An Overview of Accreditation of Higher Education in the United States

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An Overview of Accreditation of Higher
~~October 16, 2020~~April 12, 2024
Education in the United States
Alexandra Hegji
The federal government provides varying types of support to postsecondary students and schools, The federal government provides varying types of support to postsecondary students and schools,
Analyst in Social Policy Analyst in Social Policy
including student financial assistance (e.g., Pell Grants and Direct Loans) authorized under Title including student financial assistance (e.g., Pell Grants and Direct Loans) authorized under Title

IV of the Higher Education Act (HEA). Postsecondary schools seeking to participate in these IV of the Higher Education Act (HEA). Postsecondary schools seeking to participate in these
federal programs must meet a variety of requirements, including being accredited by an agency federal programs must meet a variety of requirements, including being accredited by an agency

recognized by the recognized by the U.S. Department of Education (ED) as a reliable authority on the quality of the Department of Education (ED) as a reliable authority on the quality of the
education being offered. education being offered.
The United States does not have a centralized authority exercising singular national control over postsecondary educational The United States does not have a centralized authority exercising singular national control over postsecondary educational
institutions. Consequently, the character and quality of postsecondary institutions. Consequently, the character and quality of postsecondary ~~s chools~~schools and their programs can vary widely. The role and their programs can vary widely. The role
of accreditation in higher education is to serve as a marker of a level of acceptable quality across the wide array of of accreditation in higher education is to serve as a marker of a level of acceptable quality across the wide array of
postsecondary schools and educational programs. The federal government has come to rely on accrediting agencies postsecondary schools and educational programs. The federal government has come to rely on accrediting agencies
recognized by ED to help ensure the postsecondary institutions and educational programs to which federal funds are provided recognized by ED to help ensure the postsecondary institutions and educational programs to which federal funds are provided
meet a minimummeet a minimum quality level. quality level.
Higher education practitioners and stakeholders refer to three general types of accrediting agencies, each of which serves a Higher education practitioners and stakeholders refer to three general types of accrediting agencies, each of which serves a
specific purpose. Regional accrediting agencies concentrate their reviews on institutions in specific regions of the United specific purpose. Regional accrediting agencies concentrate their reviews on institutions in specific regions of the United
States. National accrediting agencies operate across the United States and primarily review proprietary institutions, career-States. National accrediting agencies operate across the United States and primarily review proprietary institutions, career-
based single-purpose institutions, and religiously affiliated institutions. Programmatic accrediting agencies operate based single-purpose institutions, and religiously affiliated institutions. Programmatic accrediting agencies operate
nationwide and review individual educational programs and single-purpose institutions. ED refers to the different accreditors nationwide and review individual educational programs and single-purpose institutions. ED refers to the different accreditors
as institutional accreditors, which evaluate entire postsecondary schools and comprise regional and national accreditors, andas institutional accreditors, which evaluate entire postsecondary schools and comprise regional and national accreditors, and
programmatic accreditors. programmatic accreditors.
The accreditation process is voluntary and educational institutions or programs must request it. While ED-recognized The accreditation process is voluntary and educational institutions or programs must request it. While ED-recognized
accrediting agencies’ review processes are guided in part by federal requirements, specific procedures for reviews are accrediting agencies’ review processes are guided in part by federal requirements, specific procedures for reviews are
adopted by the individual agencies and vary among them. In general, however, the review adopted by the individual agencies and vary among them. In general, however, the review ~~proce ss~~process begins with an institutional begins with an institutional
self-assessment, and is followed by an institutional review by an outside team of peers primarily composed of higher self-assessment, and is followed by an institutional review by an outside team of peers primarily composed of higher
education faculty and practitioners, submission of a comprehensive report by the team to the accrediting agency, the agency’s education faculty and practitioners, submission of a comprehensive report by the team to the accrediting agency, the agency’s
accreditation determination, and regular subsequent reviews of accredited institutions. accreditation determination, and regular subsequent reviews of accredited institutions.
Although the federal government relies on accrediting agencies to evaluate the quality of education offered at postsecondary Although the federal government relies on accrediting agencies to evaluate the quality of education offered at postsecondary
schools, the HEA and ED regulations specify a variety of requirements that accrediting agencies must meet to be recognized schools, the HEA and ED regulations specify a variety of requirements that accrediting agencies must meet to be recognized
by ED. Key provisions require that accrediting agencies by ED. Key provisions require that accrediting agencies
• consistently apply and enforce standards that ensure the education programs offered are of sufficient consistently apply and enforce standards that ensure the education programs offered are of sufficient
quality to meet the stated objective for which they are offered; quality to meet the stated objective for which they are offered;
• use review standards that assess student achievement in relation to the institution’s mission, including, as use review standards that assess student achievement in relation to the institution’s mission, including, as
applicable, course completion, passage of state licensing examinations, and job applicable, course completion, passage of state licensing examinations, and job ~~p lacement~~placement rates; rates;
• evaluate, among other considerations, an institution’s or program’s curricula, faculty, facilities, and fiscal evaluate, among other considerations, an institution’s or program’s curricula, faculty, facilities, and fiscal
and administrative capacity; and and administrative capacity; and
• meet required operating and due process procedures with respect to the institutions and programs meet required operating and due process procedures with respect to the institutions and programs they they
accredit. accredit.
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An Overview of Accreditation of Higher Education in the United States

Introduction
The federal government provides varying types of support to postsecondary students and schools. 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 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., primary programs that provide financial assistance (e.g., ~~Pel~~ Pell Grants and Direct Loans) to students Grants and Direct Loans) to students
to assist them in obtaining a postsecondary education at eligible institutions of higher education to assist them in obtaining a postsecondary education at eligible institutions of higher education
(IHEs). In academic year (AY) (IHEs). In academic year (AY) ~~2017-2018, 6,642~~2022-2023, 5,918 IHEs were eligible to participate in the Title IV IHEs were eligible to participate in the Title IV
student aid programs.1 Approximately $student aid programs.1 Approximately $~~122.4 bil ion~~ 114.1 billion was made available to students through Title was made available to students through Title
IV student aid in IV student aid in ~~FY2018~~FY2023.2 Thus, the federal government has an interest in ensuring the quality .2 Thus, the federal government has an interest in ensuring the quality
and integrity of postsecondary education in general, and of postsecondary education provided by and integrity of postsecondary education in general, and of postsecondary education provided by
IHEs in particular. However, federal law makes clear that IHEs in particular. However, federal law makes clear that ~~ED shal~~ the U.S. Department of Education (ED) shall not exercise control over not exercise control over
educational curriculum.3 As such, the HEA sets forth three requirements—known as the program educational curriculum.3 As such, the HEA sets forth three requirements—known as the program
integrity triad—that IHEs must meet to participate in the Title IV programs. 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 The three requirements are state authorization, certification by ED, and accreditation by an
accrediting agency or association (hereinafter referred to as an accrediting agency) recognized by accrediting agency or association (hereinafter referred to as an accrediting agency) recognized by
ED.4 The program integrity triad is intended to provide a balance in the Title IV eligibility ED.4 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 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 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 accrediting agencies’ role is to provide quality assurance of the education or training offered by
IHEs. IHEs.
This report provides an overview of accreditation of postsecondary education in the United 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 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 of accreditation’s historical role and purpose in higher education. It then describes the
organization of accrediting agencies and the accreditation process. organization of accrediting agencies and the accreditation process. ~~Final y~~Finally, it discusses the federal , it discusses the federal
role in accreditation. role in accreditation.
Historical Role of Accreditation in Higher Education
~~Historical y~~Historically, accreditation in higher education developed as a part of the evolution of the , 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 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 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 was no consensus on the content of the educational programs offered by postsecondary
educational institutions or the distinctions between educational offerings at secondary and educational institutions or the distinctions between educational offerings at secondary and
postsecondary institutions. Because the boundaries were unclear, the first voluntary associations 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 of postsecondary institutions formed in the late 19th century to define the difference between high

1 U.S.1 U.S. Department of Education, National Center for Education Statistics, Department of Education, National Center for Education Statistics, ~~Postsecondary Institutions and Cost of~~
~~Attendance in 2017-18; Degrees and Other Awards Conferred: 2016-17; and 12-Month Enrollm ent: 2016-17~~, ~~First~~
~~Look (Provisional Data), NCES 2018-060rev, T able 1, https://nces.ed.gov/pubs2018/2018060REV.pdf.~~
~~2 T his includes federal loans, work-study, and grants. See U.S. Depart ment of Education, Federal Student Aid,~~ ~~Annual~~
~~Report 2019, Washington, DC, November 15, 2019, p. 11, https://www2.ed.gov/about/reports/annual/2019report/fsa-~~
~~report.pdf.~~
IPEDS Data Explored, Table 1, Number and percentage distribution of Title IV institutions, by control of institution, level of institution, and region: United States and other U.S. jurisdictions, academic year 2022–23, https://nces.ed.gov/ipeds/search?query=Tables+Library%3Ddate_desc&query2=&resultType=all&page=1&sortBy=date_desc&overlayTableId=35945. 2 This includes federal loans, work-study, and grants. See U.S. Department of Education, Federal Student Aid, FY2023 Annual Report, Washington, DC, November 16, 2023, p. 13, https://www2.ed.gov/about/reports/annual/2023report/fsa-report.pdf. 3 Section 103(b) of the Department of Education Organization Act (P.L. 96-88), as amended, states that no provision of 3 Section 103(b) of the Department of Education Organization Act (P.L. 96-88), as amended, states that no provision of
a program administered by ED “shall be construed to authorize the Secretary or any officer to exercise any direction, a program administered by ED “shall be construed to authorize the Secretary or any officer to exercise any direction,
supervision, or control over the curriculum, program or instruction, administration, or personnel of any educational supervision, or control over the curriculum, program or instruction, administration, or personnel of any educational
institutionsinstitutions ...” .”
4 For additional information on the program integrity triad and other 4 For additional information on the program integrity triad and other ~~T itle~~Title IV institutional eligibility criteria, see CRS IV institutional eligibility criteria, see CRS
Report R43159, Report R43159, Institutional Eligibility for Participation in Title IV Student Financial Aid ~~Program s~~Programs. .
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school and college and to develop some guidelines and procedures for peer review as a condition school and college and to develop some guidelines and procedures for peer review as a condition
for membership.5 for membership.5
Over time, a number of regional associations of postsecondary schools formed whose Over time, a number of regional associations of postsecondary schools formed whose
membership was contingent on accreditation. The associations established separate accrediting membership was contingent on accreditation. The associations established separate accrediting
bodies or commissions that were responsible for developing standards on the institutional bodies or commissions that were responsible for developing standards on the institutional
qualifications for membership. By the early 1970s, qualifications for membership. By the early 1970s, al all but a but a ~~smal~~ small percentage of degree-granting percentage of degree-granting
institutions of higher education were either accredited or applicants for accreditation.6 institutions of higher education were either accredited or applicants for accreditation.6
Purpose of Accreditation in Higher Education
The United States does not have a centralized authority exercising singular national control over 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 postsecondary educational institutions. The states assume varying degrees of control over
education, but in general, postsecondary schools are permitted to operate with considerable education, but in general, postsecondary schools are permitted to operate with considerable
independence and autonomy. Consequently, the character and quality of postsecondary schools’ 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 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. marker of a level of acceptable quality of educational programs and postsecondary schools.
~~The U.S. Department of Education (ED)~~ED describes the current practice of accreditation as “a describes the current practice of accreditation as “a
means of conducting nongovernmental, peer evaluation of educational institutions and programs” means of conducting nongovernmental, peer evaluation of educational institutions and programs”
and lists the following as some of the functions of accreditation: and lists the following as some of the functions of accreditation:
1. assess the quality of academic programs at institutions of higher education; 1. assess the quality of academic programs at institutions of higher education;
2. create 2. create a culture of continuous improvement of academic qualitya culture of continuous improvement of academic quality at collegesat colleges ~~and~~
~~universities and stimulate a general raising of standards among educational institutions;~~ and universities and stimulate a general raising of standards among educational institutions; and
3. involve the faculty and staff comprehensively in institutional evaluation and planning 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~~.7 .7
Accrediting Agencies
Accrediting agencies are often categorized based on the scope of work they perform. For Accrediting agencies are often categorized based on the scope of work they perform. For
purposes of participation in federal programs, including the HEA Title IV federal student aid purposes of participation in federal programs, including the HEA Title IV federal student aid
programs, ED scrutinizes accrediting agencies and determines whether they are reliable programs, ED scrutinizes accrediting agencies and determines whether they are reliable
authorities as to the quality of education offered.8 ED refers to authorities as to the quality of education offered.8 ED refers to institutional accreditors~~9 and~~

