EDUCATION DEPARTMENT / THE UNIVERSITY
OF THE STATE OF NEW YORK / ALBANY, NY 12234
Higher Education and Professional Practice Committee
Regents Accreditation of Teacher Education
Recommendation of Accreditation Action: Boricua College
January 23, 2007
Goals 1, 2,
Issue for Decision
Boricua College has applied for Regents accreditation of its
teacher education programs. Should
the Board of Regents accredit these programs?
Required by State regulation.
will come before the Higher Education and Professional Practice Committee at its
February 2007 meeting, where it will be voted on and action taken. It will then come before the full Board
at its February 2007 meeting for final action.
The Board of Regents adopted a new teaching
policy, "Teaching to Higher Standards:
York's Commitment," in 1998. As a result of that policy, in 1999 the
Board adopted section 52.21(b)(2)(iv)(c)(1) of the Commissioner’s Regulations,
which requires New
teacher education programs to become accredited by an acceptable accrediting
Boricua College offers
a single Bachelor of Science (B.S.) program in Childhood Education leading to
childhood 1-6 certification, with bilingual extension certification as an
option. The College has applied
for accreditation of its teacher education program by Regents Accreditation of
Teacher Education (RATE).
Boricua College is an independent institution offering teacher
education programs at the Manhattan Campus and the Brooklyn location. The College was chartered in 1975 and
its charter was made absolute in 1981. The College is authorized to confer the
degrees of Associate in Arts (A.A.), Associate in Science (A.S.), Associate in
Applied Science (A.A.S.), and Associate in Occupational Studies (A.O.S.). In
1979 the College was authorized to confer the degree of Bachelor of Science
(B.S.) in Human Services, Business Administration, and Elementary Education. In
1981 the college offered its first B.A. programs in Inter-American Studies and
general Liberal Arts and Sciences, and in 1996 it was authorized to award the
Master of Arts (M.A.) in Latin American and Caribbean Studies and the Master of
Science (M.S.) in the field of Human Services.
Given Boricua College’s mission and goals to positively
impact the higher education preparation of Latinos, the delivery of instruction
is structured and designed to meet the academic and cultural needs of its
students through “the five ways of learning,” which include individualized
instruction that consists of one-on-one faculty/student academic activities and
intellectual discourse similar to the British tutorial system.
The Boricua College student body is predominantly
Latino, 79.7 percent in 2004. At
the time of the visit, the College had 62 full-time faculty members, 90 percent
Hispanic with bilingual competency, and a faculty-student ratio of 1:15.
Accreditation Review Process
The RATE review process at Boricua consisted of the
- College prepared its Self
- RATE team conducted the site visit;
- College responded to the site visit team's
- The Higher Education Subcommittee of the
State Professional Standards and Practices Board for Teaching (PSPB) reviewed
the site visit team report, the College's response, the Department's
preliminary recommendation, and additional materials submitted before the
subcommittee’s meeting and recommended accreditation for three years with
- The Deputy Commissioner reviewed all
materials and concurred with the PSPB's recommendation.
RATE team visited the College from
November 13-16, 2005, as part of the accreditation review process. The team
reviewed documents; visited classrooms; inspected facilities and resources; and
interviewed administrators, department chairs and faculty, candidates and
graduates, principals, and cooperating teachers. In the draft Compliance Review Report, the
team identified a number of strengths:
- Boricua’s academic programs are developed
within the framework of a humanistic, holistic philosophy that views students
as total persons whose perceptions, motivations, dreams and culture are the
forces that shape their behavior. The curriculum is focused on understanding
and finding solutions to problems facing Latinos and other Americans seeking
to prepare for effective leadership in their communities.
- The majority
of Childhood Education coursework is taught by full-time faculty who exemplify
commitment and caring for the academic and personal development of teacher
candidates. School principals speak highly of these candidates.
- The College
achieved a 100 percent pass rate on both the ATS-W and LAST in 2003-2004.
identified 28 areas for improvement across the nine RATE standards. The team rated Standard 3c, Faculty;
Standard 3d, Curriculum; and Standard 4, Teaching Effectiveness of Graduates as
Not Met. Key
Areas for Improvement include:
formal student teaching placement agreements exist between the Education
Program and local schools/school districts, the agreements lack specific goals
and objectives to be achieved, including timelines, processes, and procedures
for each student teacher assessment data set.
- The College is providing a service for an
underserved population of nontraditional minority students, and the faculty is
dedicated and committed to the mission and purpose of the institution.
However, the lack of formal process, which is ubiquitous throughout the
institution, is hindering the documentation of the success of its graduates,
the achievement of institutional goals, and the institution as a
- The institution does not have a formal
process for evaluating teaching effectiveness of its graduates, including
collecting work of students taught by graduates of the Childhood Education
including the co-chairs, are highly committed to candidates and teaching, but
they are over extended and have limited time and resources for scholarly
issues include the lack of currency of bilingual extension syllabi
bibliographies; credit hour related to instruction time; field placements in
non-high-need schools; and limited library collections to support the
the November 16,
2006 meeting of the Higher Education Subcommittee of the PSPB, the
Subcommittee considered Boricua College’s application for Regents
accreditation of its teacher education program. The Subcommittee noted the
substantive progress made based on the review of documentation submitted in the
9, 2006 response. The
Subcommittee's primary concern was the need to verify, through a compliance work
plan and a focused visit, that the actions/plans addressing areas for
improvement identified by the RATE
team are evident. The Subcommittee voted to accredit the program offered at
College for three years
under the conditions that the institution undergo a focused site visit in 2007
and that the College submit a compliance work plan within 60 days of Regents
action to accredit the institution. The actions described in the work plan
must produce full compliance within the three-year term of accreditation and
address each area for improvement.
It is recommended that the Regents accredit
for three years the Childhood Education Program offered by Boricua College with the following conditions:
- Submission of
a compliance work plan within 60 days of the Regents action to link to the
actions/plans addressing all areas for improvement identified by the
RATE team, which was presented in
the College’s September 19, 2006 and November 9, 2006 responses.
focused site-visit to be conducted in 2007 to verify the evidence presented in
the College’s responses.
will be effective February 13, 2007, for a period beginning immediately and
ending on February