It also required that state agencies be established that would be able to handle some of the work that accrediting agencies were once expected to do on their own (Crow, 2009). By doing that, it was assumed accreditation would be easy to attain for deserving schools, and the value of being accredited would be seen once again (Crow, 2009). It became a failed experiment and did not work out in the way Congress had hoped. All it did was make more work for the states, but the accrediting agencies modified many of their policies and practices so that they could meet federal requirements that had been set out for them (Crow, 2009). One of the main requirements they had to meet to retain the ability to legitimately accredit universities and other higher learning institutions was to clearly spell out the expectations for student learning that had to be achieved by universities to earn accreditation (Crow, 2009).
Not everyone believes that accreditation is bad, or that it does not provide safety and security for students. Its basic functions are to help universities ensure quality for students and also to help those same universities improve in areas where they may be somewhat lacking in quality (Brittingham, O'Brien, & Alig, 2008). The goal of accreditation (and one at which many scholars think it has failed) is to provide information to students, parents, prospective employers, and other universities regarding the academic integrity and standards of quality that are upheld by a particular academic institution (Brittingham, O'Brien, & Alig, 2008). This not only helps people make informed decisions about where they wish to attend college, but it also helps universities and other higher learning institutions focus on what they can do better and what they need to do if they are interested in earning accreditation from a regional body (Brittingham, O'Brien, & Alig, 2008). Studying accreditation can help a researcher determine for himself or herself as to the value of that accreditation and whether it continues to be a viable idea for higher education.
Researching in preparation for becoming accredited is an important step for colleges and universities. Without being aware of what they need to accomplish, it becomes difficult for any higher learning institution to get the accreditation it needs (Brittingham, O'Brien, & Alig, 2008). Fortunately for universities that still believe in the value of higher education, and for those that want to be able to receive federal funding, it is possible to research the guidelines and know what needs to be done in order to attain accredited status (Brittingham, O'Brien, & Alig, 2008). With that in mind, any university with a legitimate curriculum and a high quality of teaching cannot simply be accredited. There are guidelines that must be followed and there are student learning outcomes that have to be met (Brittingham, O'Brien, & Alig, 2008). Perhaps the greatest recent change to the requirements is in those outcomes.
Accreditation reviews are conducted each year, and staff, faculty, and administrators on U.S. campuses around the country must all make preparations for them (Brittingham, 2009). The process is one that is widely accepted throughout higher education and the basic tenets of it are well-known to anyone who has been involved in higher education for very long. There are a set of standards that must be met, a self-study which must be conducted, a review of the information by the institution's peers, and a decision made by a commission appointed for just that very thing (Brittingham, 2009). However, the context and development of accreditation are something else entirely, and they are often gray areas that are not clearly understood, even by the people who must work within them (Brittingham, 2009). Where accreditation came from, how it arrived at where it is now, and why it appears to be unique to America are all issues to be considered when it comes to learning about accreditation (Brittingham, 2009). Regional accreditation is the most popular of the options and the most commonly discussed when people talk about accreditation, but it is not the only option (Brittingham, 2009).
There are also national accreditation bodies for schools that are career-oriented or faith-based, and there are options for schools that are high professional and specialized (Brittingham, 2009). The history of accreditation is long, and there is no need to address it here. What is most significant, however, is that it appears to be here to stay despite everything it has gone through with Congress and the need to re-do many...
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