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Higher education accreditation in the United States
Higher education accreditation in the United States is a peer review process by which the validity of degrees and credits awarded by higher education institutions is assured. It is coordinated by accreditation commissions made up of member institutions. It was first undertaken in the late 19th century by cooperating educational institutions, on a regional basis.
The federal government began to play a limited role in higher education accreditation in 1952 with reauthorization of the G.I. Bill for veterans of the Korean War. The original GI Bill legislation had stimulated establishment of new colleges and universities to accommodate the influx of new students, but some of these new institutions were of dubious quality. The 1952 legislation designated the existing peer review process as the basis for measuring institutional quality; GI Bill eligibility was limited to students enrolled at accredited institutions included on a list of federally recognized accredited institutions published by the U.S. Commissioner of Education.
The U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) (a non-governmental organization) both recognize reputable accrediting bodies for institutions of higher education and provide guidelines as well as resources and relevant data regarding these accreditors. Neither the U.S. Department of Education nor CHEA accredit individual institutions. With the creation of the U.S. Department of Education and under the terms of the Higher Education Act of 1965, as amended, the U.S. secretary of education is required by law to publish a list of nationally recognized accrediting agencies that the secretary has determined to be reliable authorities on the quality of education or training provided by the institutions of higher education and the higher education programs they accredit.
Professional schools, which are often graduate schools, have separate organizations for accreditation, e.g. American Board of Higher Education (ABHEC).
Institutional accreditation applies to the entire institution, specific programs, and distance education within an institution.
Prior to 2020, there were regional and national accrediting agencies, both of which were accountable to the Department of Education. Regional bodies historically accredited institutions in a particular region of the country. National bodies were established to accredit institutions across the country, and sometimes beyond it. Within American higher education, regional bodies were considered more prestigious. (The regional bodies were older, and included the most well established institutions.)
In February 2020, the Department of Education eliminated the distinction between regional and national accrediting agencies, creating one unified set of institutional accreditors. The department claimed that the change was intended to encourage cooperation between accredited schools to improve student experiences, uphold quality standards, and reduce the cost of higher education by encouraging transparent transfer of credits and mutual recognition of degrees between schools with common standards. It also claimed that the change was intended to allow students to be able to access the best school for their needs no matter what region they reside in.
Four months after this change was made, the WASC Senior College and University Commission became the first accreditor to formally change its membership rules and requirements to allow institutions outside its historical geographic region to apply for membership and accreditation.
Higher education accreditation in the United States
Higher education accreditation in the United States is a peer review process by which the validity of degrees and credits awarded by higher education institutions is assured. It is coordinated by accreditation commissions made up of member institutions. It was first undertaken in the late 19th century by cooperating educational institutions, on a regional basis.
The federal government began to play a limited role in higher education accreditation in 1952 with reauthorization of the G.I. Bill for veterans of the Korean War. The original GI Bill legislation had stimulated establishment of new colleges and universities to accommodate the influx of new students, but some of these new institutions were of dubious quality. The 1952 legislation designated the existing peer review process as the basis for measuring institutional quality; GI Bill eligibility was limited to students enrolled at accredited institutions included on a list of federally recognized accredited institutions published by the U.S. Commissioner of Education.
The U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) (a non-governmental organization) both recognize reputable accrediting bodies for institutions of higher education and provide guidelines as well as resources and relevant data regarding these accreditors. Neither the U.S. Department of Education nor CHEA accredit individual institutions. With the creation of the U.S. Department of Education and under the terms of the Higher Education Act of 1965, as amended, the U.S. secretary of education is required by law to publish a list of nationally recognized accrediting agencies that the secretary has determined to be reliable authorities on the quality of education or training provided by the institutions of higher education and the higher education programs they accredit.
Professional schools, which are often graduate schools, have separate organizations for accreditation, e.g. American Board of Higher Education (ABHEC).
Institutional accreditation applies to the entire institution, specific programs, and distance education within an institution.
Prior to 2020, there were regional and national accrediting agencies, both of which were accountable to the Department of Education. Regional bodies historically accredited institutions in a particular region of the country. National bodies were established to accredit institutions across the country, and sometimes beyond it. Within American higher education, regional bodies were considered more prestigious. (The regional bodies were older, and included the most well established institutions.)
In February 2020, the Department of Education eliminated the distinction between regional and national accrediting agencies, creating one unified set of institutional accreditors. The department claimed that the change was intended to encourage cooperation between accredited schools to improve student experiences, uphold quality standards, and reduce the cost of higher education by encouraging transparent transfer of credits and mutual recognition of degrees between schools with common standards. It also claimed that the change was intended to allow students to be able to access the best school for their needs no matter what region they reside in.
Four months after this change was made, the WASC Senior College and University Commission became the first accreditor to formally change its membership rules and requirements to allow institutions outside its historical geographic region to apply for membership and accreditation.