CRS Report: 'An Overview of Accreditation of Higher Education in the United States'

This CRS report (16 October 2020) popped into my email. Thought it would be a good addition, what with all the changes that might affect higher education. Alexandra Hegji is the author: 'An Overview of Accreditation of Higher Education in the United States'

Download CRS_Report_Overview_Higher_ED_USA_16Oct2020

The photo is not from the publication; it is 'Touchdown Jesus' (Hesburgh Library) at Notre Dame. 

Introduction
The federal government provides varying types of support to postsecondary
students and schools. Title IV of the Higher Education Act of 1965 (HEA; P.L. 89-329), as amended, authorizes the primary programs that provide financial assistance (e.g., Pell Grants and Direct Loans) to students to assist them in obtaining a postsecondary education at eligible institutions of higher education (IHEs). In academic year (AY) 2017-2018, 6,642 IHEs were eligible to participate in the Title IV student aid programs. Approximately $122.4 billion was made available to students through Title IV student aid in FY2018. Thus, the federal government has an interest in ensuring the quality and integrity of postsecondary education in general, and of postsecondary education provided by IHEs in particular. However, federal law makes clear that ED shall not exercise control over educational curriculum. As such, the HEAsets forth three requirements—known as the program integrity triad—that IHEs must meet to participate in the Title IV programs.

The three requirements are state authorization, certification by ED, and accreditation by an accrediting agency or association (hereafter referred to as an accrediting agency) recognized by ED. The program integrity triad is intended to provide a balance in the Title IV eligibility requirements. The states’role is consumer protection, the federal government’s role is oversight of compliance to ensure administrative and fiscal integrity of Title IV programs at IHEs, and the accrediting agencies’ role is to provide quality assurance of the education or training offered by IHEs.

This report provides an overview of accreditation of postsecondary education in the United States, including its role in the HEA Title IV program integrity triad. It begins with a brief history of accreditation’s historical role and purpose in higher education. It then describes the organization of accrediting agencies and the accreditation process. Finally, it discusses the federal role in accreditation.

Historical Role of Accreditation in Higher Education
Historically, accreditation in higher education developed as a part of the evolution of the American higher education system, at a time when it was becoming problematic that no single point of control or central body existed to set educational standards. In the late 19th century, there was no consensus on the content of the educational programs offered by postsecondary educational institutions or the distinctions between educational offerings at secondary and postsecondary institutions. Because the boundaries were unclear, the first voluntary associations of postsecondary institutions formed in the late 19th century to define the difference between high school and college and to develop some guidelines and procedures for peer review as a condition for membership.

Over time, a number of regional associations of postsecondary schools formed whose membership was contingent on accreditation. The associations established separate accrediting bodies or commissions that were responsible for developing standards on the institutional qualifications for membership. By the early 1970s, all but a small percentage of degree-granting institutions of higher education were either accredited or applicants for accreditation.

Purpose of Accreditation in Higher Education
The United States does not have a centralized authority exercising singular national control over postsecondary educational institutions. The states assume varying degrees of control over education, but in general, postsecondary schools are permitted to operate with considerable independence and autonomy. Consequently, the character and quality of postsecondary schools’ programs can vary widely. The role of accreditation in higher education, therefore, is to serve as a marker of a level of acceptable quality of educational programs and postsecondary schools.

The U.S. Department of Education (ED) describes the current practice of accreditation as “a means of conducting nongovernmental, peer evaluation of educational institutions and programs” and lists the following as some of the functions of accreditation:

1. assess the quality of academic programs at institutions of higher education;

2. create a culture of continuous improvement of academic quality at colleges and universities and stimulate a general raising of standards among educational institutions;

3. involve the faculty and staff comprehensively in institutional evaluation and planning; and

4. establish criteria for professional certification and licensure and for upgrading courses offering such preparation.

More to come, and worth it.

Enjoy!

"Reality is that which, when you stop believing in it, doesn't go away." - Philip K. Dick 

Comments

[EJ Hanford, PhD.]

With more than 40 years of first-hand experience as a student, professional, and faculty member, I have witnessed the erosion of the quality of higher education.
Job applicants with a masters degree were not qualified to compete with those who had, a decade or two before, earned a bachelors degree. I watched as cohorts with a PhD did not get hired due to lack of skill.
Having served on teams preparing documentation for accreditation review, I was disconcerted by the level of effort needed to pander to the reigning politically correct agenda, rather than emphasize and encourage rigor to engender competency in the students. The result: goal number 2 to "create a culture of continuous improvement of academic quality at colleges and universities and stimulate a general raising of standards among educational institutions" has become more obscure.
Students need to develop critical thinking skills and a good understanding of history in order to discern the difference between indoctrination and education.