5 and programmatic accreditors. In addition, higher education practitioners and stakeholders refer to regional, national, and programmatic accrediting agencies. In general, institutional accreditors 5 Fred F. Harcleroad and Judith S. Eaton, “The Hidden Hand: External Constituencies and Their Impact,” in American Higher Education in the Twenty-First Century: Social, Political and Economic Challenges, , ~~Edited~~edited by by
Altbach etAltbach et. al, Third Edition, 2011, pp. 263 ~~al, T hird Edition (2011), “The Hidden Hand,” by Fred F. Harcleroad and Judith S. Eaton,~~ (hereinafter, (hereinafter,
“Harcleroad and Eaton, Harcleroad and Eaton, The Hidden Hand~~), pp. 263~~”). .
6 For additional information on the history of accreditation in higher education, see Harcleroad and Eaton, 6 For additional information on the history of accreditation in higher education, see Harcleroad and Eaton, The Hidden
Hand. .
7 See7 See U.S.U.S. Department of Education, “Accreditation in the United States,” Department of Education, “Accreditation in the United States,” ~~http~~https://www2.ed.gov/admins/finaid/accred/://www2.ed.gov/admins/finaid/accred/
~~accreditation.html#Overview, accessed August 17, 2020~~accreditation_pg2.html, accessed March 29, 2024. .
8 HEA §496(a). 8 HEA §496(a). ~~T he~~The Council for Higher Education Accreditation (CHEA) is Council for Higher Education Accreditation (CHEA) is a national membership organization of a national membership organization of
degree-granting collegesdegree-granting colleges and universities that also recognizes the quality of accreditation agencies. Council for Higher and universities that also recognizes the quality of accreditation agencies. Council for Higher
Education Accreditation, “CHEA at a Glance,”Education Accreditation, “CHEA at a Glance,” ~~July 2019. https://docs.google.com/gview?embedded=true&url=https://~~
~~www.chea.org/sites/default/files/pdf/CHEA-At-A-Glance_0.pdf.~~ October 7, 2022, https://www.chea.org/sites/default/files/pdf/CHEA%20At%20A%20Glance%20-%20Oct-12-2022.pdf. Accreditation by a CHEA-recognized accrediting Accreditation by a CHEA-recognized accrediting
agency is not necessary for IHEs to participate in federal programs but may be necessary pursuant to some state laws. agency is not necessary for IHEs to participate in federal programs but may be necessary pursuant to some state laws.
See,See, for example, Burns Ind. Code Ann. §25-23.6-10.5-4; 59 Okl. St. §567.12a; and 63 P.S. §1707. for example, Burns Ind. Code Ann. §25-23.6-10.5-4; 59 Okl. St. §567.12a; and 63 P.S. §1707.
~~9 Prior to newly effective regulations, ED referred to three types of accrediting agencies: regional, national, and~~
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programmatic accreditors. In addition, higher education practitioners and stakeholders refer to
~~regional, national, and programmatic accrediting agencies. In general, institutional accreditors~~
comprise accrediting agencies that stakeholders and practitioners refer to as regional and national comprise accrediting agencies that stakeholders and practitioners refer to as regional and national
accreditors.accreditors.9 Each of these types of accrediting agencies is discussed in detail below. Each of these types of accrediting agencies is discussed in detail below.
Institutional Accreditors
Accreditation status from institutional accreditors is granted to an entire institution, including Accreditation status from institutional accreditors is granted to an entire institution, including al
all of its programs. However, such status does not guarantee the quality of individualof its programs. However, such status does not guarantee the quality of individual ~~programs.~~
~~Stakeholders and practitioners often refer to two categories of institutional accreditors: regional~~
~~and national accreditors.~~
programs. Regional Accrediting Agencies
Regional accrediting agencies Regional accrediting agencies ~~general y~~generally concentrate on specific regions of the country.10 They concentrate on specific regions of the country.10 They
started as leagues of traditional universities and colleges in particular areas of the country.11 started as leagues of traditional universities and colleges in particular areas of the country.11
Seven regional accrediting agencies operate in six regions of the United States.Seven regional accrediting agencies operate in six regions of the United States. ~~As of February~~
~~2017, these agencies accredited 3,524 institutions and their locations.12~~
12 National Accrediting Agencies
National accrediting agencies operate across the United States. They started as associations of National accrediting agencies operate across the United States. They started as associations of
schools with a common theme, many of which served vocational and technical schools. In schools with a common theme, many of which served vocational and technical schools. In
general, national accrediting agencies may be categorized as faith-based or career-related. The general, national accrediting agencies may be categorized as faith-based or career-related. The
faith-based accreditors review religiously affiliated or faith-based accreditors review religiously affiliated or ~~doctrinal y~~doctrinally based institutions. The career- based institutions. The career-
related accreditors mainly accredit proprietary institutions and career-based single-purpose related accreditors mainly accredit proprietary institutions and career-based single-purpose

~~programmatic. During a recent rulemaking on accreditation, ED stated it would~~ institutions (e.g., focused on business and technology).13 Programmatic Accrediting Agencies Programmatic accrediting agencies (sometimes referred to as specialized accrediting agencies) operate nationwide and review programs and single-purpose institutions (e.g., engineering and technology). In many instances, particular programs (e.g., law) are accredited by a specialized accrediting organization, while the institution at which the program is offered is accredited by a 9 Prior to regulations that became effective July 1, 2020, ED also referred to these three types of accrediting agencies. During its 2019 rulemaking on accreditation, ED stated it would no longer categorize accrediting agencies ~~no longer categorize accrediting~~
~~agencies~~ as regional or national for “Department business.” Rather, it wouldas regional or national for “Department business.” Rather, it would ~~use~~ use an umbrellaan umbrella term, referring to both term, referring to both
types of accrediting agencies as types of accrediting agencies as “institutional accreditors.” Some state laws and regulations may distinguish ~~institutional accreditors. However, higher education practitioners and stakeholders may~~
~~still distinguish among accrediting agencies using the terms national and regional. In addition, some state laws and~~
~~regulations may distinguish~~ between regional and national accrediting agencies. U.S.between regional and national accrediting agencies. U.S. Department of Education, Department of Education,
“Student Assistance General“Student Assistance General Provisions, the Secretary’s Recognition of Accrediting Agencies, the Secretary’s Provisions, the Secretary’s Recognition of Accrediting Agencies, the Secretary’s
Recognition Procedures for State Agencies,” 84Recognition Procedures for State Agencies,” 84 Federal Register 58850, 58850, ~~58904~~58903, November 1, 2019. , November 1, 2019.
10 Prior to July 1, 2020, ED regulations required10 Prior to July 1, 2020, ED regulations required that the geographic region on which an ED-recognized agency that the geographic region on which an ED-recognized agency
concentrated include “at least three States that are reasonably close to one another.” On July 1, 2020, new ED concentrated include “at least three States that are reasonably close to one another.” On July 1, 2020, new ED
regulations went into effect, which specify that a geographic region in which an agency concentrates includes a group regulations went into effect, which specify that a geographic region in which an agency concentrates includes a group
of states “chosen by the agency.” 34 C.F.R.of states “chosen by the agency.” 34 C.F.R. §602.11(b) and U.S.§602.11(b) and U.S. Department of Education, “Student Assistance Department of Education, “Student Assistance
General Provisions, the Secretary’s Recognition of Accrediting Agencies,General Provisions, the Secretary’s Recognition of Accrediting Agencies, ~~T he~~ The Secretary’s Recognition Procedures for Secretary’s Recognition Procedures for
State Agencies,”State Agencies,” 8484 Federal Register 58918, November 1, 2019. In light of these changes, at least one accrediting 58918, November 1, 2019. In light of these changes, at least one accrediting
agency decidedagency decided to expand its geographic concentration. Doug Lederman, “Go East (or North), Regional Accreditor,” to expand its geographic concentration. Doug Lederman, “Go East (or North), Regional Accreditor,”
Inside Higher Ed, February, February 29, 2020. 29, 2020.
11 See, 11 See, for example, American Council on Education, for example, American Council on Education, Assuring Academic Quality in the 21st Century: Self-Regulation
in New Era, 2012, p. 9. , 2012, p. 9.
12 12 ~~National Advisory Committee on Institutional Quality and Integrity (NACIQI),~~ ~~Recognized Institutional Accreditors:~~
~~Postsecondary Education and Student Aid Data, February 2017, p. 9. https://www2.ed.gov/admins/finaid/accred/~~
~~accreditor-dashboards.pdf.~~
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~~institutions (e.g., focused on business and technology).13 As of February 2017, the career-related~~
~~accrediting agencies14 accredited approximately 1,787 institutions and locations.15~~
~~Programmatic Accrediting Agencies~~
~~Programmatic accrediting agencies (sometimes referred to as specialized accrediting agencies)~~
~~operate nationwide and review programs and single-purpose institutions (e.g., engineering and~~
~~technology). In many instances, particular programs (e.g., law) are accredited by a specialized~~
~~accrediting organization, while the institution at which the program is offered is accredited by a~~The seven regional accrediting agencies are the Accrediting Agency for Community and Junior Colleges Western Association of Schools and Colleges (WASC), the Higher Learning Commission, the Middle States Commission on Higher Education, the New England Commission of Higher Education, the Northwest Commission on Colleges and Universities, the Southern Association of Colleges and Schools Commission on Colleges, and WASC Senior College and University Commission. 13 Judith S. Eaton, An Overview of U.S. Accreditation, Council for Higher Education Accreditation, Washington, DC, November 2015, p. 2 (hereinafter, “CHEA, Overview of Accreditation”). Congressional Research Service 3 An Overview of Accreditation of Higher Education in the United States
regional or national accrediting agency. Programmatic accreditation can demonstrate that a regional or national accrediting agency. Programmatic accreditation can demonstrate that a
specific department meets established standards for a certain field of study. For example, many specific department meets established standards for a certain field of study. For example, many
prospective employers require graduation from a program accredited by a certain programmatic prospective employers require graduation from a program accredited by a certain programmatic
accrediting agency, and licensure requirements for some fields in certain states require recognized accrediting agency, and licensure requirements for some fields in certain states require recognized
programmatic accreditation. Certain programmatic accrediting agencies also accredit professional programmatic accreditation. Certain programmatic accrediting agencies also accredit professional
schools and other specialized or vocational IHEs that are freestanding in their operations. Thus, a schools and other specialized or vocational IHEs that are freestanding in their operations. Thus, a
specialized or programmatic accrediting agency may also function in the capacity of an specialized or programmatic accrediting agency may also function in the capacity of an
institutional accrediting agency. institutional accrediting agency.
The Accreditation Process
The accreditation process is voluntary and must be requested by educational institutions or The accreditation process is voluntary and must be requested by educational institutions or
programs. Accreditation is an ongoing process and the initial earning of accreditation does not programs. Accreditation is an ongoing process and the initial earning of accreditation does not
guarantee indefinite accredited status. A renewal of accreditation of postsecondary schools or guarantee indefinite accredited status. A renewal of accreditation of postsecondary schools or
programs takes place on a cycle that may range from every few years to as many as 10 years.programs takes place on a cycle that may range from every few years to as many as 10 years.16
14 Funding
Accrediting agencies are funded primarily by annual dues from schools and programs that are Accrediting agencies are funded primarily by annual dues from schools and programs that are
accredited and fees that schools and programs pay for accreditation reviews. In some cases, an accredited and fees that schools and programs pay for accreditation reviews. In some cases, an
accrediting agency may receive financial assistance from sponsoring organizations. Accrediting accrediting agency may receive financial assistance from sponsoring organizations. Accrediting
agencies may also derive funds from a variety of other sources such as from government or agencies may also derive funds from a variety of other sources such as from government or
private foundations to support special initiatives and from the hosting of conferences and private foundations to support special initiatives and from the hosting of conferences and
~~meetings.17~~

