Lincoln School is a multicultural community in the foothills of the Himalaya that inspires in each student a passion for learning, the confidence and competence to pursue their dreams, and the commitment to serve as a compassionate global citizen and leader, who is a steward of the environment.
An education at Lincoln School is guided by the following foundational core beliefs:
Lincoln School is accredited by two internationally recognized accrediting agencies: the Middle States Association of Colleges and Schools/Commissions on Elementary and Secondary Schools (MSA-CESS), and the Council of International Schools (CIS). Lincoln received its first accreditation from the New England Association of Schools and Colleges (NEASC) in 1989, after undergoing a rigorous process of self-study and on-site review. In subsequent years, Lincoln sought joint accreditation through the European Council of International Schools, the parent organization to the present Council of International Schools and most recently MSA-CESS.
The accreditation process functions on a 10-year cycle. Re-accreditaion requires a major Self-study that includes exhaustive reviews of mission and philosophy, curriculum, program, governance, staffing, facilities, safety, and finance. The Self-Study is followed by a week-long, on-site visit by a team of international educators. The Self-Study and Team Visit process requires a period of eighteen months, or more, for completion.
In June 2009, Lincoln School was awarded joint CIS/NEASC accreditation, for a period of ten years. Lincoln has just successfully completed its five-year mid-term review, and will commence preparation for the next re-accreditation in 2017.
MSA’s Commissions of Elementary and Secondary Schools
The Commissions on Elementary and Secondary Schools accredit early-childhood through post-secondary, non-degree granting public, private, faith-based educational institutions including special purpose schools, supplementary education centers, learning services providers, and distance education institutions.
Historically, MSA-CESS has operated in the mid-Atlantic region (Delaware, Maryland, New Jersey, New York, Pennsylvania, and the District of Columbia); with its cooperative partners, it has expanded its scope to include schools and institutions seeking accreditation throughout the United States. The Commissions also award accreditation to member institutions in more than 85 countries around the world.
The Commissions on Elementary and Secondary Schools are affiliated with the United States State Department’s Office of Overseas Schools and provide accreditation services to American and international style schools attended by members of the U.S. foreign service and U. S. citizens working for non-government agencies and multi-national corporations. The Commission on Secondary Schools is also recognized by the U.S. Department of Education as a gatekeeper for eligibility for Title IV funding for post secondary non-degree granting institutions and distance education.
The Commissions on Elementary and Secondary Schools are founding members of the International Alliance of Accrediting Associations which includes the major regional, national and international accrediting agencies.
The Council of International Schools (CIS)
In July 2003 the Council of International Schools (CIS) took over responsibility for the Accreditation Service which the European Council of International Schools (founded in 1965) had been offering to schools since 1970. CIS is an independent, non-profit, membership organization of approximately 620 international schools in approximately 110 countries throughout the world. It serves the interests of some 340,000 young people, a constituency which represents many nationalities with varied cultural, religious, and linguistic backgrounds. CIS also includes universities and colleges to which students from international schools apply.
Presently over 260 CIS member schools have been granted accredited status following a directed comprehensive self-study and a rigorous, thorough evaluation by a Visiting Team, which found them to meet the CIS Standards for Accreditation. Accredited schools are subject to regular monitoring through routine progress reports and visits, and they must undergo a full re-evaluation every ten years. CIS accreditation is accepted throughout the world, including in the USA through the recognition program of the National Association of Independent Schools (NAIS).
The school evaluation program consists of three main stages: the self-study conducted by the professional staff and other members of the school community, the evaluation by the visiting team, and the follow-up program carried out by the school under CIS monitoring to implement the findings of the self-study and the valid recommendations of the visiting team.
CIS recognizes that schools which are different may be equally good. The fundamental premise of the accreditation program is that an educational institution must be evaluated in terms of the CIS Standards for Accreditation and the degree to which the school is putting its own Philosophy and Objectives into practice. The school’s Philosophy and Objectives statement is therefore a vital document, and it should express the principles which guide the governing body, school management and professional staff in their efforts to meet the needs of the students enrolled. The visiting team’s observations on the school’s philosophy are found in Section A of this evaluation report.
As the responsible body for matters of evaluation and accreditation, the CIS Board of Trustees charges visiting teams with the responsibility of assessing the degree to which evaluated schools are putting their own Philosophy and Objectives into practice and the extent to which they are meeting the published Standards for Accreditation.