East Haven High School is accredited by the New England Association of Schools and Colleges (NEASC), a non-governmental, nationally recognized organization whose affiliated institutions include elementary schools through collegiate institutions offering post-graduate instruction.

     Accreditation of an institution by NEASC indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a peer group review process. An accredited school or college is one which has available the necessary resources to achieve its stated purpose through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed through accreditation.

     In September of 2011, East Haven High School had its decennial visit. As a result of this thorough review of our programs and practices, the committee submitted a report of findings which outlined commendations and recommendations. Below please find the commendations, as outlined in the NEASC report. For the full report, please click here.

NEASC Commendations


Core Values, Beliefs, and Learning Expectations


1.       The commitment of the school community to a dynamic and inclusive process for reviewing, implementing, and promoting the school’s mission and core values and beliefs about learning

2.     The development, implementation, revision, and consistent use of analytic school-wide rubrics for the academic learning expectations within and across all content areas

3.     The school-wide focus on moving students toward the exemplary level as the targeted high level of acceptable student performance

4.     The breadth of curricular offerings beyond the “core” that supports the school’s efforts to engage all students in their education

5.     The wide variety of clubs and activities that enable students to practice and achieve the school’s academic, civic, and social expectations for learning

6.     The high level of articulation and ownership of the school’s core values, beliefs, and expectations demonstrated by students and staff members



1.     The purposefully designed curriculum that provides a strong foundation for teachers to design instruction that enables students to practice and achieve the school’s 21st century learning expectations

2.     The extension of the responsibility of the high school’s instructional leaders’ position to grades 6-12, ensuring a strong vertical articulation of curriculum between the sending schools and the high school

3.     The time provided specifically for faculty members’ data analysis and curriculum review and revision

4.     The variety of course offerings that enables students to explore new ideas and concepts



1.      The positive, welcoming behavior of teachers toward students in all classes, providing a safe, supportive environment in which students can learn

2.     The myriad of opportunities for students to engage in student-directed inquiry and research

3.     The plethora of authentic learning opportunities within the classroom

4.     The commitment of time and resources to provide support for students outside of the regular classroom

   Assessment of and for Student Learning


1.     The use of school-wide rubrics in all courses that address 21st century learning expectations and that are pervasive in the culture of the school

2.     The use of exemplars that inform students about expectations and provide them with realistic targets for achievement

3.     The emphasis in grade 9 on the importance of the rubrics, their use, and their meaning that helps set up students for success as they progress through the grades

4.     The use of common assessments and academic expectations assessments (AEAs) as a method of insuring consistent curriculum delivery and for assessing student mastery of content area skills

5.     The positive and collaborative nature of the relationships between teachers and instructional leaders which leads to continuous use of data to revise curriculum and improve instruction

     School Culture and Leadership


1.      The school culture which fosters a collaborative spirit among students and teachers and creates a shared ownership in the school and high expectations for civic and social responsibility

2.     The commitment to providing time for teachers to collaborate through early release, professional development days, and regularly scheduled after school meeting time

3.     The professional culture that values professional discourse and is dedicated to reflection, inquiry, and analysis of teaching and learning

4.     The dynamic leadership by the principal and other building leaders who provide instructional leadership that is rooted in the school’s core values, beliefs, and learning expectations

5.     The creative use of learning walks and walkthroughs as a means of supervision that ensures that teachers implement instructional strategies that are presented during professional development sessions

6.     The commitment of the school to continuous review and refinement of its advisory program

     School Resources for Learning


1.      The commitment of time, resources, and personnel to improve counseling services in support of student learning

2.     The wide range of support for students with significant learning needs

3.     The efforts of the library media specialist in seeking out resources to improve library services for the benefit of students and staff members

      Community Resources for Learning


1.       The well-maintained, clean, and spacious facility that creates a sense of pride and ownership as well as an environment conducive to learning

2.     The dedication and commitment of teachers, administrators, and support staff members to reach out to all parents in the community

3.     The wide variety of community, business, and higher education partnerships that support student learning