~~13 CHEA, Overview of Accreditation, p. 2.~~
~~14 ED does not specifically categorize national accrediting agencies as faith-based or career-based; rather, higher~~
~~education practitioners and stakeholders use these categories.~~
~~15 NACIQI, Recognized Institutional Accreditors: Postsecondary Education and Student Aid Data , February 2017, p. 9.~~
~~https://www2.ed.gov/admins/finaid/accred/accreditor-dashboards.pdf; and NACIQI, “ Primary Institutional Accreditors~~
~~(T itle IV Aid Gatekeepers): Postsecondary Education and Student Aid Data,” February 2017, http://www2.ed.gov/~~
~~admins/finaid/accred/summaryoutcomesdata.xls.~~
~~16 Judith S. Eaton, An Overview of U.S. Accreditation, Council for Higher Education Accreditation, Washington, DC,~~
~~November 2015, [hereinafter CHEA, Overview of Accreditation] p. 4. Regulations do not specify a precise timeframe~~
~~in which an accrediting agency must reevaluate schools or programs; rather, they require that agencies reevaluate~~
~~schools or programs at “regularly established intervals.” 34 C.F.R. §602.19(a).~~
~~17 CHEA, Overview of Accreditation, p. 4.~~
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meetings.15 Evaluations and Review Procedures
To gain or renew accreditation, an institution or program must be evaluated through a number of To gain or renew accreditation, an institution or program must be evaluated through a number of
steps outlined by the accrediting agency. These procedures are guided, in part by the federal steps outlined by the accrediting agency. These procedures are guided, in part by the federal
requirements discussed later in this report. However, the specific procedures for evaluation requirements discussed later in this report. However, the specific procedures for evaluation
reviews adopted by accrediting agencies may vary among them. The following description of the reviews adopted by accrediting agencies may vary among them. The following description of the
evaluation process is intended to provide a general overview of how institutions and programs are evaluation process is intended to provide a general overview of how institutions and programs are
evaluated for initialevaluated for initial or renewal of accreditation status.or renewal of accreditation status.1816
The process The process ~~typical y~~typically begins with institutional or programmatic self-study. This self-study is begins with institutional or programmatic self-study. This self-study is
designed to be an examination of whether an institution’s or program’s operation and designed to be an examination of whether an institution’s or program’s operation and
performance meet the basic requirements or standards of the accrediting agency (which differ performance meet the basic requirements or standards of the accrediting agency (which differ
somewhat from organization to organization).somewhat from organization to organization).1917 The self-study The self-study ~~typical y~~typically involves the preparation involves the preparation
of detailed written reports showing how the institution or program determines whether it meets or of detailed written reports showing how the institution or program determines whether it meets or
exceeds the agency’s standards, as exceeds the agency’s standards, as ~~wel~~ well as how it plans to improve in the future. 14 CHEA, Overview of Accreditation, p. 4. Regulations do not specify a precise timeframe in which an accrediting agency must reevaluate schools or programs; rather, they require that agencies reevaluate schools or programs at “regularly established intervals.” 34 C.F.R. §602.19(a). 15 CHEA, Overview of Accreditation, p. 4. 16 Information in this section was drawn from CHEA, Overview of Accreditation and U.S. Department of Education, “Accreditation in the United States: Primary Accrediting Activities,” https://www2.ed.gov/admins/finaid/accred/accreditation_pg2.html#U.S., accessed March 29, 2024. 17 In addition, some accrediting agency standards may differ based on institution or educational programs. HEA §496(a)(5)(A). Congressional Research Service 4 An Overview of Accreditation of Higher Education in the United States ~~as how it plans to improve in the future.~~
The next phase in the evaluation process The next phase in the evaluation process ~~typical y~~typically involves a peer review and site visit at the involves a peer review and site visit at the
institution. An outside visitinginstitution. An outside visiting team primarily composed of higher education faculty and team primarily composed of higher education faculty and
administrators, but that also include practitioners in specific fields and members of the public administrators, but that also include practitioners in specific fields and members of the public
(e.g., nonacademics who have an interest in higher education),(e.g., nonacademics who have an interest in higher education),2018 conducts the peer review. The conducts the peer review. The
visiting team analyzes the self-study and conducts a site visit to determine whether the standards visiting team analyzes the self-study and conducts a site visit to determine whether the standards
of the accrediting agency are being met; the self-study analysis provides the basis for scrutiny by of the accrediting agency are being met; the self-study analysis provides the basis for scrutiny by
the team during the visit to the campus. During the visit, team members have an opportunity to the team during the visit to the campus. During the visit, team members have an opportunity to
talk to faculty, students, staff, and administrators about issues and questions arising from the self-talk to faculty, students, staff, and administrators about issues and questions arising from the self-
study. The team study. The team ~~usual y~~usually conducts an exit interview with the president or dean to discuss issues conducts an exit interview with the president or dean to discuss issues
that have surfaced during the review. that have surfaced during the review. Al All team members are volunteers and team members are volunteers and ~~are general y not~~
generally are not compensated. compensated.
Following the visit to an institution or program, the team Following the visit to an institution or program, the team ~~typical y~~typically prepares a comprehensive prepares a comprehensive
accreditation report that includes judgments about the institution’s or program’s strengths, accreditation report that includes judgments about the institution’s or program’s strengths,
weaknesses, and potential for improvement. Staff of the accrediting agency may meet with the weaknesses, and potential for improvement. Staff of the accrediting agency may meet with the
visiting review team to discuss the draft report. The final report is submitted to the accrediting visiting review team to discuss the draft report. The final report is submitted to the accrediting
agency, with recommendations about which actions should be taken.agency, with recommendations about which actions should be taken.2119
Based on the results of the self-assessment, peer review, and site visit, the decision-making body Based on the results of the self-assessment, peer review, and site visit, the decision-making body
of an accrediting agency (often referred to as a commission) issues a decision on the institution’s of an accrediting agency (often referred to as a commission) issues a decision on the institution’s
or program’s accreditation status. Decision-making actions include awarding or denying or program’s accreditation status. Decision-making actions include awarding or denying
accreditation or accreditation or ~~preaccreditation22~~preaccreditation20 to a new institution or program; renewing or terminating accreditation for an existing institution or program; or taking an intermediate action for an existing institution or program, such as placing an institution or program on provisional or probationary status. Accrediting agencies typically have an appeals process and some requirements are determined by federal law.21 Accrediting agencies also monitor institutions and programs between full accreditation reviews and may require annual reporting, interim reviews, or reviews of any substantive changes.22 Annual reporting could include financial statements and updated curricular or planning information. Interim reviews are required when issues are left unresolved from a comprehensive evaluation. Review of substantive changes could include reviewing an institution’s change of control (e.g., conversion from proprietary to private nonprofit), the addition of educational programs that are a significant departure from existing offerings (e.g., the offering of distance 18 Eligibility criteria for visiting team members vary by accrediting agency. Team members may, but are not necessarily required ~~to a new institution or program; renewing or terminating~~

~~18 Information in this section was drawn from CHEA, Overview of Accreditation and U.S. Department of Education,~~
~~“Accreditation in the United States: Primary Accrediting Activities,” https://www2.ed.gov/admins/finaid/accred/~~
~~accreditation.html, accessed September 17, 2020.~~
~~19 In addition, some accrediting agency standards may differ based on institution or educational programs. HEA~~
~~§496(a)(5)(A).~~
~~20 Eligibility criteria for visiting team members varies by accrediting agency. T eam members may, but are not~~
~~necessarily required~~ to, have an employment relationship with institutions or other entities affiliated with the to, have an employment relationship with institutions or other entities affiliated with the
accrediting agency. See,accrediting agency. See, for example, See,for example, See, for example, Higher Learning Commission, “for example, Higher Learning Commission, “ Eligibility Criteria and Eligibility Criteria and
Selection,” PEER.A.10.010, June Selection,” PEER.A.10.010, June ~~2014~~2021, https://www.hlcommission.org/Policies/eligibility-criteria-and-selection.html; , https://www.hlcommission.org/Policies/eligibility-criteria-and-selection.html;
Council on Occupational Education, “Policies and RulesCouncil on Occupational Education, “Policies and Rules of the Commission,” of the Commission,” ~~2020~~ 2024 Edition, pp. Edition, pp. ~~25-26~~28-29, ,
https://council.org/https://council.org/~~wp-content/uploads/2020/07/2020-Policies-Rules-of-the-Commission_FINAL-w-Covers_7-26-~~
~~20.pdf.~~
21handbooks/. 19 34 C.F.R. §602.17(e) and (f). 34 C.F.R. §602.17(e) and (f).
2220 Preaccreditation is “the status of Preaccreditation is “the status of accreditation and public recognition that public recognition that ana … recognized accrediting agency grants accrediting agency grants to an institution or program for a limited period of time that signifies the agency has determined that the institution or program is progressing toward full accreditation and is likely to attain full accreditation before the expiration of that limited period of time.” 34 C.F.R. § 600.2. Preaccreditation status from an ED-recognized accrediting agency enables public and private nonprofit institutions of higher education and postsecondary vocational institutions to participate in the HEA Title IV federal student aid programs. HEA §§101(a)(5) and 102(c)(1)(B). 21 Information on federal due process requirements is presented later in this report. 22 See, for example, Higher Learning Commission, “Routing Monitoring and Data Collection,” INST.F.10.010, February 2024, https://www.hlcommission.org/Policies/routine-monitoring.html?highlight=WyJhbm51YWwiLCJyZXBvcnQiLCJhbm51YWwgcmVwb3J0Il0=. Congressional Research Service 5 An Overview of Accreditation of Higher Education in the United States education23 when the institution did not previously offer distance education), or the addition of a ~~to an institution or program for~~
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~~accreditation for an existing institution or program; or taking an intermediate action for an~~
~~existing institution or program, such as placing an institution or program on provisional or~~
~~probationary status. Al accrediting agencies have an appeals process and some requirements are~~
~~determined by federal law.23~~
~~Accrediting agencies also monitor institutions and programs between full accreditation reviews~~
~~and may require annual reporting, interim reviews, or reviews of any substantive changes.24~~
~~Annual reporting could include financial statements and updated curricular or planning~~
~~information. Interim reviews are required when issues are left unresolved from a comprehensive~~
~~evaluation. Review of substantive changes could include reviewing an institution’s change of~~
~~control (e.g., conversion from proprietary to private nonprofit), the addition of educational~~
~~programs that are a significant departure from existing offerings (e.g., the offering of distance~~
~~education25 when the institution did not previously offer distance education), or the addition of a~~
new location or branch campus. new location or branch campus.
The Federal Role in Accreditation
As previously described, the United States does not have a centralized authority exercising As previously described, the United States does not have a centralized authority exercising
singular national control over postsecondary educational institutions. For purposes of singular national control over postsecondary educational institutions. For purposes of
participation in a variety of federal programs, including HEA Title IV federal student aid participation in a variety of federal programs, including HEA Title IV federal student aid
programs, the federal government has come to rely on accrediting agencies to help ensure a level programs, the federal government has come to rely on accrediting agencies to help ensure a level
of acceptable quality across eligible educational programs and institutions of higher education. To of acceptable quality across eligible educational programs and institutions of higher education. To
ensure that an accrediting agency is “a reliableensure that an accrediting agency is “a reliable authority as to the quality of education or training authority as to the quality of education or training
offered,”offered,”2624 ED administers a recognition process through which an accrediting agency must ED administers a recognition process through which an accrediting agency must
demonstrate it meets a variety of statutory and regulatory conditions. Accreditation by an ED-demonstrate it meets a variety of statutory and regulatory conditions. Accreditation by an ED-
recognized accrediting agency is often a criterion postsecondary schools and programs must meet recognized accrediting agency is often a criterion postsecondary schools and programs must meet
to participate in an array of federal programs. Without such accreditation, postsecondary schools to participate in an array of federal programs. Without such accreditation, postsecondary schools
and programs may lose access to significant amounts of federal funds; thus, achieving and and programs may lose access to significant amounts of federal funds; thus, achieving and
maintaining an accredited status has become almost essential for the financial survival of some, if maintaining an accredited status has become almost essential for the financial survival of some, if
not most, institutions and programs. not most, institutions and programs.
Evolution of the Federal Role in Accreditation
The federal role in accreditation has evolved considerably over the years. A brief history of this The federal role in accreditation has evolved considerably over the years. A brief history of this
~~role follows for context.~~

