What is Accreditation?

What is Accreditation?
 

CHEA has many responsibilities, all of which relate to advancing academic quality and the value of accreditation in United States higher education. This report describes the accreditation process, key characteristics, and relationships between institutions of higher education, accrediting organizations, and Federal government agencies.

Higher education accreditation, a collaborative and collegial review process, is based on self and peer-assessment for public accountability and continual improvement of academic quality. The accreditation of an academic program or an entire institution typically involves three major activities, each requiring the active participation and contribution of various stakeholders:

• The faculty, administrators, and staff of the institution or academic program conduct a self-study using the accrediting organization’s set of expectations about academic quality (standards and criteria) as their guide.
• A team of peers, selected by the accrediting organization for their expertise and impartiality, reviews the data and evidence, visits the campus to conduct interviews with the faculty, staff, and students, and compiles a comprehensive report of its assessment, which may include a recommendation to the commission of the accrediting organization.
• Guided by a set of expectations about quality and integrity, the commission (a group of peer faculty, professionals, and public members) reviews the evidence and recommendation (if made), makes a judgment, and communicates the decision to the institution or program and, if appropriate, other constituencies.

Accreditation is built on assessment, including both self and peer-assessment. Since accreditation begins with a self-study review by the faculty of the institution or academic program being accredited, it involves self-examination and study. Peers external to the institution are also involved in reviewing the self-study reports, gathering additional evidence during a site visit, and judging the program's quality. The commission also tries to understand the academic quality of the institution or program before it makes a judgment. The public announcement is a demonstration of accountability. The term "Sitting beside" is a fine metaphor for accreditation; one party first understanding the other, then making judgments, followed by taking action to fulfill the roles of accountability and assistance.

What Are the Defining Characteristics of Accreditation?

In varying degrees, accreditation in higher education has these characteristics:

• Accreditation involves judging the quality and effectiveness of an institution or program against a set of expectations – standards and criteria.
• Accreditation is a form of non-governmental review as opposed to compliance with state and/or Federal rules, regulations, and codes.
• Accreditation is grounded in the institution's or program's mission, history, and its sense of purpose.
• Accreditation acknowledges and respects the autonomy and diversity of institutions and programs.
• Accreditation provides assurance to the public that accredited institutions and programs meet or exceed established public standards of quality.
• Accreditation is the responsibility of an external commission.
• Faculty involvement is essential to the validity of accreditation.
• Accreditation is conducted cyclically, usually between 5 and 10 years. Shorter cycles are used when serious problems are noted.
• Accreditation emphasizes student learning and development as an important criterion of effectiveness and quality.
   

What Is the Role of CHEA in Accreditation?

The Council for Higher Education Accreditation (CHEA) does not accredit individual institutions or academic programs but recognizes accrediting organizations (accredits the accreditors) through its own review process. CHEA recognition supports the credibility of the collegial process; accrediting organizations are judged by their peers. CHEA recognition maintains the tradition of voluntary, non-governmental accreditation.

CHEA Mission

The Council for Higher Education (CHEA) serves its members, students, and society through advocacy for the value and independence of accreditation, recognition of accrediting organizations, and commitment to quality in higher education.

What Is the Role of the United States Department of Education?

The United States Department of Education (USDE) also does not accredit individual institutions or academic programs, but it recognizes accrediting agencies. The National Advisory Committee on Institutional Quality and Integrity of the USDE reviews accrediting agencies and state approval agencies for USDE recognition. The Secretary of Education determines if the accrediting agency is a reliable authority on the quality of education or training offered. Agencies must receive USDE approval before the institutions they accredit can be eligible to participate in Federal programs such as Title IV student financial assistance.

How Does Accreditation Relate to State Licensure?

An institution must receive approval from the state government before it can conduct business. Obtaining a state business license often does not require demonstrating quality or accreditation before it can operate.

State licensure also permits individuals to practice their profession in the state once they meet minimal academic requirements. They must take a thorough examination to demonstrate a desired level of competence. In some professions, such as dentistry, students must graduate from an accredited institution or program before they can take the state licensure exams.

Who Conducts Accreditation of American Higher Education?

Private non-governmental associations, known as accrediting organizations, agencies, or bodies, are responsible for accrediting institutions and academic programs. Organizations that accredit entire institutions are called institutional or regional accrediting agencies. The United States was divided into seven regions, with an agency responsible for accrediting institutions in its specified geographic area. However, that changed in 2020, when the USDE eliminated geography from an accrediting agency’s scope or authority to operate. There are national faith-based and national career-related   institutional accrediting organizations which also accredit institutions. Institutional accreditation is comprehensive, covering financial status, governance, student services, faculty and staff relations, and student learning and achievement.

Academic programs that are administratively located in a degree-granting or non-degree-granting institution are accredited by more than 65 accrediting organizations, called specialized and/or professional programmatic accrediting organizations. These include academic programs in the professions such as law, engineering, teaching, and health science and professional fields. The focus is on the quality of the professional preparation of the students.