Dr. Eduardo M. Ochoa. Assistant Secretary for Postsecondary Education United States Department of Education

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1 Dr. Eduardo M. Ochoa Assistant Secretary for Postsecondary Education United States Department of Education

2 Overview of Remarks The higher education and quality assurance systems in the US Governmental recognition of accrediting agencies Non-Governmental recognition of accrediting agencies Cross-border quality assurance and two models of cooperation Policy considerations

3 Decentralized Diverse System No Federal Ministry of Education US Constitution gives States authority over education Over 6,700 institutions Private for-profit non-degree 21.0% Private not-for-profit non-degree Public non-degree 1.2% 3.3% Private for-profit degree-granting Private not-for-profit degree-granting Public degree-granting 22.7% 25.6% 26.2%

4 Quality Assurance via Accreditation Origins in late 19 th and early 20 th centuries Non-governmental purposes Voluntary membership organizations Standards developed by members Peer review Mission-based evaluation Goals: Basic level of quality Improvement

5 Types of Accrediting Agencies Institutional Regional traditional/primarily not-for-profit National career/technical for profit Religious Specialized or Programmatic Single profession or discipline State NY State Board of Regents and state agencies for approval of postsecondary vocational programs and nursing programs

6 Examples of Agency Types Regional accrediting agencies New England Association of Schools and Colleges Southern Association of Colleges and Schools Western Association of Schools and Colleges senior and junior North Central Association Higher Learning Commission Northwest Commission on Colleges and Universities National accrediting agencies Accrediting Commission of Career Schools and Colleges Accrediting Council for Independent Colleges and Schools Distance Education and Training Council Council on Occupational Education Accrediting Board of Health Education Schools

7 Examples of Agency Types Programmatic National League for Nursing Accrediting Commission American Psychological Association Liaison Committee on Medical Education National Council for Accreditation of Teacher Education Religious Association for Biblical Higher Education Association of Advanced Rabbinical and Talmudic Schools Association of Theological Schools Transnational Association of Christian Colleges and Schools

8 Frequency of Reviews Time between comprehensive reviews varies from 3 to 10 years Full self study Site team visit of 2-5 days Follow up reviews/reports/visits Mid-cycle reviews Annual reporting Substantive change applications

9 Types of Standards Vocational accreditors generally prescriptive Require reporting of retention, graduation and job placement rates If applicable, establish benchmarks for licensure passage rates May specify curriculum Regional accrediting agencies more general Missions of institutions that are regionally accredited differ significantly Measures of student achievement more complex qualitative as well as quantitative

10 Federal Oversight Secretary of Education recognizes accrediting agencies as reliable authorities regarding the quality of the education or training provided by the institutions and programs they accredit. Only agencies that have a federal link can apply for recognition Congress has specified criteria by which agencies will be evaluated; further elaborated through regulations Reviewed at least every five years

11 Recognition Review Process Accreditation staff review and analyze agency petitions; make a recommendation to Assistant Secretary on the recognition of each agency Agency petitions and staff analyses are provided to an external advisory committee comprised of individuals appointed by the House, Senate, and Secretary of Education Public hearing of the committee attended by staff and agency representatives Committee makes its recommendation to the Assistant Secretary on the recognition of each agency

12 Scope of Recognition Each agency is recognized for a range of accrediting activities Secretarial recognition is limited to an agency s accreditation of U.S. institutions Some agencies do accredit non-u.s. institutions Regional agencies have adopted Principles of Good Practice in Overseas International Education Programs for Non-U.S. Nationals programs_for_non-us_nationals.pdf

13 Student Achievement Agencies are required to have standards that address an institution s or program s success with respect to student achievement in relation to mission Accrediting agencies provide resources and training on effectively assessing student achievement slowly growing expertise in higher education community Controversy around making comparisons across institutions and using standardized assessments Voluntary System of Accountability supported by a grant from the Department of Education

14 Non-Governmental Recognition Council on Higher Education Accreditation (CHEA) also recognizes accrediting agencies A basic eligibility requirement is that a majority of the institutions and programs accredited by the agency grant higher education degrees Because of different eligibility requirements, agencies may be recognized by the Secretary, by CHEA, or by both entities CHEA s scope of recognition may include non-us institutions

15 Cross-Border Quality Assurance CHEA has developed resources and information on international quality assurance including -- A directory of quality assurance agencies and accreditation bodies in 175 countries Glossary of key terms in quality assurance Statements on quality assurance across borders Principles for US Accreditors Working Internationally: Accreditation of non-us Institutions and Programs

16 International Engineering Alliance Six international agreements governing mutual recognition of engineering qualifications and professional competence Three agreements cover mutual recognition in respect of tertiary-level qualifications in engineering Three agreements cover recognition of equivalence at the practicing engineer level i.e. it is individual people, not qualifications that are seen to meet the benchmark standard. One is the APEC Engineer. 19 countries are involved to some extent, including 7 APEC countries

17 Comparability of Medical Degree Committee appointed by Secretary of Education charged with determining whether standards of accreditation used by another economy to accredit medical schools is comparable to the standards of accreditation applied to M.D. programs in the U.S. Accreditation staff do initial review/analysis of each application. U.S. students attending medical schools in comparable countries may get federal student loans. 24 countries have been determined to be comparable (five are APEC countries); six more plan to apply

18 Policy Questions US Accreditation Benchmark or Model? Harmonizing Credentials Applicability of EU Model Student Mobility and Quality Assurance