~~a limited period of time that signifies the agency ash determined that the institution or program is progressing towards~~
~~accreditation and is likely to attain accreditation before the expiration of that limited period of time.” 34 C.F.R. § 602.3.~~
~~Preaccreditation status from an ED-recognized accrediting agency enables public and private nonprofit institutions of~~
~~higher education and post secondary vocational institutions to participate in the HEA T itle IV federal student aid~~
~~programs. HEA §§101(a)(5) and 102(c)(1)(B).~~
~~23 Information on federal due process requirements is presented later in this report.~~
~~24 See, for example, Higher Learning Commission, “Routing Monitoring and Data Collection,” INST .F.10.010, June~~
~~2020, https://www.hlcommission.org/Policies/routine-monitoring.html?highlight=~~
~~WyJhbm51YWwiLCJyZXBvcnQiLCJhbm51YWwgcmVwb3J0Il0=.~~
~~25 Distance education is defined as education that uses one or more specified technologies (e.g., the internet, audio~~
~~conferencing) “(i) to deliver instruction to student s who are separated from the instructor; (ii) and to support regular~~
~~and substantive interaction between the students and the instructor, synchronously or asynchronously.” HEA §103(7).~~
~~26 HEA §496(a).~~
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role follows for context. Early Federal Recognition
Federal recognition of accrediting agencies was initiated in 1952, shortly after the passage of the Federal recognition of accrediting agencies was initiated in 1952, shortly after the passage of the
Veterans’ Readjustment Assistance Act of 1952 (the Korean GI Veterans’ Readjustment Assistance Act of 1952 (the Korean GI ~~Bil ;~~ Bill; P.L. 82-550), as one of the P.L. 82-550), as one of the
mechanisms to help assess higher education quality and link it to determining which institutions mechanisms to help assess higher education quality and link it to determining which institutions
would qualify to receive federal aid under the GI would qualify to receive federal aid under the GI ~~Bil .~~ Bill. A recognition process was established in A recognition process was established in
the (then) Office of the U.S. Commissioner of Education to produce a list of the (then) Office of the U.S. Commissioner of Education to produce a list of ~~federal y~~federally recognized recognized
accrediting agencies and associations.accrediting agencies and associations.2725
The National Defense Education Act of 1958 (NDEA; P.L. 85-864) also addressed the federal role The National Defense Education Act of 1958 (NDEA; P.L. 85-864) also addressed the federal role
in accreditation of higher education. In defining the term “institution of higher education” for the in accreditation of higher education. In defining the term “institution of higher education” for the
purposes of identifying institutions eligiblepurposes of identifying institutions eligible to receive federal funds to assist in making low-to receive federal funds to assist in making low-
interest loans to postsecondary students in need,interest loans to postsecondary students in need,2826 the NDEA maintained the criterion that the NDEA maintained the criterion that
institutions be accredited by an agency or association recognized by the U.S. Commissioner of institutions be accredited by an agency or association recognized by the U.S. Commissioner of
~~Education.~~Education. 23 For HEA purposes, distance education is defined as education that uses one or more specified technologies (e.g., the internet, audio conferencing) “(i) to deliver instruction to students who are separated from the instructor; (ii) and to support regular and substantive interaction between the students and the instructor, synchronously or asynchronously.” HEA §103(7). 24 HEA §496(a). 25 For an in-depth look at how the federal role in accreditation evolved, see John R. Proffit, “The Federal Connection for Accreditation,” JSTOR. The Journal of Higher Education, 1979, http://www.jstor.org/stable/1980935?seq=1. 26 This program was known as the National Defense Student Loan Program (NDSL), the precursor to the Federal Perkins Loan program. Congressional Research Service 6 An Overview of Accreditation of Higher Education in the United States
Higher Education Act of 1965
In 1965, the importance of accrediting agencies was augmented further with the enactment of the In 1965, the importance of accrediting agencies was augmented further with the enactment of the
Higher Education Act (HEA; P.L. 89-329). Title IV of the HEAHigher Education Act (HEA; P.L. 89-329). Title IV of the HEA created new federal student aid created new federal student aid
programs for programs for ~~nonveterans~~postsecondary students, regardless of their veteran status (many of which were the predecessors to the currently available Title (many of which were the predecessors to the currently available Title
IV student aid programs). Only institutions accredited by agencies recognized by the (then) IV student aid programs). Only institutions accredited by agencies recognized by the (then)
Office of the U.S. Commissioner of Education were eligible to receive these funds.Office of the U.S. Commissioner of Education were eligible to receive these funds.
Expansion of Federal Recognition Requirements
Between the 1965 enactment of the HEA and its reauthorization in 1992, accrediting agencies Between the 1965 enactment of the HEA and its reauthorization in 1992, accrediting agencies
were required to be recognized by ED for Title IV purposes, but the HEA specified few, if any, were required to be recognized by ED for Title IV purposes, but the HEA specified few, if any,
criteria for ED recognition. criteria for ED recognition.
Leading up to the 1992 reauthorization of the HEA, concerns about fraud and abuse in the Leading up to the 1992 reauthorization of the HEA, concerns about fraud and abuse in the
accreditation process by the proprietary school sector were evident.accreditation process by the proprietary school sector were evident.2927 Rather than singling out the Rather than singling out the
proprietary institutions for special oversight, Congress opted to strengthen the criteria for ED proprietary institutions for special oversight, Congress opted to strengthen the criteria for ED
recognition of accrediting agencies of recognition of accrediting agencies of al all types of institutions.types of institutions.3028 Thus, HEA Section 496 was Thus, HEA Section 496 was
added in the Higher Education Amendments of 1992 (P.L. 102-325) in an effort to require added in the Higher Education Amendments of 1992 (P.L. 102-325) in an effort to require
accrediting agencies to exercise genuine oversight of the schools they accredited. Section 496 of accrediting agencies to exercise genuine oversight of the schools they accredited. Section 496 of
the HEAthe HEA sets forth the standards and criteria accrediting agencies must meet to be recognized by sets forth the standards and criteria accrediting agencies must meet to be recognized by
ED as reliable authorities as to the quality of education offered at IHEs. The new Section 496 ED as reliable authorities as to the quality of education offered at IHEs. The new Section 496
described the types of organizations eligibledescribed the types of organizations eligible for ED recognition (e.g., state, regional, or national for ED recognition (e.g., state, regional, or national
agencies with voluntary memberships). It also detailed the types of school assessment agencies with voluntary memberships). It also detailed the types of school assessment
standards—such as recruitment and admissions practices; program length; and “success with standards—such as recruitment and admissions practices; program length; and “success with

~~27 For an in-depth look at how the federal role in accreditation evolved, see John R. Proffit, “ The Federal Connection~~
~~for Accreditation,” JSTOR. The Journal of Higher Education, 1979, http://www.jstor.org/stable/1980935?seq=1.~~
~~28 T his program was known as the National Defense Student Loan Program (NDSL), the precursor to the Federal~~
~~Perkins Loan program.~~
~~29 See, for example, U.S. Congress,~~ respect to student achievement in relation to [the school’s] mission,” which could include consideration of course completion, state licensing examinations, and job placement rates—that agencies were to apply consistently to all IHEs.29 The 1998 reauthorization (the Higher Education Amendments of 1998; P.L. 105-244) saw changes in the scope of the criteria for ED recognition of accrediting agencies, especially in regard to changing education delivery methods and distance education programs. Specifically, the act permitted the Secretary of Education (Secretary) to include within an accrediting agency’s scope of recognition the ability to assess an IHE’s distance education programs. In doing so, Congress sought to ensure that the federal government was providing Title IV support only to quality programs in the rapidly growing area of distance education.30 27 See, for example, U.S. Congress, Senate Committee on Governmental Affairs, Permanent Subcommittee on Senate Committee on Governmental Affairs, Permanent Subcommittee on
Investigations, Investigations, Abuses in Federal Student Aid ~~Program s~~Programs, 102nd Cong., 1st sess.,, 102nd Cong., 1st sess., May 17, 1991, 102-58 (WashingtonMay 17, 1991, 102-58 (Washington:
, DC: GPO, 1991), pp. 16-21. GPO, 1991), pp. 16-21.
3028 For additional information on the Higher Education Amendments of 1992 as they relate to institutional eligibility, see For additional information on the Higher Education Amendments of 1992 as they relate to institutional eligibility, see
out-of-print CRS Report 93-861, out-of-print CRS Report 93-861, Institutional Eligibility: The Higher Education ~~Am endments~~Amendments of 1992 , by Margot A. , by Margot A.
Schenet, availableSchenet, available to congressional clients upon request. 29 Federal regulations related to ED recognition of accrediting agencies were in effect prior to 1992. The regulations published before the 1992 amendments contained many of the same concepts that were eventually codified in the 1992 amendments (e.g., evaluation of school assessment standards, including student achievement, and applying review criteria consistently to all IHEs). See U.S. Department of Education, “Secretary’s Procedures and Criteria for Recognition of Accrediting Agencies,” 53 Federal Register 25088, July 1, 1988. 30 See, for example, U.S. Congress, House Committee on Education and the Workforce, Higher Education Amendments of 1998, report to accompany H.R. 6, 105th Cong., April 17, 1998, H.Rept. 105-481 (Washington, DC: GPO, 1998), p. 148. Congressional Research Service 7 An Overview of Accreditation of Higher Education in the United States Congress provided a host of additional criteria for ED recognition of accrediting agencies in the Higher Education Opportunity Act of 2008 (HEOA; ~~to congressional clients upon request.~~
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~~An Overview of Accreditation of Higher Education in the United States~~

~~respect to student achievement in relation to [the school’s] mission,” which could include~~
~~consideration of course completion, state licensing examinations, and job placement rates—that~~
~~agencies were to apply consistently to al IHEs.31~~
~~The 1998 reauthorization (the Higher Education Amendments of 1998; P.L. 105-244) saw~~
~~changes in the scope of the criteria for ED recognition of accrediting agencies, especial y in~~
~~regard to changing education delivery methods and distance education programs. Specifical y, the~~
~~act permitted the Secretary of Education (Secretary) to include within an accrediting agency’s~~
~~scope of recognition the ability to assess an IHE’s distance education programs. In doing so,~~
~~Congress sought to ensure that the federal government was providing Title IV support only to~~
~~quality programs in the rapidly growing area of distance education.32~~
~~Congress provided a host of additional criteria for ED recognition of accrediting agencies in the~~
~~Higher Education Opportunity Act of 2008 (HEOA;~~ P.L. 110-315), which reauthorized the HEA P.L. 110-315), which reauthorized the HEA
in 2008. The 2008 additions included provisions relating to how accrediting agencies were to in 2008. The 2008 additions included provisions relating to how accrediting agencies were to
review distance education programs; transparency of agency policies and decision-making review distance education programs; transparency of agency policies and decision-making
processes; due process requirements for IHEs subject to an adverse agency action;processes; due process requirements for IHEs subject to an adverse agency action;3331 and various and various
other standards related to IHE operations, including ensuring that IHEs make transfer-of-credit other standards related to IHE operations, including ensuring that IHEs make transfer-of-credit
policies publicly availablepolicies publicly available and submit teach-out and submit teach-out ~~plans34~~plans32 to accrediting agencies in specified to accrediting agencies in specified
circumstances. circumstances. 35
~~2019~~33 Recent Regulations
Since the HEOA, ED has updated its regulations relating to accrediting agencies multiple times. Since the HEOA, ED has updated its regulations relating to accrediting agencies multiple times.
Most recently, in Most recently, in ~~November 2019~~October 2022, ED issued a Final Rule specifying how accrediting agencies are to evaluate prison education programs (PEPs) offered by IHEs to enable PEPs to participate in the Pell Grant program.34 Additionally, in October 2023, ED updated regulations relating to its certification procedures for IHEs to participate in the Title IV programs. Specifically, effective July 1, 2024, IHEs must determine, if applicable, that programs that prepare students for occupations requiring programmatic accreditation or state licensure meet those requirements for each state 1. in which an IHE is located, 2. in which a student is located35 for students enrolled by an IHE in distance education or correspondence courses, and 3. for which a student who enrolls in a program on or after July 1, 2024, attests that they intend to seek employment.36 While these changes do not directly amend regulations specific to accreditation, they effectively require IHEs participating in HEA Title IV federal student aid programs to hold applicable programmatic accreditation, if an individual is required by state law or a federal agency to have completed a program with such accreditation to enter the intended occupation. 31 An adverse action is “the denial, withdrawal, ~~, ED issued a Final Rule amending a variety of regulatory~~
~~requirements relating to accreditation, which went into effect July 1, 2020.36 Notable changes~~
~~include (1) broadening the definition of geographic area of accrediting agencies to include any~~
~~region or group of states chosen by the accrediting agency;37 (2) permitting the retroactive~~
~~application of accreditation decisions in specified circumstances; (3) replacing specified~~
~~timeframes for an IHE or program to come into compliance with accreditation standards with~~

