegates at DEALC’s annual meeting adopted the core values that provide the foundation for the DEALC’s mission, goals, and objectives.
. Trustworthiness – denotes honesty, integrity, and reliability. . Transparency – implies openness, communication, and clear visibility. . Accountability – implies being answerable and liable. . Commitment - requires dedication of institutions, volunteers, Commissioners and staff. . Flexibility – the ability to adapt to both internal and external market changes while maintaining core values. . Planning – a blueprint for expectations for the future of online secondary education delivery. . Sharing – making cooperative use of resources and best practices.

Mission

As articulated by its membership, the mission of the DEALC is “assuring quality and integrity in secondary education.” The goals that represent the significant values and purposes to which DEALC is dedicated are listed in the following manner:

  • To offer public assurance that accredited educational institutions provides quality online instruction in secondary education that facilitates learning by students and meeting the needs of the labor and post-secondary education market.
  • To provide guidance to online institutions for the continual improvement of their educational offerings and related activities.
  • To promote high ethical and educational standards for secondary online education.
  • To enhance public understanding of online secondary education providers and of the value of the education and the credentials offered by these providers to students.
  • To ensure that the accreditation process validates the achievement of learning and program objectives.
 

These goals embrace a commitment to integrity and credibility that are intended to result in accreditation by DEALC being viewed as a nationally-honored seal of excellence for occupational online secondary educational institutions. Through its accreditation process, DEALC will focus on the following:

  • validation of general education skills;
  • certification of skills for local, state, regional, and national application;
  • portability of skill credentials;
  • improving the lives of graduates in jobs that require a standard high school diploma or continuing education opportunities for graduates that need a standard high school diploma to further their education;
 

The mission and goals of DEALC provide the framework from which the objectives of COE as an accrediting agency are derived. These objectives are listed in the following manner:

  • To foster excellence in the field of secondary education by establishing standards and guidelines for evaluating institutional effectiveness.
  • To encourage online institutions to view self-assessment and evaluation as a continuous quality improvement process.
  • To provide counsel and assistance to established and developing institutions, disseminating information between and among institutions that will stimulate improvement of online secondary educational programs and related activities.
  • To ensure that the standards, policies, and procedures developed demonstrate recognition of and respect for the diversity of institutional missions.
  • To ensure that the standards, policies, and procedures developed advance quality, creativity, cooperation, and performance.
  • To require, as an integral part of the accrediting process, an institutional self-assessment that is analytical and evaluative and an on-site review by a visiting team of peers.
  • To ensure that the processes of evaluation, policy-making, decision-making, and public participation accommodate the interests of the constituencies affected by the accrediting agency.
  • To publish and otherwise make publicly available the (a) names of candidate and accredited institutions, (b) names and affiliations of members of its policy and decision-making bodies, and (c) names of its principal administrative personnel.