Accreditation In The United States: Higher Education
By: Shawn Cox
Submitted: 2010-09-02 05:15:05 | Word Count: 629
One of the primary differences between higher education in the United States and other countries is that there is no centralized government control in the United States. The types of review, oversight, and quality control performed by national education ministries in other nations is performed by private, not-for-profit accrediting agencies in the United States. Accreditation is a process that recognizes a postsecondary institution or a program of study within the institution as having met accrediting standards and qualifications.
Historical Development
In the second half of the nineteenth century, Americans were building colleges and universities at a rate unmatched in the history of humankind. While the numbers were impressive, few of these institutions could meet the loosest definition of a college, and many could not match the quality of today's American high schools. Teachers' colleges, land-grant colleges, women's colleges, black colleges, research universities, and various specialized institutions were developing without anyone being able to answer the basic question, "What is a college?" Not only could this question not be answered, but potential students and their parents could not find an answer to questions about commonly accepted standards for admission to college and for completing a degree once the student was admitted.
The rapid, unregulated, growth helped produce public pressure for some type of rating or evaluation system. Higher quality colleges and universities called for government evaluation as a way to limit competition with what they correctly saw as inferior institutions. In 1870 the U.S. Bureau of Education listed the nation's colleges but did not offer an evaluation of the institutions. The bureau asked the Carnegie Foundation to evaluate the institutions. The foundation completed the study but refused to release the results for fear that the information would be misused. If colleges and universities wanted to be evaluated, then they would have to take up the task themselves.
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It was a group of secondary school masters in New England who took the initiative. In 1884 members of the Massachusetts Classical and High School Teachers Association, in cooperation with Harvard University President Charles Eliot, formed the New England Association of Schools and Colleges. This marked the beginning of what would come to be known as the regional accrediting associations. In order of development the six associations were: (1) New England Association of Schools and Colleges, 1885; (2) Middle States Association of Colleges and Schools, 1887; (3) Southern Association of Schools and Colleges, 1895; (4) North Central Association of Schools and Colleges, 1895; (5) Northwest Association of Schools and Colleges, 1917; and (6) Western Association of Schools and Colleges, 1923.
The regional agencies provide what is known as regional or institutional accreditation for member institutions. While the six regional associations differ in size, traditions, and character, they provide the basic framework for accreditation. Institutional accreditation focuses on issues such as: appropriateness of the institutional mission and objectives; effectiveness of the institution in meeting its mission and objectives; adequacy of financial and physical resources including library holdings, instructional space, laboratories, and offices; quality of faculty; effectiveness of management, including administrative structure and function; and adequacy of personnel and student services offered by the institution.
The basic framework developed over a period of time, as regional associations saw the need to cooperate and negotiate common standards. In 1949 the Federation of Regional Accrediting Commissions in Higher Education (FRACHE) was created. As an association of regional accrediting associations, FRACHE was succeeded by other institutional accrediting associations, and today the regional accrediting associations are represented by the Council for Higher Education Accreditation (CHEA). From FRACHE to CHEA, the associations have attempted to provide coherence and continuity to the rapidly changing accreditation process, serve as a communication and discussion forum for the regional associations, and provide guidance in the revision of regional accreditation policies.
