National Accreditation and State Board Approvals
Accrediation
The United States has no Federal Ministry of Education or other centralized authority exercising single national control over postsecondary educational institutions in this country. The states assume varying degrees of control over education, but, in general, institutions of higher education are permitted to operate with considerable independence and autonomy. As a consequence, American educational institutions can vary widely in the character and quality of their programs.
In order to insure a basic level of quality, the practice of accreditation arose in the United States as a means of conducting non-governmental, peer evaluation of educational institutions and programs. Private educational associations of regional or national scope have adopted criteria reflecting the qualities of a sound educational program and have developed procedures for evaluating institutions or programs to determine whether or not they are operating at basic levels of quality.
Some Functions of Accreditation
- Verifying that an institution or program meets established standards
- Assisting prospective students in identifying acceptable institutions
- Assisting institutions in determining the acceptability of transfer credits
- Helping to identify institutions and programs for the investment of public and private funds
- Protecting an institution against harmful internal and external pressure
- Creating goals for self-improvement of weaker programs and stimulating a general raising of standards among educational institutions
- Involving the faculty and staff comprehensively in institutional evaluation and planning
- Establishing criteria for professional certification and licensure and for upgrading courses offering such preparation
- Providing one of several considerations used as a basis for determining eligibility for Federal assistance.
The Accrediting Procedure
- Standards: The accrediting agency, in collaboration with educational institutions, establishes standards.
- Self-study: The institution or program seeking accreditation prepares an in-depth self-evaluation study that measures its performance against the standards established by the accrediting agency.
- On-site Evaluation: A team selected by the accrediting agency visits the institution or program to determine first-hand if the applicant meets the established standards.
- Publication: Upon being satisfied that the applicant meets its standards, the accrediting agency grants accreditation or preaccreditation status and lists the institution or program in an official publication with other similarly accredited or preaccredited institutions or programs.
- Monitoring: The accrediting agency monitors each accredited institution or program throughout the period of accreditation granted to verify that it continues to meet the agency's standards.
- Reevaluation: The accrediting agency periodically reevaluates each institution or program that it lists to ascertain whether continuation of its accredited or preaccredited status is warranted.
Types of Accreditation
There are two basic types of educational accreditation, one identified as "institutional" and one referred to as "specialized" or "programmatic." Institutional accreditation normally applies to an entire institution, indicating that each of an institution's parts is contributing to the achievement of the institution's objectives, although not necessarily all at the same level of quality. The various commissions of the regional accrediting associations, for example, perform institutional accreditation, as do many national accrediting agencies. Specialized or programmatic accreditation normally applies to programs, departments, or schools that are parts of an institution. The accredited unit may be as large as a college or school within a university or as small as a curriculum within a discipline. Most of the specialized or programmatic accrediting agencies review units within an institution of higher education that is accredited by one of the regional accrediting commissions. However, certain accrediting agencies also accredit professional schools and other specialized or vocational institutions of higher education that are free-standing in their operations. Thus, a "specialized " or "programmatic " accrediting agency may also function in the capacity of an "institutional " accrediting agency. In addition, a number of specialized accrediting agencies accredit educational programs within non-educational settings, such as hospitals. Accreditation does not provide automatic acceptance by an institution of credit earned at another institution, nor does it give assurance of acceptance of graduates by employers. Acceptance of students or graduates is always the prerogative of the receiving institution or employer. For these reasons, besides ascertaining the accredited status of a school or program, students should take additional measures to determine, prior to enrollment, whether or not their educational goals will be met through attendance at a particular institution. These measures should include inquiries to institutions to which transfer might be desired or to prospective employers and, if possible, personal inspection of the institution at which enrollment is contemplated.
