News from the Council for Higher Education Accreditation –Spring 2025

The Council for Higher Education Accreditation is pleased to share the Spring 2025 edition of Accreditation Central. CHEA remains active in supporting you — our members — in higher education accreditation. CHEA’s commitment to serving our members, students, and society through advocacy in support of the value of accreditation, institutional autonomy, academic freedom, and a commitment to quality in higher education is in all of our best interests.

White House Executive Order on Accreditation

Jan Friis
Senior Vice President for Government Affairs
Council for Higher Education Accreditation 

On April 23, 2025, President Trump signed an Executive Order regarding higher education accreditation directing Secretary of Education Linda McMahon to investigate and hold accountable accreditors of institutions that engage in discriminatory practices through diversity, equity, and inclusion (DEI) initiatives and to streamline the accreditation process to ensure that accredited institutions offer high-quality education.

The Executive Order is part of the Administration’s efforts to overhaul the accreditation process, including by increasing competition among accreditors. Key provisions in the Executive Order direct Secretary McMahon to hold higher education accreditors accountable, including through denial, monitoring, suspension, or termination of accreditation recognition, for accreditors’ poor performance or for violations of federal civil rights law.

It directs the Attorney General and the Secretary of Education to investigate and take action to terminate unlawful discrimination by American higher education institutions.

The Order mandates the Secretary of Education to realign accreditation with student-focused principles.

Council for Higer Education Accreditation (CHEA) President Cynthia Jackson Hammond, Ed.D., issued a statement in response to this Executive Order, which says in part, “Recognized accrediting organizations have the common goal of ensuring institutional integrity and accountability. The commonality of interest is the foundational principal that leads to student success.”

CHEA Guiding Principles for Artificial Intelligence in Accreditation and Recognition

Artificial Intelligence (AI) innovations today and in coming years will be robust with applications, opportunities, and scrutiny. This innovation will continue to evolve in many ways and will represent progress and challenges in higher education and quality assurance. The Council for Higher Education Accreditation (CHEA) provides suggested guidance for accrediting organizations and institutions employing AI platforms. The suggested guidance supports those organizations that are responsive to evolving technologies.

The following suggested guidelines regarding AI platforms include:

• Human control, absent bias, of the decision-making process - AI should support the independent decision-making process, thus ensuring that human decisions are not substituted or circumvented.
• Deployment and documentation of authentic data - Only verifiable data and information should be documented and presented as factual.
• Adherence to ethical guidelines of transparency and accountability - Accreditation and recognition should adhere to clarity and transparency when using AI systems or platforms. AI systems or platforms should not be used to manipulate or change collected data.
• Protection and security - Every opportunity should be taken to protect and secure all sensitive data and content when using AI software.
• Reliability of AI systems - The reliability of AI systems should be vetted by an authoritative source and approved by the organization using the information.

The Guiding Principles are intended to support the philosophical purposes of accreditation and recognition and ensure the continuation of quality assurance in higher education.

Higher Education and the Importance of Diversity, Equity, and Inclusion

Cynthia Jackson Hammond, Ed.D.
President
Council for Higher Education Accreditation 

In a rapidly changing higher education landscape, the principles of Diversity, Equity, and Inclusion (DEI) have come under increasing scrutiny. As the President of the Council for Higher Education Accreditation (CHEA), I was recently invited to explain the state of diversity, equity, and inclusion in higher education, reflecting on both its historical significance and the challenges it currently faces. The DEI acronym iscommonplace; I prefer to use the actual words because, too often, the acronym marginalizes the true meaning and intent of these valued constructs.

To understand the present challenges, we must first examine the historical roots of equality in education. The historical roots of equality led to a broader discussion of equity. The idea of equality is not new. In fact, equality is a fundamental principle of the U.S. Constitution. The sentence “All men are created equal," refers to all individuals. The principle of equality can also be traced back to the civil rights movements of the 1960s when the U.S. government recognized the need to elevate marginalized groups and provide equal opportunities in education, employment, and society at large. Over the decades, equality has evolved to include broader considerations of race, gender, culture, disability, and economic status, striving to ensure that all individuals have a voice at the table. Equality means you are at the table, while equity means you have a fair opportunity to design and select the menu. Similarly, diversity and inclusiveness allow for different experiences in decision-making processes.

Institutions, particularly public colleges and universities, face growing pressure to navigate a complex landscape of state and federal policies. Some states have moved to curtail diversity, equity, and inclusion initiatives, while others continue to champion their importance. The great concern among institutions is not just about compliance but also about preserving the fundamental mission of higher education – creating spaces where diverse perspectives are respected and learning flourishes.

