Who Accredited Higher Education?

Who Accredited Higher Education?

US Colleges is accredited by a private education commission that conducts independent peer evaluations based on sections defined by certain criteria. While the US Department of Education does not accredit any schools or programs, the university releases a list of nationally recognized accreditation organizations that are reputed to be reputable. In the same way that a college must apply for accreditation, this accreditation commission should be evaluated by the USDE to be published as a trustworthy accrediting body.

While some forms of accreditation exist, the most desirable and prestigious universities will be regionally accredited. These are typically more academically rigorous, competitive, and offer excellent undergraduate graduates to enter the job market. In addition, if a student wants to change a college, transferring existing credits between universities with the same accreditation is usually much easier. 

The Education Department and the Higher Education Accreditation Board recognize six regional accreditation commissions:

� Association of Schools and Western Colleges

Operating as two separate commissions, WASC was formed in 1962 with a mission to promote higher education in Western America. This is done by the Accreditation Commission for Communities and Colleges (ACCJC), which accredits both colleges and other institutions offering undergraduate programs in California, Hawaii, and the Pacific. Meanwhile, the Senior College and University Commission (SCUC) accredits the four-year university in the same geographical area. Gate/compliance, improvement and accountability are the three major functions an organization seeks to determine if a school should be accredited.

� Higher Commission of Higher Education Associations and Colleges of the North Center

Holding accreditation responsibilities for nineteen states in the South-Central and Midwest region, HLC is responsible for accrediting the region's large number of universities and four-year colleges. The organization uses five criteria to assess whether an institution should be accredited. 

These include:

Mission

� Ethical and Responsible Behavior

� Teaching and Learning: Quality, Resources, and Support

� Teaching and Learning: Evaluation and Improvement

� Resources, Institutional Planning and Effectiveness

In addition to academic and teaching excellence, HLC is dedicated to forge and grow relationships between institutions accredited by the commission.

� The Secondary Commission for Higher Education

Formed in 1919, MSCHE is responsible for providing regional accreditation to schools located in New York, New Jersey, Pennsylvania, Delaware, Maryland, Washington DC, Puerto Rico and the US Virgin Islands. In addition, the organization also accredits American institutions located in Europe, North Africa, and the Middle East. MSCHE is very focused on providing status for schools that "instill public trust" in accredited mission, objectives, performance, and agency sources.

� Association of Schools and Colleges of England, Commission of Higher Education Institutions

As a regional accrediting body for Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island and Vermont, NEASC has been ensuring quality education standards since 1885. By 2015, the commission currently accredits 243 colleges and universities in New England. Institutions that wish to be accredited must undergo a rigorous process including fulfilling a significant list of affiliate requirements before entering the nominating phase and finally achieving full accreditation. The relevant commissions for Technical and Career Institutions, which are also part of NEASC, concentrate on accreditation for two-year schools with vocational similarities.

� Northwest Commission for Colleges and Universities

The US Department of Education recognized the NCCU as the regional accrediting body for the Northwest region in 1952. Since then, the organization has assessed the quality of education and institutional effectiveness of post-secondary institutions in Alaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington.

� Association of Colleges and Colleges of the South, Higher Education Commission

SACSCC accredits institutions of higher learning in the 11 southern states, including Virginia, Florida, Georgia, Louisiana, , Kentucky, South Carolina, Alabama, Tennessee, Texas, Mississippi, and North Carolina. The Commission updates its terms twice a year to ensure the highest levels of educational and institutional superiority are upheld. Schools must comply with all standards set out in the organization's accreditation principles before accepting accredited status.

� National Accreditation & Specialist Organization

In addition to the commissions that offer regional accreditation, the Ministry of Education also recognizes a number of independent bodies that provide national and specialized accreditation. National accreditation providers can be further divided into those focusing on religious and career-related institutions. Specialized accreditation organizations are numerous and varied, ranging from a focus on culinary arts to dental technology, orthopedic medicine to journalism and mass communication.

How Does Accreditation Work?

Institutions and higher education programs seeking accreditation must undergo a lengthy and thorough process to be recognized by a respected accrediting body. Often, schools must complete a set of requirements even before starting the accreditation process. Depending on the size of the university, the individual requirements of the commission, and the need for revisions, the process may take 1-3 years to come. Here is an outline of the individual steps required to be fully accredited.

1.Meet the criteria

While each accrediting body has developed their own criteria for accrediting schools, a good example is the Association of Colleges and North Central Schools, which use different measurements to assess nominations. Categories include: missions; ethical and responsible behavior; quality, resources and support; evaluation and improvement; and resources, institutional planning, and effectiveness. The accreditation body includes individual requirements and most schools will begin reviewing this document long before applying for accreditation.

2. Self-Evaluation

The next step in this process is self-evaluation that the institution seeking accreditation must be completed. It involves an in-depth study that identifies how the institution sees itself as measured against the established standards required by the accreditation commission. This activity involves various fields of college, ranging from faculty, senior leadership, and regulatory councils. Most of the accreditation commissions require institutions interested in attending accreditation workshops before conducting research.

3. On-Site Evaluation

After the accreditation body checks the school self-evaluation, the team prepared by the agency will visit the school (or program) to directly assess whether the institution is actually meeting the established standards. In addition to members of the accreditation body, this team will likely also consist of peer reviewers or other community members who have a background in assessing quality standards.

4. Publication

If the accreditation commission determines that a school meets all the requirements and criteria, the agency will provide institutional accreditation or pre-accreditation status. From there, the school or program will be listed on an approved institute committee list, although sometimes those in the pre-accreditation stage may be registered separately from those with full accreditation status. Schools can advertise their pre-accreditation certification, as they will most likely be fully accredited in the near future.

5. Maintaining Accreditation

The accreditation commission is assigned to monitor all accredited entities throughout the period holding an accredited status. This process ensures that all schools and programs continue to meet commission standards.

6. Reevaluation

While a school or program will always be monitored, those who receive accreditation will also be required to undergo a continuous review process, ranging from every few years to every 10 years. This process will evaluate if accredited or pre-accreditation status can still be granted to the entity. Generally, the school or program being evaluated will be required to perform all the same steps as the initial process. This high level of quality assurance has a twofold goal: keeping the university accountable to the standards and reassuring students and prospective employers that education standards are maintained.