Ruther D. Bianan Rey S. Pepito
This study evaluated the Bachelor of Elementary Education (BEEd) program of J.H. Cerilles State College against the academic accreditation standards prescribed in Commission on Higher Education (CHED) Memorandum Order No. 74, series of 2017, using Provus' Discrepancy Evaluation Model (DEM). Specifically, the evaluation examined the program across four stages of the model: design, installation, process, and product to determine the extent of alignment between institutional practices and prescribed quality standards. A concurrent triangulation mixed-methods design was employed, integrating quantitative data gathered through a researcher-developed evaluation instrument with qualitative evidence from semi-structured interviews and documentary analysis. Findings indicate that the BEEd program substantially complies with the minimum accreditation standards; however, several significant discrepancies remain. These include curriculum congestion, administrative assignments inconsistent with qualification requirements, excessive faculty workloads, insufficient library holdings, inadequacies in laboratory and physical facilities, inconsistent implementation of student retention policies, and below-target licensure examination performance. Despite these identified gaps, the institution demonstrates a sustained commitment to continuous quality improvement through strategic initiatives designed to strengthen program implementation and accreditation compliance. The study concludes that addressing the identified discrepancies through curriculum rationalization, faculty capability enhancement, infrastructure and learning resource development, and strengthened policy implementation will further improve program quality and graduate outcomes. The findings provide empirical evidence to guide institutional planning, quality assurance initiatives, and continuous improvement efforts in teacher education programs.