This raises an essential question: what role should higher education play in shaping inclusive and open learning environments? Higher education has long been a space for intellectual freedom, where students are encouraged to explore, debate, and grow. A college campus should be a place where students engage with people different from themselves, learn respect and civility, and develop the critical thinking skills necessary to navigate an increasingly diverse and complicated world. When institutions are restricted from discussing race, culture, and equity, they risk undermining the veryessence of academic inquiry and democracy.

At the same time, policy decisions at the federal and state levels are creating new challenges for institutions striving to uphold the values of diversity, equity and inclusion. Federal policies, such as Title IV funding and Pell Grants, have historically played a role in ensuring access to education forunderserved communities. However, recent shifts in legislative frameworks suggest a reevaluation of these policies at both the federal and state levels. Institutions are now grappling with how to maintain their commitment to diversity, equity, and inclusion while staying within legal boundaries. The Supreme Court’s decisions and evolving state regulations are prompting higher education leaders to reframe their approaches without abandoning their core commitments to equity, diversity, and inclusion. Despite these mounting obstacles, many institutions remain steadfast in their commitment to fostering inclusive environments. Higher education institutions remain resilient. Many are finding ways to continue fostering inclusive environments, ensuring that students from all backgrounds feel a sense of belonging. The reality is that diversity, equity, and inclusion is not about granting special privileges to select groups—it is about leveling the playing field for all individuals, regardless of race, class, religion, gender, or ability.

Higher education leaders, accreditation bodies, and policymakers must work together to protect these values. As we move forward, organizations such as CHEA will remain committed to advocating for policies that support institutional autonomy while upholding the values of inclusion and equity. Accreditation organizations, policy groups, and institutions must work collaboratively to ensure that the higher education system continues to be a space of opportunity for all.

Ultimately, preserving diversity, equity, and inclusion in higher education requires a unified and proactive approach. The future of equity in higher education depends on deliberate and informed action. While no single entity can mandate how institutions approach these valuable constructs, it is our collective responsibility to educate, discuss, and advocate for policies that reflect the ideas of a fair and just society. If diversity, equity, and inclusion are dismantled, there will be little to no legal guarantee that women, people with disabilities, religious groups, and other marginalized communities will have equitable representation at all levels of education and beyond.

Higher education has always been a catalyst for transformation. Let us ensure that it remains a space where every student, regardless of background, has a voice and an opportunity to succeed. Diversity, equity, and inclusion are a call for humanity. It is a call for how we view ourselves and how we view each other. If we cannot recognize the value of humankind, then we cease to be human.

Department of Education Developments

Jan Friis
Senior Vice President for Government Affairs
Council for Higher Education Accreditation

President Trump signed an executive order on April 23, 2025, directing Education Secretaray Linda McMahon to wind down the operations of the U.S. Department of Education (USDE) “to the maximum extent appropriate and permitted by law.” The Order directs Secretary McMahon to take “all necessary steps to facilitate the education department’s closure and return education authority to the states” while continuing to ensure “uninterrupted delivery of services, programs, and benefits on which Americans rely.” For higher education, these services include Pell Grants and student loans.

The President cannot close the USDE without Congressional approval to eliminate the agency. Secretary McMahon said in a statement, “We’re going to follow the law and eliminate the bureaucracy responsibly by working through Congress to ensure a lawful and orderly transition.”

There do not appear to be enough votes in the Senate to close the USDE. However, Senator Bill Cassidy (R-LA) said he will submit legislation to accomplish Trump’s goal. There is also legislation introduced in the U.S. House to eliminate the Department of Education. The effort to close the Department of Education is expected to be challenged in court.

Linda McMahon was confirmed as the Secretary of the U.S. Department of Education (USDE). One of her first actions was to institute a reduction in force, impacting nearly 50% of USDE employees. This reduction in force will impact many areas where the USDE developed policy, evaluated data, and provided services. The accreditation section of the USDE has not been subject to this reduction in force, meaning that recognition of accrediting organizations should continue as in the past.

Nicholas Kent has been nominated as the Under Secretary of Education. The Under Secretary has been the lead person in the USDE in higher education issues over the last several administrations. This position requires Senate confirmation. He is joining the USDE after serving as Deputy Secretary of Education in Virginia.

James Bergeron has been appointed the Deputy Under Secretary, which does not require Senate confirmation, and he is currently serving as the Acting Under Secretary of Education.