~~31 Federal regulations related to ED recognition of accrediting agencies were in effect prior to 1992. The regulations~~
~~published before the 1992 amendments contained many of the same concepts that were eventually codified in the 1992~~
~~amendments (e.g., evaluation of school assessment standards, including student achievement, and applying review~~
~~criteria consistently to all IHEs). See Department of Education, “ Secretary’s Procedures and Criteria for Recognition of~~
~~Accrediting Agencies,” 53 Federal Register 25088, July 1, 1988.~~
~~32 See, for example, U.S. Congress, House Committee on Education and the Workforce,~~ ~~Higher Education~~
~~Am endm ents of 1998, report to accompany H.R. 6, 105th Cong., April 17, 1998, H.Rept. 105-481 (Washington: GPO,~~
~~1998), p. 148.~~
~~33 An adverse action is “t he denial, withdrawal,~~ suspension, revocation, or termination of accreditation or suspension, revocation, or termination of accreditation or
preaccreditation, or any comparable accrediting action an agency may take against an institution or program.preaccreditation, or any comparable accrediting action an agency may take against an institution or program. ” 34 ” 34
C.F.R.C.F.R. §602.3(b). §602.3(b).
3432 A teach-out plan is a written plan developed by an institution that provides for the equitable treatment of its own A teach-out plan is a written plan developed by an institution that provides for the equitable treatment of its own
students if it, or one of its locations that provides 100% of at least one program, ceases to operate before all students students if it, or one of its locations that provides 100% of at least one program, ceases to operate before all students
have completed their program of study. A teach-out plan may include, if requiredhave completed their program of study. A teach-out plan may include, if required ~~by t he~~ by the institution’s accrediting institution’s accrediting
agency, a teach-out agreement between institutions. HEA §487(f)(2). agency, a teach-out agreement between institutions. HEA §487(f)(2).
35 33 For additional information on teach-out plans and teach-out agreements, see CRS For additional information on teach-out plans and teach-out agreements, see CRS Report R44737, Report R44737, The Closure of
Institutions of Higher Education: Student Options, Borrower Relief, and Other ~~Im plications~~.
36Implications. 34 U.S. Department of Education, “ Department of Education, “~~Student Assistance General Provisions, T he Secretary’s Recognition of Accrediting~~
~~Agencies, T he Secretary’s Recognition Procedures for State Agencies,” 84 Federal Register 58834, November 1, 2019.~~
~~37 Previously, ED regulations required that the geographic region on which an accrediting agency concentrated include~~
~~“at least three States that are reasonably close to one another.”~~
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~~accrediting agency-established timeframes;38 and (4) expanding the instances in which~~
~~accrediting agencies must require teach-out plans from IHEs and enhancing requirements~~
~~accrediting agencies must have in place with respect to teach-out plans and teach-out~~
~~agreements.39~~Pell Grants for Prison Education Programs; Determining the Amount of Federal Education Assistance Funds Received by Institutions of Higher Education (90/10); Change in Ownership and Change in Control,” 87 Federal Register 65426, October 28, 2022. 35 A student’s location is determined at the time of their initial enrollment in a program and, if applicable, upon the IHE’s formal receipt of information from the student that the student’s location has changed. 34 C.F.R. §600.9(c)(2). 36 IHEs must also determine that they satisfy applicable education requirements for professional licensure or certification requirements in each state for the same groups of students. U.S. Department of Education, “Financial Responsibility, Administrative Capability, Certification Procedures, Ability to Benefit (ATB),” 88 Federal Register 74568, 74697, October 31, 2023. Congressional Research Service 8 An Overview of Accreditation of Higher Education in the United States
Role of the U.S. Department of Education in Accreditation
ED does not accredit IHEs or programs of higher education. Its primary role is to recognize, ED does not accredit IHEs or programs of higher education. Its primary role is to recognize,
through the process and conditions set forth in the HEA and accompanying regulations, an through the process and conditions set forth in the HEA and accompanying regulations, an
accrediting agency as “a reliable authority as to the quality of education or training offered” at accrediting agency as “a reliable authority as to the quality of education or training offered” at
IHEs for the purposes of Title IV funding and other federal programs.IHEs for the purposes of Title IV funding and other federal programs.4037 As part of the recognition As part of the recognition
process, the accrediting agency must show that it is “effective in its performance” with respect to process, the accrediting agency must show that it is “effective in its performance” with respect to
the criteria established in the law and regulations. If, at any time, ED determines the agency has the criteria established in the law and regulations. If, at any time, ED determines the agency has
become ineffective in its performance, it may revoke recognition. become ineffective in its performance, it may revoke recognition.
The Accreditation The Accreditation ~~Group41~~Group38 was established within ED’s Office of Postsecondary Education to was established within ED’s Office of Postsecondary Education to
help facilitate accreditation matters.help facilitate accreditation matters.42 In effect, the Accreditation Group carries out many of the In effect, the Accreditation Group carries out many of the
statutory and regulatory requirements of ED as they relate to the approval of accrediting agencies. statutory and regulatory requirements of ED as they relate to the approval of accrediting agencies.
Two of its primary functions include “continuously review[] standards, policies, procedures, and Two of its primary functions include “continuously review[] standards, policies, procedures, and
issues in the area of [ED’s] accreditation responsibilities” and “administer[] the process by which issues in the area of [ED’s] accreditation responsibilities” and “administer[] the process by which
accrediting agencies and state approval agencies secure initial and renewed recognition by the accrediting agencies and state approval agencies secure initial and renewed recognition by the
Secretary of Education.”Secretary of Education.”43
39 Recognized Accrediting Agencies
ED recognizes agencies that accredit ED recognizes agencies that accredit al all types of institutions (public, private nonprofit, and types of institutions (public, private nonprofit, and
proprietary) and a variety of educational programs. They include agencies that accredit multi-proprietary) and a variety of educational programs. They include agencies that accredit multi-

~~38 For example, previous regulations generally required that if an agency determined an IHE was out of com pliance~~
~~with any accreditation standard, the agency was to require the IHE to come into compliance with the standard within~~
~~two years (if the longest program offered by the IHE was at least two years in length). T he new regulations generally~~
~~require that if an agency determines an IHE is out of compliance with any accreditation standard, the agency must~~
~~provide the IHE with a “written timeline for coming into compliance that is reasonable.” T he timeline may include~~
~~intermediate checkpoints on the way to full compliance. 34 C.F.R. §602.20(a)(2).~~
~~39 A teach-out agreement is “a written agreement between institutions that provides for the equitable treatment of~~
~~students and a reasonable opportunity for students to complete their program of study if an institution , or an~~
~~institutional location that provides 100 percent of at least one program offered, ceases to operate or plans to cease~~
~~operations before all enrolled students have completed their program of study. ” 34 C.F.R. §600.2.~~
40disciplinary universities, as well as those that accredit smaller, specialized institutions or a specific program within an institution.40 ED publishes lists of recognized accrediting agencies in certain categories that may be used by institutions to seek accreditation or by students to ensure a reasonable assurance of program quality and acceptance of diplomas and degrees by employers. A primary type of accrediting agency that ED recognizes are those that enable institutions of higher education to participate in the Title IV programs. As of March 2024, ED recognizes 37 accrediting agencies for Title IV purposes. These agencies include institutional and programmatic accrediting agencies.41 ED also recognizes accrediting agencies that enable postsecondary schools and programs to participate in other federal programs. As of March 2024, ED recognizes 18 37 ED also recognizes state agencies for the approval of public postsecondary vocational education and nurse education. ED also recognizes state agencies for the approval of public postsecondary vocational education and nurse education.
~~T he~~The criteria and procedures used criteria and procedures used by the Secretary in designatingby the Secretary in designating a state agency as a reliable authority concerning the a state agency as a reliable authority concerning the
quality of publicquality of public postsecondary vocational education in a state are contained in Part 603 of postsecondary vocational education in a state are contained in Part 603 of ~~T itle~~Title 34 of the Code of 34 of the Code of
FederalFederal Regulations (C.F.R.). Regulations (C.F.R.). ~~T he~~The criteria and procedures used criteria and procedures used by the Secretary in by the Secretary in ~~designat ing~~ designating a state agency as a a state agency as a
reliablereliable authority concerning the quality of training offered by schools of nursingauthority concerning the quality of training offered by schools of nursing in a state are contained in regulations in a state are contained in regulations
publishedpublished in the January 16, 1969 in the January 16, 1969 Federal Register. For more information, see U.S. Department of Education, . For more information, see U.S. Department of Education,
“Accreditation in the United States, “Accreditation in the United States, ~~National Recognition of State Approval Agencies by the U.S. Secretary of~~
~~Education,” http~~Criteria and Procedures for Recognition of State Agencies in Nurse Education,” https://www2.ed.gov/admins/finaid/accred/://www2.ed.gov/admins/finaid/accred/~~accreditation_pg16.html#StateApprovalAgencies.~~
41accreditation_pg9.html#CriteriaforNurseEducation. 38 Formerly known as the Accrediting Agency Evaluation Unit. Formerly known as the Accrediting Agency Evaluation Unit.
~~42 See~~ 39 U.S.U.S. Department of Education, “Accreditation in the United States, History and Context of Accreditation in the Department of Education, “Accreditation in the United States, History and Context of Accreditation in the
United States,” https://www2.ed.gov/admins/finaid/accred/United States,” https://www2.ed.gov/admins/finaid/accred/~~accreditation.html.~~
~~43 U.S. Department of Education, “Accreditation in the United States,” https://www2.ed.gov/admins/finaid/accred/~~
~~accreditation.html#:~:text=T he%20Accreditation%20Group,-The%20Accreditation%20Group&text=~~
~~Continuously%20reviews%20standards%2C%20policies%2C%20procedures,by%20the%20Secretary%20of%20Educ~~
~~ation., accessed September 29, 2020.~~
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~~disciplinary universities, as wel as those that accredit smal er, specialized institutions or a~~
~~specific program within an institution.44 ED publishes lists of recognized accrediting agencies in~~
~~certain categories that may be used by institutions to seek accreditation or by students to ensure a~~
~~reasonable assurance of program quality and acceptance of diplomas and degrees by employers.~~
~~A primary type of accrediting agency that ED recognizes are those that enable institutions of~~
~~higher education to participate in the Title IV programs. As of September 2020, ED recognizes 37~~
~~accrediting agencies for Title IV purposes. These agencies include institutional and programmatic~~
~~accrediting agencies.45 ED also recognizes accrediting agencies that enable postsecondary schools~~
~~and programs to participate in other federal programs. As of September 2020, ED recognizes 15~~
accreditation_pg2.html, accessed April 1, 2024. 40 Generally, institutions are accredited by only one accrediting agency or association. Dually accredited institutions must choose one accrediting agency for the purposes of Title IV eligibility. 41 ED places some conditions and limitations on the types of institutions that may be accredited for Title IV purposes by programmatic accrediting agencies. For a list of the 37 accrediting agencies and any conditions that may apply, see U.S. Department of Education, “Accreditation in the United States, Institutional Accrediting Agencies,” https://www2.ed.gov/admins/finaid/accred/accreditation_pg3.html#RegionalInstitutional. Congressional Research Service 9 An Overview of Accreditation of Higher Education in the United States accrediting agencies whose conferral of accreditation enables postsecondary schools to participate accrediting agencies whose conferral of accreditation enables postsecondary schools to participate
in federal programs other than HEA Title IV programs.in federal programs other than HEA Title IV programs.4642
Current Recognition Requirements
Currently, many of the Currently, many of the HEA ED-recognition requirements put into place since 1992 remain. An ED-recognition requirements put into place since 1992 remain. An ED-~~ED-~~
recognized accrediting agency must meet general organizational requirements, demonstrate that it recognized accrediting agency must meet general organizational requirements, demonstrate that it
has accreditation standards that are “sufficiently rigorous” to ensure that it is a “reliablehas accreditation standards that are “sufficiently rigorous” to ensure that it is a “reliable ~~authority~~
authority regarding the quality of education” provided by the IHEs and programs it accredits,regarding the quality of education” provided by the IHEs and programs it accredits,~~47 and~~
43 and maintain required operating and due process procedures. maintain required operating and due process procedures.
General Organizational Requirements
According to Section 496 of the HEA, an accrediting agency must be a state, regional, or national According to Section 496 of the HEA, an accrediting agency must be a state, regional, or national
agency or association that demonstrates the ability and expertise to serve as an accrediting agency or association that demonstrates the ability and expertise to serve as an accrediting
agency. These agencies must then meet one of the following specific criteria, the application of agency. These agencies must then meet one of the following specific criteria, the application of
which largely depends on whether obtaining accreditation from the agency enables an which largely depends on whether obtaining accreditation from the agency enables an IHE or or
program to participate in HEA to participate in HEA ~~programs general y~~ programs generally, the HEA Title IV federal student aid programs , the HEA Title IV federal student aid programs
~~specifical y~~specifically, or other federal programs: , or other federal programs:
1. For the purpose of determining eligibility 1. For the purpose of determining eligibility for HEAfor HEA programs, including the Title programs, including the Title
IV student aid programs, the agency must have a voluntary membership of IV student aid programs, the agency must have a voluntary membership of
institutions and have as a principal purpose the accrediting of institutions. institutions and have as a principal purpose the accrediting of institutions.
2. For the purpose of determining single-purpose freestanding institutions’ 2. For the purpose of determining single-purpose freestanding institutions’4844
eligibility eligibility for Title IV HEAfor Title IV HEA programs, the agency must either have a voluntary programs, the agency must either have a voluntary
membership of individuals participating in a profession, or have as its principal membership of individuals participating in a profession, or have as its principal

