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 Korean War veterans. 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.[1]
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.[2] 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.[3]
Professional schools, which are often graduate schools, have separate organizations for accreditation.
Although many schools related to religious organizations hold regional accreditation or secular national accreditation, there are four different agencies that specialize in accreditation of religious schools:
These groups specialize in accrediting theological and religious schools including seminaries and graduate schools of theology, as well as broader-scope universities that teach from a religious viewpoint and may require students and/or faculty to subscribe to a statement of faith. Additionally, as of 2009, 20 U.S. states and Puerto Rico had some form of exemption provision under which religious institutions can grant religious degrees without accreditation or government oversight.[22][23]
Criticism of accreditation[edit]
Various commenters have written about the role and effectiveness of the American accreditation system. It has drawn particular interest since the rise of e-learning classes and institutions. A frequent point of discussion and criticism is that the traditional system is limited to measuring "input" factors, such as adequate facilities and properly credentialed faculty, rather than the quality of a school's educational output.[25]
In his 1996 book Crisis in the Academy, Christopher J. Lucas criticized the accreditation system as too expensive, onerously complicated, incestuous in its organization, and not properly tied to quality.[26][27] Similarly, a 2002 report by George C. Leef and Roxana D. Burris of the American Council of Trustees and Alumni (ACTA) argued that the system does not ensure or protect educational quality, while still imposing significant costs.[28][29] In a 2006 "issue paper", Robert C. Dickeson wrote that a lack of transparency, low and lax standards, and outdated regionalization were among the problems with regional accreditation.[30] Others, such as Edward M. Elmendorf of the American Association of State Colleges and Universities, reject these claims, arguing that they are "picking around the edges" of a proven and necessary system for upholding standards.[26][31] Thomas C. Reeves notes that some schools unable or unwilling to meet the standards of traditional, regional accrediting bodies are closely involved in creating national accrediting agencies with significantly lower standards.[32]
At various times the U.S. government has investigated changes to the accreditation system. In 2002 the House of Representatives Subcommittee on 21st Century Competitiveness criticized the system.[31] Accreditation was a major topic of the Spellings Commission, which released its report on September 26, 2006.[33] The Council for Higher Education Accreditation recognizes that there are criticisms,[34] but has opposed these calls for reform, with President Judith S. Eaton arguing that the system is successful and needs to remain flexible to accommodate differences between schools and disciplines.[31] In 2013, President Barack Obama proposed changes in the accreditation system to hold "colleges accountable for cost, value, and quality".[35] He requested Congress change the Higher Education Act so that affordability and value are considered in determining which institutions are accredited and allow students access to federal financial aid; his criticism was directed at for-profit institutions.[36]
An article published by "University World News" on 2 February 2018 stated that the higher education accreditation community, which confers the quality-assurance seal of approval that allows United States colleges and universities access to billions of dollars of federal student aid, must do a better job of explaining itself to the public if it wants to reverse waning public confidence in higher education. That was one of the tamer recommendations voiced at a conference for accreditors, who are feeling the brunt of growing scepticism about the value of a US college degree.[37]