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Author: Fred F.. Harcleroad
Publisher:
ISBN:
Category :
Languages : en
Pages : 52
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Book Description
Author: Fred F.. Harcleroad
Publisher:
ISBN:
Category :
Languages : en
Pages : 52
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Book Description
Author: Fred F. Harcleroad
Publisher:
ISBN:
Category : Accreditation (Education)
Languages : en
Pages : 68
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Book Description
Author: Harland G. Bloland
Publisher: Greenwood
ISBN:
Category : Business & Economics
Languages : en
Pages : 272
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Book Description
Accreditation at our nation's institutions of higher education has undergone dramatic changes in the past decade. Harland G. Bloland was an insider during the establishment of a new organization, the Council for Higher Education Accreditation (CHEA). This book chronicles his unique experiences with the players, processes, and history involved in CHEA's creation. Harland G. Bloland, in this new title from the American Council on Education (ACE)/Oryx Press Series on Higher Education, chronicles his rare, insider experiences with the players, processes, and history involved in creating the Council for Higher Education Accreditation (CHEA). Bloland was present at the meetings of the National Policy Board and the Presidents Work Group as they set the parameters for the creation of CHEA, the crucial entity that recognizes accrediting agencies for colleges and universities across the United States. Reviewing the past accrediting oversight of FRACHE, NCA, COPA, and CORPA, and then following the progress of CHEA through its first year and attending its board meetings, Bloland has constructed a unique, complete history of the accrediting process. Institution and organization creation theory, borrowed from the field of sociology, provided the basis for his research. His analysis concerning the obstacles and possibilities confronted by a new organization helps to characterize CHEA and previous accrediting organizations, and to answer the following questions: BL What is accreditation and why is it important? BL What is the social and political context within which CHEA was developed? BL What occurred in the process of creating CHEA? BL What roles do accreditation and CHEA play in American higher education? BL What were the issues that CHEA and accreditation faced in its infancy? BL What is the current state of CHEA and accreditation?
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Postsecondary Education
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 458
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Book Description
Author: Congressional Research Service
Publisher: Createspace Independent Publishing Platform
ISBN: 9781545197226
Category :
Languages : en
Pages : 32
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Book Description
There are three general types of accrediting agencies, each of which serves a specific purpose. Regional accrediting agencies operate in six regions of the United States and concentrate their reviews on IHEs within specific regions of the country. National accrediting agencies operate across the United States and review institutions with a common theme (e.g., religiously affiliated institutions). Finally, programmatic accrediting agencies operate nationwide and review programs and single-purpose institutions. The accreditation process is voluntary and must be requested by educational institutions or programs. While 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 process begins with an institutional self-assessment, then an institution is reviewed by an outside team of peers primarily composed of higher education faculty and practitioners, and finally, a comprehensive report is submitted by the team of peers to the accrediting agency, which then makes an accreditation determination. Although the federal government relies on accrediting agencies to evaluate the quality of education offered at IHEs, the HEA and ED regulations provide a variety of requirements that accrediting agencies must meet to be recognized by ED. Key provisions require that accrediting agencies meet general membership requirements (e.g., agencies must have a voluntary membership of IHEs); consistently apply and enforce standards that ensure the education programs, training, or courses of study offered are of sufficient 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 applicable, course completion, passage of state licensing examinations, and job placement rates; evaluate, among other considerations, an institution's or program's curricula, faculty, facilities, and fiscal and administrative capacity; and meet due process requirements with respect to the institutions and programs they accredit.
Author: Leah Martinez
Publisher:
ISBN: 9781634828680
Category : Education, Higher
Languages : en
Pages : 186
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Book Description
Historically, 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 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 educational institutions or the distinctions between educational offerings at secondary and postsecondary institutions. Because the boundaries were unclear, the first voluntary association of postsecondary institutions was formed in 1895 to define the difference between high school and college and to develop some guidelines and procedures for peer review as a condition for membership. Over time, a number of regional associations formed whose membership was contingent on accreditation. The associations established separate accrediting bodies or commissions that were responsible for developing standards and passing on the institutional qualifications for membership. By the early 1970s, all but a small percentage of the degree-granting institutions of higher education were either accredited or applicants for accreditation. 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 education, but in general, institutions of higher education (IHEs) are permitted to operate with considerable independence and autonomy. Consequently, the character and quality of IHEs' programs can vary widely. The role of accreditation in higher education, therefore, is to help ensure a level of acceptable quality across the wide array of programs and institutions in higher education. This book discusses the background, issues and considerations of accreditation of higher education.
Author: J. Alstete
Publisher: Springer
ISBN: 0230601936
Category : Education
Languages : en
Pages : 240
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Book Description
This book is an informative resource on college accreditation today and explains how colleges and universities can manage the accreditation process successfully. Readers will learn the history of accreditation, and how effective management of accreditation can help internal revitalization and improve public respect for their institutions.
Author: Paul L. Gaston
Publisher: Taylor & Francis
ISBN: 1000976971
Category : Education
Languages : en
Pages : 264
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Book Description
Is the accreditation system “broken” as claimed by successive Secretaries of Education and some recent reports? This book addresses this question head-on, asking whether accreditation is indeed in need of radical reform, and whether the agencies’ authority should be curtailed; or whether in fact the changes now underway – that accrediting agencies contend ensure rigorous and consistent standards and degrees that are a reliable gauge of student attainment – are moving the academy and the nation in the right direction. In a sweeping and ambitious book, Paul Gaston deploys his knowledge and experience as a peer reviewer for three regional accrediting agencies, a former board member and chair of the Association of Specialized and Professional Accreditors, and his involvement in the early stages of the Council for Higher Education Accreditation, to go beyond the polemics to explore whether a strategy that builds on the emerging values and good practices can achieve the substantive and positive improvements the public is demanding.As an introduction for readers new to the debate, he provides a brief overview of the development of accreditation, its terminology, and structure, describing how it currently works, and what it has achieved; and offers insight into the proliferation of the missions of accreditation – as well as the multiplicity of stakeholders with an interest in its outcomes – to question whether the mandate of accreditation should, as some contend, be expanded, or particular missions reassigned or abandoned. This established, he undertakes a dispassionate analysis of the arguments and recommendations of critics and supporters of the current direction of accreditation to identify common ground and explore constructive ways forward, paying specific attention to current and potential reforms of the three sectors of higher education accreditation: the seven regional accrediting associations, the national accreditors, and programmatic, or “specialized” accreditation. The book concludes by outlining a comprehensive approach to reform. His proposal would preserve practices that already work well while advancing important changes that can be incrementally implemented. The result would be a higher education accreditation structure more cost effective, more efficient, more transparent and accountable, and more responsive to institutional and public needs.
Author: Kenneth E. Young
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 534
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Book Description
Author: D. Kent Halstead
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 792
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Book Description