~~44 Generally, institutions are accredited by only one accrediting agency or association. Dually accredited institutions~~
~~must choose one accrediting agency for the purposes of T itle IV eligibility.~~
~~45 ED places some conditions and limitations on the types of institutions that may be accredited for T itle IV purposes~~
~~by programmatic accrediting agencies. For a list of the 37 accrediting agencies and any conditions that may apply, see~~
~~U.S. Department of Education, “Accreditation in the United States, Accrediting Agencies Recognized for T itle IV~~
~~Purposes,” https://www2.ed.gov/admins/finaid/accred/accreditation_pg9.html#T itleIVRecognition.~~
~~46 U.S. Department of Education, “Accreditation in the United States, Recognized Accrediting Agencies,”~~
~~https://www2.ed.gov/admins/finaid/accred/accreditation_pg5.html#Nationally_Recognized, accessed September 29,~~
~~2020.~~
~~47 34 C.F.R. §602.16(a).~~
48purpose the accrediting of programs within institutions that are accredited by another ED-recognized agency. 3. For purposes of determining eligibility for HEA and non-HEA federal programs, the agency must be a state agency approved by the Secretary as an accrediting agency on or before October 1, 1991, and have as a principal purpose the accrediting of institutions, education program, or both.45 4. For the purposes of determining eligibility for non-HEA federal programs, the agency must have a voluntary membership and have as its principal purpose the accrediting of institutions or programs. 42 U.S. Department of Education, “Accreditation in the United States, Programmatic Accrediting Agencies,” https://www2.ed.gov/admins/finaid/accred/accreditation_pg4.html#National_Institutional, accessed April 2, 2024. 43 34 C.F.R. §602.16(a). 44 Single-purpose freestanding institution refers to a postsecondary school that offers a single educational program or refers to a postsecondary school that offers a single educational program or
course of study. For example, a postsecondary school that only offers programs in legal education that lead to a course of study. For example, a postsecondary school that only offers programs in legal education that lead to a
professional degreeprofessional degree in lawin law may bemay be considered a single-purpose freestanding institution. 45 HEA §496(a)(2)(B); 34 C.F.R. §602.14(a)(1). The New York State Board of Regents and Commissioner of Education is the only such state agency in existence. Congressional Research Service 10 An Overview of Accreditation of Higher Education in the United States ~~considered a single-purpose freestanding institution.~~
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~~purpose the accrediting of programs within institutions that are accredited by~~
~~another ED-recognized agency.~~
~~3. For purposes of determining eligibility for HEA and non-HEA federal programs,~~
~~the agency must be a state agency approved by the Secretary as an accrediting~~
~~agency on or before October 1, 1991, and have as a principal purpose the~~
~~accrediting of institutions, education program, or both.49~~
~~4. For the purposes of determining eligibility for non-HEA federal programs, the~~
~~agency must have a voluntary membership and have as its principal purpose the~~
~~accrediting of institutions or programs.~~
Accrediting agencies or associations meeting the first or second criterion must also be Accrediting agencies or associations meeting the first or second criterion must also be
administratively and administratively and ~~financial y~~financially separate and separate and ~~independent50~~independent46 from any associated or affiliated trade from any associated or affiliated trade
organization or membership organization.organization or membership organization.51
47 Accreditation Standards
Regardless of the type of accrediting agency, the organization must consistently apply and Regardless of the type of accrediting agency, the organization must consistently apply and
enforce standards that ensure that the education programs, training, or courses of study offered by enforce standards that ensure that the education programs, training, or courses of study offered by
an IHE are of sufficient quality to meet the stated objectives for which they are offered.an IHE are of sufficient quality to meet the stated objectives for which they are offered.5248 In In
general, the standards used by the accrediting agency must assess student general, the standards used by the accrediting agency must assess student ~~achievement53~~achievement49 in in
relation to the institution’s mission, including, as applicable, course completion, passage of state relation to the institution’s mission, including, as applicable, course completion, passage of state
licensing examinations, and job placement rates.licensing examinations, and job placement rates.5450 In practice, institutions and programs often set In practice, institutions and programs often set
their own standards for student learning outcomes, depending on a variety of factors such as the their own standards for student learning outcomes, depending on a variety of factors such as the
level of education offered and the level of education offered and the ~~skil s~~skills and competencies required of its graduates in different and competencies required of its graduates in different
fields, and that may be guided by accrediting agency policies. Accrediting agencies then evaluate fields, and that may be guided by accrediting agency policies. Accrediting agencies then evaluate
the appropriateness of those standards and whether institutions and programs use information the appropriateness of those standards and whether institutions and programs use information
gained from student learning outcomes to improve student learning.gained from student learning outcomes to improve student learning.5551 In some instances, accrediting agencies may establish specific student achievement measures (e.g., graduation rates) and benchmarks that schools and programs must meet.52 In addition, an accrediting agency must consider the institution’s or program’s curricula, faculty, facilities, fiscal and administrative capacity, 53 student support services, recruitment and admissions practices, measures of program length,54 objectives of the credentials offered, and student complaints received directly by the agency or those that are available to the agency. The institution’s or program’s record of compliance with the institutional requirements of Title IV 46 ~~In some instances,~~

~~49 HEA §496(a)(2)(B); 34 C.F.R. §602.14(a)(1). T he New York State Board of Regents and Commissioner of~~
~~Education is the only such state agency in existence.~~
50 Section 496(b) defines “separate and independent Section 496(b) defines “separate and independent ” to mean that (1) members of the postsecondary education ” to mean that (1) members of the postsecondary education
governing bodygoverning body of the accrediting agency are not selected or elected by the board or chief executive officer of any of the accrediting agency are not selected or elected by the board or chief executive officer of any
related, associated, or affiliated trade associations or membership organizations; (2) the board has at least one public related, associated, or affiliated trade associations or membership organizations; (2) the board has at least one public
member for every six boardmember for every six board members; (3) duesmembers; (3) dues paid to the accrediting agencypaid to the accrediting agency are separate payments from any dues are separate payments from any dues
paid to any related, associated, or affiliated trade associations or membership organizations; and (4) the accrediting paid to any related, associated, or affiliated trade associations or membership organizations; and (4) the accrediting
agency develops andagency develops and determines its own budgetdetermines its own budget without consulting without consulting ~~an y~~any other entity or organization. other entity or organization.
51 47 For accrediting agencies For accrediting agencies meeting the second criterion and that were recognized by the Secretary on or before October meeting the second criterion and that were recognized by the Secretary on or before October
1, 1991, the Secretary may waive the requirement 1, 1991, the Secretary may waive the requirement ~~t hat~~that the agency be administratively and the agency be administratively and ~~finan cially~~financially separate and separate and
independent, if it can demonstrate that existing relationships with associated or affiliated trade organizations or independent, if it can demonstrate that existing relationships with associated or affiliated trade organizations or
membership organizations have not compromised the independence of the accreditation process. HEA §496(a)(3)(C). membership organizations have not compromised the independence of the accreditation process. HEA §496(a)(3)(C).
~~52 T he~~48 The standards must respect the stated mission, including standards must respect the stated mission, including ~~religious~~ religious missions, of the institution. HEA §496(a)(4)(A).missions, of the institution. HEA §496(a)(4)(A).
53 49 Section 496(a)(5)(A) of the HEA explicitly states that success with respect to student achievement Section 496(a)(5)(A) of the HEA explicitly states that success with respect to student achievement ~~m ay~~may include include
different standards for different institutions or programs, as established by the institution.different standards for different institutions or programs, as established by the institution.
~~54 T his~~ 50 This student achievement criterion is not required for ED recognition of accrediting agencies student achievement criterion is not required for ED recognition of accrediting agencies for the purposes of for the purposes of
participation in non-HEA programs administered by ED and programs administered by other federal agencies.participation in non-HEA programs administered by ED and programs administered by other federal agencies. HEA HEA
§496(a)(5). §496(a)(5).
5551 See, See, Council for Higher Education Accreditation, Council for Higher Education Accreditation, The Value of Accreditation, June 2010, p. 5. See, June 2010, p. 5. See also, for example, also, for example,
Higher Learning Commission, “Criteria for Accreditation” CCRTHigher Learning Commission, “Criteria for Accreditation” CCRT .B.10.010, Criterion 4, Revised September 1, 2020, .B.10.010, Criterion 4, Revised September 1, 2020,
https://www.hlcommission.org/Policies/criteria-and-core-components.html. https://www.hlcommission.org/Policies/criteria-and-core-components.html.
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~~accrediting agencies may establish specific student achievement measures (e.g., graduation rates)~~
~~and benchmarks that schools and programs must meet.56~~
~~In addition, an accrediting agency must consider the institution’s or program’s curricula, faculty,~~
~~facilities, fiscal and administrative capacity, 57 student support services, recruitment and~~
~~admissions practices, measures of program length,58 objectives of the credentials offered, and~~
~~student complaints received directly by the agency or those that are available to the agency. The~~
~~institution’s or program’s record of compliance with the institutional requirements of Title IV~~
52 See, for example, The Accrediting Commission of Career Schools and Colleges, “Standards of Accreditation,” July 1, 2023, p. 132. 53 As part of an accrediting agency’s administrative and fiscal responsibilities under federal laws and regulations, its accreditation teams must include competent and knowledgeable individuals, qualified by education and experience in their own right and trained by the agency on their responsibilities, as appropriate for their roles, regarding the agency’s standards, policies, and procedures to conduct on-site evaluations. 54 The measures of program length criterion is not required for ED recognition of accrediting agencies for the purposes of participation in non-HEA programs administered by ED and programs administered by other federal agencies. HEA §496(a)(5). Congressional Research Service 11 An Overview of Accreditation of Higher Education in the United States must also be examined, as applicable, with respect to the most recent student loan default rate must also be examined, as applicable, with respect to the most recent student loan default rate
data, the results of financial or compliance audits, program reviews, and other information data, the results of financial or compliance audits, program reviews, and other information
provided to the agency by ED.provided to the agency by ED.5955
Required Operating and Due Process Procedures
ED-recognized accrediting agencies must maintain and apply a variety of required operating and ED-recognized accrediting agencies must maintain and apply a variety of required operating and
due process procedures. With respect to operations procedures, due process procedures. With respect to operations procedures, al all ED-recognized accrediting ED-recognized accrediting
agencies must, among other requirementsagencies must, among other requirements~~:60~~
,56 • make publicly available make publicly available information on the standards and procedures used to information on the standards and procedures used to
determine whether to grant accreditation; determine whether to grant accreditation;
• disclose publicly whether an institution is being considered for accreditation or disclose publicly whether an institution is being considered for accreditation or
renewal of accreditation; renewal of accreditation;
• make publicly available make publicly available a list of institutions and programs that the agency a list of institutions and programs that the agency
currently accredits; currently accredits;
• notify ED, state licensing or authorizing agencies, other appropriate accrediting notify ED, state licensing or authorizing agencies, other appropriate accrediting
agencies, and the public of a decision to award initial agencies, and the public of a decision to award initial or to renew an IHE’s or or to renew an IHE’s or
programs’ accreditation or preaccreditation; programs’ accreditation or preaccreditation;
• notify the aforementioned parties of an initiated adverse action, notify the aforementioned parties of an initiated adverse action,6157 or final or final
decision of a probation or adverse action, against an IHE or program; decision of a probation or adverse action, against an IHE or program;
• provide the aforementioned parties with a statement summarizing the reasons for provide the aforementioned parties with a statement summarizing the reasons for
the adverse action, along with evidence that the affected institution has been the adverse action, along with evidence that the affected institution has been
offered an opportunity to provide official comment; offered an opportunity to provide official comment;

