ED Eyes Rewrite of Accreditation Rules

January 29, 2026

HEADLINES

ED Eyes Rewrite of Accreditation Rules (Inside Higher Ed, Jan. 27, 2026) Federal officials are moving forward with plans to overhaul the higher education accreditation system, signaling a major rewrite of the rules that govern accreditors. The effort will involve negotiated rulemaking focused on several easing entry for new accreditors and eliminating existing diversity, equity and inclusion standards.  

At CHEA, Kent Blames Accreditors for Higher Ed’s Woes (Inside Higher Ed, Jan. 28, 2026) Education Under Secretary Nicholas Kent used his keynote at CHEA’s annual conference to argue that the current accreditation system has largely failed to hold colleges accountable for poor student outcomes and public confidence in higher education. His comments sparked discussion among accreditors about independence, accountability and the role of federal oversight.

4 Policy Trends That Should Be on College Leaders’ Radars in 2026 (Higher Ed Dive, Jan. 29, 2026) Higher Ed Dive highlights the continued federal pressure on accreditation, sustained attacks on diversity, equity and inclusion efforts, and broader shifts in regulatory oversight. They talk with CHEA President Nasser Paydar about how these developments underscore the increasing importance of strategic engagement on accreditation policy and governance as institutions navigate both compliance and public trust challenges.

URochester Students With Intellectual Disabilities to Benefit From Grant Partnership (WHEC News 10, Jan. 16, 2026) The University of Rochester has received a $1 million U.S. Department of Education grant to expand postsecondary opportunities for students with intellectual disabilities. The funding supports a partnership with the Inclusive Higher Education Accreditation Council (IHEAC), a new accrediting body focused on programs serving this population.

Will Graduate Schools Accept 3-Year Degrees? (Inside Higher Ed, Jan. 22, 2026) As interest in three-year bachelor’s degrees grows, graduate schools are beginning to reassess long-standing assumptions about degree length and credit requirements. The shift raises important questions for accreditors about how quality, equivalency, and student preparedness are assessed as institutions explore accelerated pathways.