• Annual Report Package Forms >

    In order to maintain accredited status, all accredited programs and institutions are required to submit an Annual Report package to CEA.  If you have any questions about the package or have any trouble accessing the documents, please contact AnnualReport@cea-accredit.org.

    1. 2018 Annual Review Form *corrected*

    2. 2018 Financial Report Instructions & Online Submission Form

    3. 2018 Sustaining Fees Instructions & Online Invoice Generator Form

    2018 Sustaining Fees Worksheet_WORD version

    2018 Sustaining Fees Worksheet_EXCEL version


    Link to stream the webinar recording

    PDF version of the slide deck with notes

    PDF of Q&A text file


    Follow-up Annual Report package Q&A webinars - January 17, 2018 12:00 PM Eastern Time (US and Canada) and February 5, 2018 12:00 PM Eastern Time (US and Canada)

  • Annual Review Samples Portfolio >

    From among the 2016 annual reports, we identified 7 responses to section 3 of the annual review form (faculty, student, and pass/fail data) to provide examples of the ways our diverse accredited programs and institutions successfully provide this information and perhaps to serve as a source of ideas.

    There are three categories of reports – typical reports but with some interesting features, reports from schools with rolling enrollments, and somewhat unusual yet interesting reports. These reports are not posted as models to emulate and in some cases, the practices described in reports may be hard to understand without access to the site’s self-study reports; however, all reports have been accepted by CEA, though in some cases additional information and documentation were requested by CEA staff and not included in the posted samples.

    Some of the responses have been edited for clarity and relevance; program names, locations, and other identifying features have been redacted.

    We hope these examples will prove useful as accredited sites complete their own annual reports. Also, we thank the sites which permitted us to post their de-identified reports in order to benefit others.

    Sample 1 - This report is from a university-based program and is fairly representative of the majority of our accredited sites in terms of the length of report, data collection practices, concise and focused analysis, and follow-up actions.

    Sample 2 - This report is from a large university-based program. The report includes an overview of the program structure and progression policies, pass rates, progression rates, identification and detailed analysis of problematic trends, and follow up actions. While a report of this length is not typical, the analysis it provides is interesting and appropriate for a program such as this.

    Sample 3 - This report is from an independent institution with a small student population. Despite running very small classes (1-4 students per class), the institution has provided a detailed analysis of the data and follow up actions. The report demonstrates that the site has in place a solid system for data collection and analysis and is prepared to carry out data-driven program planning and review.

    Sample 4 - This report is from a large independent institution with rolling admissions. It includes a detailed description of the school’s assessment practices and presents an interesting system of tracking multiple types of student achievement data.

    Sample 5 - This report is from a long-established independent institution and is fairly representative of the majority of our accredited sites in terms of the length of report, data collection practices, analysis, and follow-up activities.

    Sample 6 - This report is from an independent institution with short 4-week sessions. The report is fairly representative of the majority of our accredited sites in terms of the length of report, solid data collection practices and analysis, and follow-up activities.

    Sample 7 - This report is from an independent institution with rolling admissions. The report is fairly representative of the majority of our accredited sites in terms of the length of report, data collection practices, data analysis, and follow-up actions.

  • Benefits of Accreditation >

    What people are saying about the Commission on English Language Program Accreditation, the benefits of becoming accredited and more. Read testimonials

  • Ethical Principles >

    NAFSA’s Statement Of Ethical Principles
    This statement from NAFSA: Association of International Educators, focuses on the importance of ethical principles and practices within the scope of international education in a variety of environments. View PDF

  • Governance >

    Joint Position Statement on Governance for English Language Instruction at Institutions of Higher Education
    The Joint Position Statement on Governance for English Language Instruction at Institutions of Higher Education (2010) was developed by three membership associations, AAIEP, UCIEP and TESOL. The statement encourages the implementation of standards of best practice in English language program administration and instruction, and specifically mention the CEA standards. View PDF

  • Planning >

    Commission on English Language Program Accreditation 2016-2020 Strategic Plan PDF

  • Standards Review >

    CEA Standards Review Project 2015
    The Standards Review Committee is charged with reviewing the CEA Standards on a regular cycle to ensure they are clear, comprehensive, and current.
    View 2015 Standards Review Project documents

  • Substantive Change Reporting >

    2017 CEA Substantive Change Reporting Guidelines

  • Logo Guidelines of Use >

    2017 Logo Guidelines of Use (PDF)

    Request logo (Email)

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