~~56 See, for example, T he Accrediting Commission of Career Schools and Colleges, “Standards of Accreditation,” July~~
~~1, 2020, p. 125.~~
~~57 As part of an accrediting agency’s administrative and fiscal responsibilities under federal laws and regulations, its~~
~~accreditation teams must include competent and knowledgeable individuals, qualified by education and experience in~~
~~their own right and trained by the agency on their responsibilities, as appropriate for their roles, regarding the agency’s~~
~~standards, policies, and procedures to conduct on -site evaluations.~~
~~58 T he measures of program length criterion is not required for ED recognition of accrediting agencies for the purposes~~
~~of participation in non-HEA programs administered by ED and programs administered by other federal agencies. HEA~~
~~§496(a)(5).~~
~~59 T his record of HEA T itle~~ • require the IHE or program to disclose an accrediting agency’s final decision to take an adverse action to current and prospective students; and • review in a timely manner complaints an agency receives against an accredited institution or program that are related to the agency’s standards or procedures. For purposes of determining eligibility for HEA Title IV programs, accrediting agencies must meet additional operating procedures requirements,58 including • reviewing newly established branch campuses of any of its accredited institutions; • performing regular onsite inspections that focus on educational quality and program effectiveness;59 55 This record of HEA Title IV compliance criterion is not required for ED recognition of accrediting agencies IV compliance criterion is not required for ED recognition of accrediting agencies for the for the
purposes of participate in non-HEA programs administered by ED andpurposes of participate in non-HEA programs administered by ED and programs administered by other federal programs administered by other federal
agencies. HEA §496(a)(5). agencies. HEA §496(a)(5).
6056 HEA §496( HEA §496(ba); 34 C.F.R.); 34 C.F.R. §§602.23 and 602.26. §§602.23 and 602.26.
6157 An adverse An adverse action is “action is “~~t he~~the denial, withdrawal, denial, withdrawal, suspension, revocation, or termination of accreditation or suspension, revocation, or termination of accreditation or
preaccreditation, or any comparable accrediting action an agency may take against an institution or program.preaccreditation, or any comparable accrediting action an agency may take against an institution or program. ” 34 ” 34
C.F.R.C.F.R. §602.3(b). 58 HEA §496(c) and 34 C.F.R. §602.24. 59 Prior to the 1998 HEA amendments, accrediting agencies were required to make unannounced visits to institutions. Unannounced visits are no longer required but are permitted in Section 496(c)(1) of the HEA. Congressional Research Service 12 An Overview of Accreditation of Higher Education in the United States • requiring institutions to submit a teach-out plan in certain circumstances60; and •~~§602.3(b).~~
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~~ require the IHE or program to disclose an accrediting agency’s final decision to~~
~~take an adverse action to current and prospective students; and~~
~~ review in a timely manner complaints an agency receives against an accredited~~
~~institution or program that are related to the agency’s standards or procedures.~~
~~For purposes of determining eligibility for HEA Title IV programs, accrediting agencies must~~
~~meet additional operating procedures requirements, including62~~
~~ reviewing newly established branch campuses of any of its accredited~~
~~institutions;~~
~~ performing regular onsite inspections that focus on educational quality and~~
~~program effectiveness;63~~
~~ monitoring the expansion of programs at institutions that are experiencing~~
~~significant enrollment growth;~~
~~ requiring institutions to submit a teach-out plan in certain circumstances;64~~
 confirming that the institutions or programs they accredit have publicly disclosed confirming that the institutions or programs they accredit have publicly disclosed
transfer of credit policies and that such institutions or programs make public the transfer of credit policies and that such institutions or programs make public the
criteria by which they make a determination with regard to accepting credits from criteria by which they make a determination with regard to accepting credits from
another institutionanother institution~~; and~~
~~ publicly disclosing when an institution is considered for accreditation or renewal~~
~~of accreditation~~. .
Under Section 496(a)(6) of the HEA, accrediting agencies recognized by ED must meet certain Under Section 496(a)(6) of the HEA, accrediting agencies recognized by ED must meet certain
requirements with respect to due process. That is, an accrediting agency must implement specific requirements with respect to due process. That is, an accrediting agency must implement specific
procedures to resolve disputes between the accrediting agency and any institution or program that procedures to resolve disputes between the accrediting agency and any institution or program that
is subject to the accreditation process. Under current law, accrediting agencies must provide an is subject to the accreditation process. Under current law, accrediting agencies must provide an
IHE or program with, among other procedures, adequate written specification of accreditation IHE or program with, among other procedures, adequate written specification of accreditation
requirements and of any deficiencies identifiedrequirements and of any deficiencies identified at an IHE or program being examined, and at an IHE or program being examined, and
sufficient opportunity to provide a written response to any deficiencies identified before an sufficient opportunity to provide a written response to any deficiencies identified before an
adverse action is taken, as adverse action is taken, as ~~wel~~ well as the right to appeal any adverse action against it. Distance Education Distance education programs61~~as the right to appeal any adverse action against it.~~

~~62 HEA §496(c) and 34 C.F.R. §602.24.~~
~~63 Prior to the 1998 HEA amendments, accredit ing agencies were required to make unannounced visits to institutions.~~
~~Unannounced visits are no longer required but are permitted in Section 496(c)(1) of the HEA.~~
~~64 Instances in which an institution is required to submit a teach-out plan include, but are not limited to: (1) ED notifies~~
~~the accrediting agency of any emergency or initiated a limitation, suspension, or termination action against the~~
~~institution; (2) the accrediting agency acts to withdraw, terminate, or suspend the accreditation of the instit ution; and~~
~~(3) the institution notifies the accrediting agency that the institut ion intends to cease operations. For a full list of when~~
~~an IHE may be required to submit a teach-out plan to its accrediting agency, see 34 C.F.R. §602.24(c).~~
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~~Distance Education~~
~~Distance education programs65~~ must be evaluated by an accrediting agency recognized by ED as must be evaluated by an accrediting agency recognized by ED as
having the evaluation of distance education programs within its scope of recognition.having the evaluation of distance education programs within its scope of recognition.6662
Accrediting agencies that accredit distance education programs are not required to have separate Accrediting agencies that accredit distance education programs are not required to have separate
standards, procedures, or policies for the evaluation of distance education. They are, however, standards, procedures, or policies for the evaluation of distance education. They are, however,
required to mandate that IHEs have processes in place to verify that a student who registers in a required to mandate that IHEs have processes in place to verify that a student who registers in a
course offered via distance education is the same student who participates in the course. Such course offered via distance education is the same student who participates in the course. Such
agencies must also use processes that protect student privacy and notify students of any additional agencies must also use processes that protect student privacy and notify students of any additional
costs associated with such verifications.costs associated with such verifications.~~67 As of September 2020, 31 of the 37 accrediting~~
~~agencies recognized by ED for Title IV purposes have distance education within their scope of~~
~~recognition.68~~
63 Process for Recognition of Accrediting Agencies
Like the standards and criteria an accrediting agency must meet to be recognized by ED, the Like the standards and criteria an accrediting agency must meet to be recognized by ED, the
process for ED recognition was not established in the HEAprocess for ED recognition was not established in the HEA until the 1992 reauthorization. At that until the 1992 reauthorization. At that
time, Congress prescribed the major components of the recognition process, which largely have time, Congress prescribed the major components of the recognition process, which largely have
gone unchanged since that time. The HEA contains broad requirements for ED-recognition gone unchanged since that time. The HEA contains broad requirements for ED-recognition
processes and then specifies that ED processes and then specifies that ED ~~shal~~ shall provide in regulations procedures for ED’s recognition provide in regulations procedures for ED’s recognition
of accrediting agencies.of accrediting agencies.6964 The HEA expressly states that nothing in the HEA The HEA expressly states that nothing in the HEA ~~“shal be construed~~
~~to permit the Secretary to establish” recognition criteria that are not required by the HEA. 70 Once~~
~~granted, recognition is established for up to five years.71~~
~~The recognition process general y begins with an accrediting agency submitting an application for~~
~~initial or renewal of recognition.72 ED then solicits comments from the public regarding the~~
~~accrediting agency’s compliance with recognition criteria.73 Staff in ED’s Accreditation Group~~
~~review the application and public comments to determine whether an accrediting agency meets~~
~~the recognition criteria. The review also includes announced or unannounced site visits to the~~
~~accrediting agency or institutions or programs that the agency accredits or preaccredits and a~~
~~review of complaints or legal actions against IHEs or programs accredited by the accrediting~~