Non-governmental Coordinating Agency
For more than 50 years, there has been some type of nongovernmental coordinating agency for accreditation. This body, whatever its form, has existed primarily for the purpose of coordinating and improving the practice of accreditation. For example, the Council on Postsecondary Accreditation (COPA), which was established in 1974 and existed until December 1993, served as a nongovernmental organization whose purpose was to foster and facilitate the role of accrediting agencies in promoting and ensuring the quality and diversity of American postsecondary education. Through its Committee on Recognition, COPA recognized, coordinated, and periodically reviewed the work of its member accrediting agencies and the appropriateness of existing or proposed accrediting agencies and their activities, through its granting of recognition and performance of other related functions. COPA itself was created through the merger of two organizations: the National Commission on Accreditation, founded in 1949 as the first national organization to develop criteria and recognize accrediting agencies; and the Federation of Regional Accrediting Commission of Higher Education. After COPA voted to dissolve in December 1993, a new entity, the Commission on Recognition of Postsecondary Accreditation (CORPA) was established in January 1994 to continue the recognition of accrediting agencies previously carried out by COPA until such time as a new national organization for accreditation could be established. CORPA was dissolved in April 1997 after the Council on Higher Education Accreditation (CHEA) was created. CHEA is currently the entity that carries out a recognition function in the private, nongovernmental sector. Information about CHEA may be found on the agency's website, www.chea.org.
State Approval and Accreditation: What is the Difference?
Each state appoints an agency charged with overseeing and approving all postsecondary institutions serving veterans, for-profit postsecondary schools, out-of-state nonprofit colleges and instate nonprofit training institutions incorporated after January 1, 1992. The impetus for these actions is consumer protection and the assurance that students get quality programs in schools that are held to firm programmatic and operational standards.
Generally, training which leads to employment or ongoing education is approved. Such training is usually offered in a series of subjects with a unified purpose, as opposed to individual or random classes. Schools seeking approval from a state approval board undergo a rigorous approval process. In addition to evaluating school approval applications, staff evaluates program and teaching location applications, advertising, enrollment and school catalog documents, refund policies and financial statements. Approval is granted after a school has submitted all required information and forms and the school is in compliance with state law.
Every year a school must renew its approval by sending in a renewal application. Schools must submit financial statements with the renewal application. Staff reviews the school’s financial situation, student outcome data and surety bond amounts during the renewal cycle. Staff visits approved schools annually. While staff must monitor schools for compliance with state law, the primary function of the site visit is to assist the institution in strengthening its capacity to improve its internal processes, feedback loops and evaluation systems.
A state approval board also performs its consumer protection function by handling student complaints. Investigating the complainant’s issues and concerns and work with the school and the complainant to resolve any troublesome situations. Apart from the legal obligation, an approval by the state approval board gives schools credibility. Schools are encouraged to use state approval boards approval as a benchmark of quality when promoting their schools and programs to the public. A list of approved schools is made available to public agencies, job seekers, school counselors and others interested in education and training. Accreditation is the granting of public recognition to a school, university or course of study that meets certain established standards and qualifications. It provides a professional judgment regarding the quality of the schools or programs, while also encouraging continual improvement. The practice of accreditation arose in the United States as a means of conducting nongovernmental, peer evaluation of educational institutions and programs. Private educational associations of regional or national scope have adopted criteria reflecting the qualities of a sound educational program and have developed procedures for evaluating institutions or programs to determine whether or not they are operating at basic levels of quality.
Institutional accreditation normally applies to an entire institution, while specialized or programmatic accreditation normally applies to programs, departments, or schools that are parts of an institution. A significant purpose of accreditation is to enable students to transfer from one accredited institution to another. However, accreditation does not provide automatic acceptance by an institution of credit earned at another institution, nor does it give assurance of acceptance of graduates by employers. Financial aid, from government and private sources, is usually awarded only to students who attend recognized or accredited institutions. In 1984, the Council on Postsecondary Accreditation (now the Council for Higher Education Accreditation --CHEA) recognized 11 accrediting bodies that include most traditional colleges and universities. In addition, there are a number of national institutional and specialized accrediting bodies recognized by the Department of Education. A complete list of nationally recognized accrediting agencies is available on the Internet. Accrediting agencies and state agencies, work together to provide oversight of the institutions.