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Louise Zak, Associate Director
Commission on Institutions of Higher Education
New England Association of Schools and Colleges
http://cihe.neasc.org





U.S. ACCREDITATION:
CHARACTERISTICS
TYPES OF AGENCIES
BENEFITS




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U.S. Accreditation is System of Self-Regulation
Setting the Standards
Agreeing to abide by Standards and policies
Peer review
Educational value of the process for those who participate.
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U.S. Features that Help Define Accreditation
Historical: Private institutions first
1885 NEASC
Political: U.S. federal system and the Constitution
Strong tradition of voluntary associations
Not really a system
Decentralized
Large: 7,000 institutions, 19.5 million students
Diverse, all age students
Serves a mobile society
Porous – and forgiving
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REFLECTION OF
AMERICAN CULTURE

Optimism about change
Freedom of choice, individual autonomy
Competition, “marketplace of ideas”
Pragmatism
Ongoing self-improvement
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“Who accredits the accreditors?”
Recognition by
U.S. Secretary of Education
Council for Higher Education Accreditation
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“The Triad”
Federal government – financial aid
State – license to operate, consumer protection
Accreditors – educational quality
Regular peer review
Evaluation, not ranking
Inputs, processes, outcomes



U.S. higher education is overseen by 3 bodies
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What is accreditation?
A voluntary system of self-regulation
carried out by peer review
in which an institution or program
is found to
meet or exceed a set of standards.
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Characteristics of American Accreditation
Private, nongovernmental organizations
Self-regulatory system
Voluntary
Benefits



De-centralized system
Evolved, not designed
Volunteer, peer evaluators
Relies on candor and integrity
Federal financial aid
Tuition reimbursement
College guides
Research funding
Public confidence*
*The most important and most fragile benefit.
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Size of the U.S. Accreditation Enterprise
18,000 Accredited Programs
7,000 Accredited Institutions
62 Specialized Accreditors
19 Institutional Accreditors*
Recognition by CHEA & USDOE
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Types of Accreditation in the US
I. Specialized (Professional, Programmatic)


Specialized institutions (e.g., seminaries, conservatories)
Programs (e.g., nursing, engineering)
II. Institutional
Regional – 2-yr, 4-yr, graduate institutions
National – faith-based institutions
National – private career institutions

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U.S. Regional Accreditors

1885 New England Association of Schools and Colleges, Commission on Institutions of Higher Education (NEASC)
1887 Middles States Association of Colleges and Schools, Commission on Higher Education
1895 Southern Association of Colleges and Schools, Commission on Colleges
1895 North Central Association of Colleges and Schools, Higher Learning Commission
1917 Northwest Commission on Colleges and Universities
1924 Western Association of Schools and Colleges Accrediting Commission for Community and Junior Colleges
1924 Western Association of Schools and Colleges Accrediting Commission for Senior Colleges and Universities
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Specialized and Professional Accreditors
business (2), engineering, acupuncture and oriental medicine, pharmacy, physician assistant, journalism and mass communication, liberal education, marriage and family therapy, family and consumer sciences, nurse anesthetists, law, funeral service, nurse-midwives, construction, culinary, dentistry, dietetics, librarians, occupational therapy, optometrists, osteopaths, physical therapy, podiatrists, psychologists, microbiology, landscape architecture, speech pathologists and audiologists, veterinary medicine, pastoral education, aviation, allied health, healthcare management, nursing (2), English as a second language, massage therapy, opticians, counseling, interior design, chiropractors, public health, naturopathic medicine, rehabilitation counseling, social work, radiologic technology, nuclear medicine, medicine, teaching (2), clinical laboratory science, midwifery, Montessori teaching, architecture, industrial technology, nurse practitioners, art, music, theatre, dance, public administration, environmental health science, recreation and parks, planning, ministry formation.
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Similarities: dual purposes, standards, peer evaluation, site visits, Commission decision, recognition by federal government
Differences: specificity and focus, types of reviews, length of accreditation period
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Higher education institutions
may carry both
institutional and specialized accreditations.
Or just one.

Or neither.
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American Regional Accreditation
A word about: American
Certainly not the only way to be excellent
Not necessarily the best overall
Not the best for every circumstance
What we know how to do.
Reflects American higher education and society
Not ISO 9000
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The Regions of Regional Accreditation
New England
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Why the regions?
Historical evolution, not design
Reflects regional differences
Commonalities and cooperation
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The New England Association accredits
244 institutions in the 6 New England states and 9 institutions abroad
High proportion of independent institutions
Diverse set of institutions

New England is a geographic region.
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Variety in Institutional Mission

A Sample of Public and Independent Institutions

Harvard University Woods Hole Oceanographic Institute
Dartmouth College Berklee College of Music
Hartford Seminary University of New Hampshire
New England Institute of Art Community College of Vermont
Goodwin College Massachusetts College of Liberal Arts
Boston Architectural College School for International Training
Naval War College Hult International Business School
Maine Maritime Academy Rhode Island College
Johnson & Wales University American University in Bulgaria
University of New England Conway School of Landscape Design
Bard College at Simon’s Rock: The Early College
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Some New England institutions with professional missions
U.S. Coast Guard Academy
U.S. Naval War College
Bangor Theological Seminary
New England Conservatory
Massachusetts College of Art and Design
Hult International Business School
Conway School of Landscape Design
Boston Architectural College



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Professional institutions
Mission provides strengths to accreditation:
Clarity of mission
Cohesion of community and values
Constant assessment of student outcomes
Mission also provides special challenges:
Competing values, priorities
liberal education - career training
academic freedom - military discipline
intellectual challenge - spiritual growth
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Accreditation = Standards + Mission
+
IMPORTANCE OF EVIDENCE
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Accreditation fulfills 2 functions
1. Quality assurance: the public function
Does the institution deserve the public trust?

2. Quality improvement: the private function
The accreditation process helps the institution improve
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Standards in 11 areas
Mission
Planning and Evaluation
Organization and Governance
The Academic Program
Faculty
Students
Library and Other Information Resources
Physical and Technological Resources
Financial Resources
Public Disclosure
Integrity
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Distinctive features of American accreditation
Non-governmental
Candor
Volunteers give their time
American universities have a lot of autonomy
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Development of Accreditation in the U.S.
Input Process Outcome
Are there enough books in the library?

Are students using the books?
Are students gaining skills of information literacy?
Are the faculty well qualified?
Is the curriculum appropriate?
Is there good instructional practice?
Do students get practice and feedback?
Are students achieving the learning outcomes of the program and institution?
…………………………………….
………………………………………..
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Dimensions of Self-Regulation
Institutions agree to:
be held accountable to a set of standards determined by the group
abide by the standards “even when no one is looking”
be reviewed by peers to demonstrate accountability
Set and meet standards.
Trust but verify.
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Benefits of Accreditation
Helps maintain institutional autonomy
Collective professional responsibility
Members of the academy are experts in academic quality
Self-regulation is a cost-efficient quality assurance system
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DUAL FUNCTIONS OF ACCREDITATION
ASSURE
QUALITY
PROMOTE IMPROVEMENT