~~65 On July 1, 2010, regulations issued by ED came into effect, distinguishing~~ “shall be construed 60 Instances in which an institution is required to submit a teach-out plan include, but are not limited to, (1) ED notifying the accrediting agency of any emergency or initiating a limitation, suspension, or termination action against the institution; (2) the accrediting agency acting to withdraw, terminate, or suspend the accreditation of the institution; and (3) the institution notifying the accrediting agency that the institution intends to cease operations. For a full list of when an IHE may be required to submit a teach-out plan to its accrediting agency, see 34 C.F.R. §602.24(c). 61 On July 1, 2010, regulations issued by ED came into effect, distinguishing distance education from correspondence distance education from correspondence
education. In general, correspondence education iseducation. In general, correspondence education is provided through one or more home study coursesprovided through one or more home study courses by an institution by an institution
to students who are separated from the instructor whereby interaction between the instructor and student is limited, not to students who are separated from the instructor whereby interaction between the instructor and student is limited, not
regularregular and substantive, and is primarily initiated by the student. Accrediting agenciesand substantive, and is primarily initiated by the student. Accrediting agencies are requiredare required to consider to consider
correspondence education as separate and distinct from distance education as it relates to accreditation, pre-correspondence education as separate and distinct from distance education as it relates to accreditation, pre-
accreditation, and expansion of scope. accreditation, and expansion of scope.
6662 HEA §481(b)(3). HEA §481(b)(3).
6763 HEA §496(a)(4)(B); 34 C.F.R. §602.17(g) and (h). 64 HEA §496(l), (n), and (o). Congressional Research Service 13 An Overview of Accreditation of Higher Education in the United States to permit the Secretary to establish” recognition criteria that are not required by the HEA.65 Once granted, recognition is established for up to five years.66 The recognition process generally begins with an accrediting agency submitting an application for initial or renewal of recognition.67 ED then solicits comments from the public regarding the accrediting agency’s compliance with recognition criteria.68 Staff in ED’s Accreditation Group review the application and public comments to determine whether an accrediting agency meets the recognition criteria. The review also includes announced or unannounced site visits to the accrediting agency or institutions or programs that the agency accredits or preaccredits and a review of complaints or legal actions against IHEs or programs accredited by the accrediting agency.69 ~~HEA §496(a)(4)(B); 34 C.F.R. §602.17(g) and (h).~~
~~68 U.S. Department of Education, “Accreditation in the United States, Accrediting Agencies Recognized for Distance~~
~~Education and Correspondence Education,” https://www2.ed.gov/admins/finaid/accred/~~
~~accreditation_pg10.html#Distance.~~
~~69 HEA §496(l), (n), and (o).~~
~~70 HEA §496(g).~~
~~71 HEA §496(d).~~
~~72 34 C.F.R. §602.31. Processes for additional action, such as an accrediting agency’s request for an expansion of scope~~
~~generally follow the same procedures described herein. Slightly different procedures apply when ED reviews agencies~~
~~during a period of recognition. See 34 C.F.R. §602.33.~~
~~73 34 C.F.R. §602.32(c).~~
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~~agency.74~~ ED staff then prepare a draft analysis of their findings and permit the accrediting agency ED staff then prepare a draft analysis of their findings and permit the accrediting agency
to respond to the findings.to respond to the findings.7570 A final analysis, including a recommended recognition action, A final analysis, including a recommended recognition action,7671 is is
then drafted by ED staff and submitted to the National Advisory Committee for Institutional then drafted by ED staff and submitted to the National Advisory Committee for Institutional
Quality and Integrity (NACIQI).Quality and Integrity (NACIQI).7772
Next, NACIQI reviews the materials provided to it by ED staff during a public meeting and Next, NACIQI reviews the materials provided to it by ED staff during a public meeting and
recommends a recognition action to ED.recommends a recognition action to ED.7873 A senior department official (SDO) then makes a A senior department official (SDO) then makes a
recognition decision based on ED staff and NACIQI recommendations, written comments and recognition decision based on ED staff and NACIQI recommendations, written comments and
responses submitted to it by the accrediting agency, and relevant new documentation.responses submitted to it by the accrediting agency, and relevant new documentation.7974 An An
accrediting agency may appeal the SDO’s decision to the Secretary of Education,accrediting agency may appeal the SDO’s decision to the Secretary of Education,8075 and the and the
Secretary’s final decision may be contested in federal court.Secretary’s final decision may be contested in federal court.8176
National Advisory Committee on Institutional Quality and
Integrity (NACIQI)
NACIQI advises the Secretary on matters related to accreditation, including decisions to NACIQI advises the Secretary on matters related to accreditation, including decisions to
recognize accrediting agencies. Section 114 of the HEA provides for the establishment of recognize accrediting agencies. Section 114 of the HEA provides for the establishment of
~~NACIQI, 82 and delineates the qualifications for membership, meeting procedures, and other~~
~~reporting requirements.83~~
~~Functions~~
~~NACIQI advises the Secretary on matters related to accreditation and to the eligibility and~~
~~certification process for IHEs. Certification is the process through which ED determines whether~~
~~an institution of higher education meets HEA Title IV eligibility requirements. Specifical y,~~
~~NACIQI provides recommendations to the Secretary regarding84~~

~~74 T hese elements of ED’s review were required prior to July 1, 2020, when new regulations took effect. These~~
~~elements may be included in ED’s review on or after July 1, 2020, and before January 1, 2 021, but must be included in~~
~~such reviews after January 1, 2021. Per regulations, after January 1, 2021, the review “will include” a review of~~
~~complaints or legal actions against an IHE or program “which may be considered but are not necessarily determinat ive~~
65 HEA §496(g). 66 HEA §496(d). 67 34 C.F.R. §602.31. Processes for additional action, such as an accrediting agency’s request for an expansion of scope generally follow the same procedures described herein. Slightly different procedures apply when ED reviews agencies during a period of recognition. See 34 C.F.R. §602.33. 68 34 C.F.R. §602.32(c). 69 ED has stated that complaints and legal actions against IHEs or programs accredited by an accreditation agency “may be considered but are not necessarily determinative of compliance.” Department of Education, “Student Assistance General Provisions, of compliance.” Department of Education, “Student Assistance General Provisions, ~~T he~~The Secretary’s Recognition of Secretary’s Recognition of
Accrediting Agencies, Accrediting Agencies, ~~T he~~The Secretary’s Recognition Procedures for State Agencies,” 84 Secretary’s Recognition Procedures for State Agencies,” 84 Federal Register 58834, 58834,
November 1, 2019. November 1, 2019.
7570 34 C.F.R. §602.32(h). 34 C.F.R. §602.32(h).
7671 Recommended actions may include, Recommended actions may include, for example, a recommendation to fully approve/renew the agency’s for example, a recommendation to fully approve/renew the agency’s
recognition, to approve/renew its recognition with compliance reporting or other monitoring requirements, or limit or recognition, to approve/renew its recognition with compliance reporting or other monitoring requirements, or limit or
suspendsuspend recognition. recognition.
7772 34 C.F.R. §602.32(h)(5). Additional information about NACIQI is presented later in this report. 34 C.F.R. §602.32(h)(5). Additional information about NACIQI is presented later in this report.
78 73 34 C.F.R. §602.34(e). 34 C.F.R. §602.34(e).
7974 34 C.F.R. §602.36. 34 C.F.R. §602.36.
8075 34 C.F.R. §602.37. 34 C.F.R. §602.37.
~~81 34 C.F.R. §602.38.~~
~~82 T he HEA authorized NACIQI through September 30, 2014. Since then, NACIQI’ s authorization has been extended~~
~~numerous times, including most recently through December 11, 2020, under the Continuing Appropriations Act, 2021~~
~~(P.L. 116-159).~~
~~83 NACIQI was originally established in the HEA under the 1992 Amendments to the Higher Education Act (P.L. 102-~~
~~325). Prior to NACIQI, the HEA authorized the National Advisory Committee on Accreditation and Institutional~~
~~Eligibility, which assisted the Secretary with recognition of accrediting agencies. NACIQI replaced this committee.~~
~~84 HEA §114(c).~~
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76 34 C.F.R. §602.38. Congressional Research Service 14 An Overview of Accreditation of Higher Education in the United States NACIQI, 77 and delineates the qualifications for membership, meeting procedures, and other reporting requirements.78 Functions NACIQI advises the Secretary on matters related to accreditation and to the eligibility and certification process for IHEs. Certification is the process through which ED determines whether an IHE meets HEA Title IV eligibility requirements. Specifically, NACIQI provides recommendations to the Secretary regarding79 • the establishment and enforcement of criteria for recognition of accrediting the establishment and enforcement of criteria for recognition of accrediting
agencies or associations; agencies or associations;
• the recognition of specific accrediting agencies; the recognition of specific accrediting agencies;
• the preparation and publication of the list of recognized accrediting agencies; the preparation and publication of the list of recognized accrediting agencies;
• the eligibility the eligibility and certification process for IHEs under Title IV of the HEA; and and certification process for IHEs under Title IV of the HEA; and
• the relationship between (1) accreditation of IHEs and the certification and the relationship between (1) accreditation of IHEs and the certification and
eligibility eligibility of such institutions, and (2) state licensing responsibilities with respect of such institutions, and (2) state licensing responsibilities with respect
to such institutions. to such institutions.
NACIQI may also advise the Secretary on other matters relating to accreditation and institutional NACIQI may also advise the Secretary on other matters relating to accreditation and institutional
~~eligibility~~ eligibility that the Secretary may prescribe in regulation. that the Secretary may prescribe in regulation.
The HEA The HEA requires NACIQI to meet not less than twice a year to review applications for requires NACIQI to meet not less than twice a year to review applications for
recognition submitted by accrediting agencies.recognition submitted by accrediting agencies.85
80 Membership
The HEA The HEA specifies the composition and terms of NACIQI membership. NACIQI is an 18-specifies the composition and terms of NACIQI membership. NACIQI is an 18-
member committee, with six appointments made by the Speaker of the U.S. House of member committee, with six appointments made by the Speaker of the U.S. House of
Representatives,Representatives,8681 six appointments made by the President pro tempore of the U.S. Senate, six appointments made by the President pro tempore of the U.S. Senate,8782 and and
six appointments made by the Secretary. Members are to be appointed (among other criteria) six appointments made by the Secretary. Members are to be appointed (among other criteria)
from among individuals who are representatives of, or knowledgeable concerning, postsecondary from among individuals who are representatives of, or knowledgeable concerning, postsecondary
education and training, and represent education and training, and represent al all sectors and types of IHEs (e.g., public, private nonprofit, sectors and types of IHEs (e.g., public, private nonprofit,
proprietary).proprietary).8883 Appointees serve staggered six-year terms. Appointees serve staggered six-year terms.8984 77 The HEA, as amended by the Higher Education Opportunity Act (P.L. 110-315)—the last comprehensive reauthorization of the HEA—authorized NACIQI through September 30, 2014. Since then, NACIQI’s authorization has been extended numerous times, including most recently through September 30, 2024, under the Further Consolidated Appropriations Act, 2024 (P.L. 118-47). 78 NACIQI was originally established in the HEA under the 1992 Amendments to the Higher Education Act (P.L. 102-325). Prior to NACIQI, the HEA authorized the National Advisory Committee on Accreditation and Institutional Eligibility, which assisted the Secretary with recognition of accrediting agencies. NACIQI replaced this committee. 79 HEA §114(c). 80 HEA §114(d)(1). 81

~~Author Information~~

~~Alexandra Hegji~~

~~Analyst in Social Policy~~

~~85 HEA §114(d)(1).~~
86 Section 114(b)(1)(B) of the HEA specifies that of the six Section 114(b)(1)(B) of the HEA specifies that of the six ~~ap pointments~~appointments made by the Speaker of the House of made by the Speaker of the House of
Representatives, three will beRepresentatives, three will be made at the recommendation of the majority leader of the House of Representatives and made at the recommendation of the majority leader of the House of Representatives and
three willthree will be made at the recommendation of the minority leader of the House of be made at the recommendation of the minority leader of the House of ~~Representati ves.~~
87Representatives. 82 Section 114(b)(1)(C) of the HEA specifies that of the six appointments made by the President pro tempore of the Section 114(b)(1)(C) of the HEA specifies that of the six appointments made by the President pro tempore of the
Senate, three will beSenate, three will be made at the recommendation of the majority leadermade at the recommendation of the majority leader of the Senate and three willof the Senate and three will be made at the be made at the
recommendation of the minority leader of the Senate. recommendation of the minority leader of the Senate.
8883 HEA §114(b)(2). HEA §114(b)(2).
8984 HEA §114(b)(3). HEA §114(b)(3).
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Author Information Alexandra Hegji Analyst in Social Policy

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