CHEQS Council of Higher Education Quality Standards ™

A History of Educational Standards and Accreditation

History of Accreditation of Colleges, Universities, and Diploma Programs in the USA

1. Early Development of Higher Education in the United States

The history of accreditation in the United States can be traced back to the early years of higher education. In the 17th and 18th centuries, the first American colleges were established, such as Harvard University (1636), Yale University (1701), and Princeton University (1746). At this time, there were no formal systems in place to ensure the quality of education provided by these institutions. Each college operated independently, and the standards of instruction were determined by the institutions themselves.

The concept of accreditation, as we understand it today, did not exist in the early years of higher education. However, educational standards were maintained through the reputation of institutions, the credentials of faculty members, and the prestige of individual universities.

2. The Rise of Standardization and the Need for Accreditation

By the mid-19th century, the rapid expansion of higher education institutions in the United States raised concerns about the quality and consistency of education. During this period, new institutions were being established across the country, particularly in the Western states, as more Americans sought access to higher education. However, many of these new institutions lacked the academic rigor and standards of their older counterparts in the Northeast.

To address this, educational leaders began to push for a system to standardize the educational offerings and outcomes of colleges and universities. In response to these concerns, several important developments laid the groundwork for formal accreditation.

3. The Formation of Early Accrediting Bodies

The first major step toward formal accreditation occurred in 1885 with the establishment of the New England Association of Schools and Colleges (NEASC). This association began as a voluntary effort among colleges in the New England region to set common standards for academic quality. This model was soon adopted by other regional associations.

In 1895, the North Central Association of Colleges and Schools (NCA) was founded, becoming another influential regional accrediting body. Similar organizations were established in other regions of the United States, such as the Southern Association of Colleges and Schools (SACS) in 1895, and the Western Association of Schools and Colleges (WASC) in 1962.

The primary goal of these early accrediting bodies was to ensure that higher education institutions maintained high academic standards and provided a reliable education to students. However, accreditation at this point was not mandatory, and institutions voluntarily sought accreditation to improve their reputation and gain recognition from the public and prospective students.

4. The Role of the Federal Government and the 20th Century

While accreditation was still voluntary in the early years, the federal government began to take an active interest in education in the 20th century, especially after World War II. The GI Bill (1944), which provided education benefits to veterans returning from the war, led to a dramatic increase in the number of students attending college. This surge in enrollment further highlighted the need for a more structured and reliable system of accrediting institutions.

In 1952, the U.S. Department of Education (then known as the U.S. Office of Education) began recognizing certain accrediting agencies as reliable authorities on the quality of higher education. This allowed accredited institutions to qualify for federal funding, including student loans, grants, and other financial assistance programs.

In 1965, the Higher Education Act was passed, solidifying the importance of accreditation in determining eligibility for federal financial aid. This landmark legislation ensured that only accredited colleges and universities were eligible for federal funding, which greatly increased the influence of accrediting agencies.

5. Accreditation of Diploma Programs

Alongside the accreditation of colleges and universities, there was also a growing need for accreditation in diploma programs and vocational education. As the economy grew more complex, the demand for specialized training programs in fields such as business, healthcare, technology, and skilled trades increased.

To meet this demand, specialized accrediting bodies began to emerge in the mid-20th century. These organizations focused on ensuring that vocational and technical programs met industry standards and equipped students with the skills necessary for employment in their respective fields.

For example, the Council on Accreditation of Counseling and Related Educational Programs (CACREP) was established in 1981 to provide accreditation to counseling programs, while the Accrediting Bureau of Health Education Schools (ABHES) began accrediting healthcare training programs in the 1960s. These specialized accreditations allowed students to gain recognized credentials in specific career fields, and employers could trust that graduates of accredited programs had the necessary qualifications.

6. The Emergence of National Accreditation

In addition to the regional accreditation system, national accreditation began to develop in the 20th century. National accrediting agencies focused on accrediting institutions that offered distance learning programs, as well as proprietary and for-profit institutions. These agencies, such as the Distance Education Accrediting Commission (DEAC), helped to provide oversight for the rapidly growing online education sector.

Unlike regional accreditation, which is typically limited to a specific geographic area, national accreditation often applied to institutions with a broader focus, such as those offering specialized training or certificates.

7. The Role of Accreditation in Quality Assurance Today

Today, accreditation plays a vital role in ensuring the quality of education in colleges, universities, and diploma programs across the United States. The accreditation system has grown more robust, with a variety of accrediting agencies focused on different types of institutions and fields of study. These agencies assess institutions on a range of factors, including faculty qualifications, curriculum standards, student outcomes, financial stability, and institutional effectiveness.

Regional accreditation remains the most prestigious form of accreditation for traditional colleges and universities, while specialized and national accreditation provides oversight for a wide range of vocational, technical, and online programs. Accrediting bodies, whether regional, national, or specialized, have become trusted authorities in verifying the academic integrity of educational institutions.

8. The Future of Accreditation

The landscape of accreditation continues to evolve in response to changes in the educational environment, particularly with the rise of online education, competency-based education, and new educational models. The increasing reliance on technology, globalization of education, and the demand for lifelong learning will likely drive further changes in how accreditation is applied and evaluated.

As accreditation continues to be a critical factor in ensuring quality and fostering trust in the educational system, future reforms may focus on adapting the accreditation process to meet the needs of diverse learners and the rapidly changing job market.

Conclusion

Accreditation in the United States has undergone significant transformation since the late 19th century. It began as a voluntary system to establish educational quality and has grown into a comprehensive framework that ensures the reliability and integrity of higher education and vocational programs. Accreditation now plays a crucial role in helping students make informed decisions about where to invest in their education, while also ensuring that institutions meet national and industry standards. As the higher education landscape continues to evolve, accreditation will remain a cornerstone of educational quality and accountability.