NEASC Visit Highlights AHS Goals

• April 3, 2026

Anushka Dole || ONLINE EDITOR

Andover High School hosted a re-accreditation visit from the New England Association of Schools and Colleges (NEASC) from March 16-18, as part of a decennial review process designed to evaluate how well AHS supports student learning and identify areas of improvement. 

According to Assistant Principal Alicia Linsey, the process started during the 2023-2024 school year with a visit from the Collaborative Conference team, a group of visiting educators from across the New England area. In preparation for the visit, a team of AHS faculty members and administrators was formed.

“We picked out priority areas and presented those to this visiting NEASC committee … and they agreed with [our priority areas],” said biology teacher Lindsey L’Ecuyer, the AHS committee’s science department representative. 

There were five priority areas that AHS pledged to work on starting in the 2023-2024 school year: developing the Vision of a Graduate, implementing consistent curricula throughout all departments, vertical/horizontal alignment across departments and throughout grades, promotion of school pride, and building infrastructure. 

The Vision of a Graduate outlines the skills and values that the school hopes to instill in every student by the time they graduate. 

Vertical alignment refers to improving coordination between teachers across grade levels to ensure student skills build progressively, while horizontal alignment emphasizes greater collaboration between teachers across departments. 

“[The committee is] working on … finding time in the school day for teachers to collaborate more,” L’Ecuyer said, adding that AHS has begun standardizing curricula to support this effort.  

“There are committees in the school that have been working on documenting curriculum in a consistent format for our core classes … freshman English, for example, [and] biology,” L’Ecuyer said. 

Linsey mentioned that students and parents also play a role in the accreditation process. A team of visiting evaluators—distinct from the Collaborative Conference team—conduct interviews to gather student perspectives on the school climate and learning experiences. 

Although the committee leads the reflection process, administrators are then responsible for implementing action plans based on their findings. In accordance with these plans, faculty members must provide evidence of integration of the district goals.

L’Ecuyer emphasized that NEASC accreditation is more about reflecting on and improving school processes than it is about recognition.

“It’s less of a badge as it is opening yourself up to reflecting on and documenting what you do well and what it’s like setting goals for your school,” L’Ecuyer said.

Beyond internal reflection and planning, the “badge” that the reaccreditation process provides does carry additional, tangible benefits for students. It reassures families and colleges that AHS maintains a rigorous academic program, and that it’s constantly working towards improving learning.

“My understanding is that colleges know Andover High School—they know what our programs are like,” L’Ecuyer said. “[Because] of [accreditation] … they know the kinds of students that graduate from here, and what skills that [they] have.”

Accreditation also plays a role in the school’s ability to receive funding.

“NEASC accreditation is required for eligibility to receive some private, state, and federal grants, loans, and other federal funds,” Linsey noted in an email.

AHS Students Intern at Addison Art Gallery 

• April 3, 2026

Janaesa Macasaet || ARTS EDITOR

Andover High School students plan public events, research, and explain the history of artwork at the Addison Gallery of American Art as part of the Addison Community Ambassador Internship throughout the school year. 

The program is available to Andover High, Philips Academy, and Lawrence High students, and runs from the beginning of the school year through May, meeting weekly for two hours. Those interested applied through an online form and completed a brief interview. 

“Working in a professional art space has been different from my past experiences,” said junior Vivienne Tran. “I haven’t really ever gone to art galleries the way I do now and I think it’s really eye-opening.”

Interns design interactive programming based on exhibits, create artmaking workshops, or host Pop Up Talks, which are impromptu presentations explaining the creative process behind pieces. 

Junior Qiqi Wang said the hands-on aspects of the program sets it apart. “You’re actually making events that come to life,” Wang said. “But one challenge is communicating with your peers—you have to be a good group person.”

Interns not only work with fellow students but also with gallery staff, and learn to compromise, develop ideas with more intention, and articulate their thoughts. 

“We can’t always get our way with our ideas, but it’s part of the process, so it’s okay,” Tran said, adding that she also learned to be patient. 

Tran discovered the internship through photography teacher Erica Frisk, who encouraged her to apply. Wang, on the other hand, discovered the internship through National Art Honors Society. Although the two have previous art experience, their other skills and experiences, especially critical thinking, seem to have prepared them more. 

“AP classes prepared me because you need to see things for more than what they are,” said Wang. “An artwork’s message is usually more than what just appears on the canvas.”

Although neither student plans on pursuing an art-focused career, both have felt growth through the internship. Tran described the internship as a good way to develop hands-on skills that she may not attain in typical classes, and form new friendships with other interns. 

Program applications will re-open in the fall, and AHS students may again apply, no matter their skill level. “Be very open minded because [the program is] different to what it may seem like,” Tran said. “You don’t have to be necessarily artsy or an artist to be in this, you just have to be a thinker.”