As a student at the Virtual Design and Construction Institute, it is important to understand the disclosures and requirements set forth by our accrediting body and state regulators. The institute is accredited by the Accrediting Council for Continuing Education and Training (ACCET) and approved by the Bureau for Private Postsecondary Education (BPPE) in California.
ACCET accreditation ensures that our programs meet national standards for quality education, while BPPE approval confirms that we meet the state of California’s standards for private post-secondary institutions. By enrolling at the Virtual Design and Construction Institute, you can trust that you are receiving a quality education that meets both national and state standards.
Please note that completion of our programs does not guarantee employment. Job opportunities may vary depending on a number of factors including, but not limited to, local market conditions and individual qualifications.
State Authorizations
The table below shows VDCI’s authorization status in each state and terriorory. Statuses are updated as states respond.
| State | Status |
|---|---|
| Alabama | Exempt |
| Alaska | Pending Authorization |
| Arizona | Pending Authorization |
| Arkansas | Pending Authorization |
| California | Approved (BPPE) |
| Colorado | Exempt |
| Connecticut | Pending Authorization |
| Delaware | Pending Authorization |
| District of Columbia | Pending Authorization |
| Florida | Pending Authorization |
| Georgia | Pending Authorization |
| Hawaii | Exempt |
| Idaho | Exempt |
| Illinois | Pending Authorization |
| Indiana | Pending Authorization |
| Iowa | Pending Authorization |
| Kansas | Pending Authorization |
| Kentucky | Pending Authorization |
| Louisiana | Exempt |
| Maine | Pending Authorization |
| Maryland | Pending Authorization |
| Massachusetts | Pending Authorization |
| Michigan | Pending Authorization |
| Minnesota | Pending Authorization |
| Mississippi | Pending Authorization |
| Missouri | Pending Authorization |
| Montana | Pending Authorization |
| Nebraska | Pending Authorization |
| Nevada | Pending Authorization |
| New Hampshire | Pending Authorization |
| New Jersey | Pending Authorization |
| New Mexico | Pending Authorization |
| New York | Pending Authorization |
| North Carolina | Pending Authorization |
| North Dakota | Pending Authorization |
| Ohio | Pending Authorization |
| Oklahoma | Pending Authorization |
| Oregon | Pending Authorization |
| Pennsylvania | Pending Authorization |
| Puerto Rico | Pending Authorization |
| Rhode Island | Pending Authorization |
| South Carolina | Pending Authorization |
| South Dakota | Pending Authorization |
| Tennessee | Pending Authorization |
| Texas | Pending Authorization |
| Utah | Pending Authorization |
| Vermont | Pending Authorization |
| Virginia | Pending Authorization |
| Washington | Exempt |
| West Virginia | Pending Authorization |
| Wisconsin | Pending Authorization |
| Wyoming | Pending Authorization |
School Performance Fact Sheet
School Performance Fact Sheets (SPFS) are a state-required document that has required regulatory fields that must be submitted. Institutions and the State have been working together to meet these requirements when an institution does not fit the standard undergraduate or certificate program model.
Annual School Report
The report contains information on the institution’s performance, operations, and compliance with state regulations, and serves as a tool for transparency and accountability to students and the public. The report covers a range of areas such as student enrollment, completion, and employment outcomes, as well as institutional finances, policies, and procedures.
School Catalog
The school catalog provides detailed information about the institution’s training and education programs, including admissions, program requirements, grading, and graduation. The catalog also includes information on the school’s approval and accreditation status, compliance with state regulations, and faculty, staff, and student services. The catalog is intended to help prospective students and other stakeholders make informed decisions about their education and career goals and ensure transparency and accountability to the public.
WIOA Equal Opportunity Policy and Complaint Procedure
This statement emphasizes equal opportunity and non-discrimination policies for recipients of Federal financial assistance. It prohibits discrimination based on various factors such as race, color, religion, sex, national origin, age, disability, political affiliation or belief, citizenship status, or participation in programs financially assisted under Title I of the Workforce Innovation and Opportunity Act. Recipients are required to ensure equal access and treatment in admission, program access, and employment decisions. Furthermore, they must provide appropriate auxiliary aids and services to individuals with disabilities upon request. The document also provides information on how to file a complaint if one believes they have experienced discrimination.