Online
Accredited Degrees & Programs Information Guide
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What
is Accreditation? Who decides which online universities and programs
are accredited?
ABOUT ACCREDITATION OF ONLINE
DEGREES
The goal of accreditation is
to ensure that education provided by
institutions of higher education meets acceptable levels of quality.
Accreditation in the United States involves non-governmental entities
as well as governmental agencies.
Accrediting agencies, which are private educational associations of
regional or national scope, develop evaluation criteria and conduct
peer evaluations to assess whether or not those criteria are met.
Institutions and/or programs that request an agency's evaluation and
that meet an agency's criteria are then "accredited" by that agency.
The U.S. Department of Education does not accredit educational
institutions and/or programs. However, the Secretary of Education is
required by law to publish a list of nationally recognized accrediting
agencies that the Secretary determines to be reliable authorities as to
the quality of education or training provided by the institutions of
higher education and the higher education programs they accredit. An
agency seeking national recognition by the Secretary must meet the
Secretary's procedures and criteria for the recognition of accrediting
agencies, as published in the Federal Register. Some of the criteria
for recognition, such as the criterion requiring a link to Federal
programs, have no bearing on the quality of an accrediting agency;
however, they do have the effect of making some agencies ineligible for
recognition for reasons other than quality. The recognition process
involves not only filing an application with the U. S. Department of
Education but also review by the National Advisory Committee on
Institutional Quality and Integrity, which makes a recommendation to
the Secretary regarding recognition. The Secretary, after considering
the Committee's recommendation, makes the final determination regarding
recognition.
The U.S. Secretary of Education also recognizes State agencies for the
approval of public postsecondary vocational education and State
agencies for the approval of nurse education. These agencies must meet
the Secretary's criteria and procedures for such recognition and must
undergo review by the National Advisory Committee.
The U. S. Department of Education does not accredit institutions in
foreign countries. However, the Secretary of Education does appoint
members to the National Committee on Foreign Medical Education and
Accreditation. The law gives that Committee the responsibility for
reviewing the standards that foreign countries use to accredit medical
schools to determine whether those standards are comparable to the
standards used to accredit medical schools in the United States. The
comparability decisions made by the Committee affect whether U.S.
students attending foreign medical schools can receive loans under the
Federal Family Education Loan Program.
The United States has no Federal Ministry of Education or other
centralized authority exercising single national control over
postsecondary educational institutions in this country. The States
assume varying degrees of control over education, but, in general,
institutions of higher education are permitted to operate with
considerable independence and autonomy. As a consequence, American
educational institutions can vary widely in the character and quality
of their programs.
In order to insure a basic level of quality, the practice of
accreditation arose in the United States as a means of conducting
non-governmental, peer evaluation of educational institutions and
programs. Private educational associations of regional or national
scope have adopted criteria reflecting the qualities of a sound
educational program and have developed procedures for evaluating
institutions or programs to determine whether or not they are operating
at basic levels of quality.
Some Functions of Accreditation
Verifying that an institution or program meets established standards;
Assisting prospective students in identifying acceptable institutions;
Assisting institutions in determining the acceptability of transfer
credits;
Helping to identify institutions and programs for the investment of
public and private funds;
Protecting an institution against harmful internal and external
pressure;
Creating goals for self-improvement of weaker programs and stimulating
a general raising of standards among educational institutions;
Involving the faculty and staff comprehensively in institutional
evaluation and planning;
Establishing criteria for professional certification and licensure and
for upgrading courses offering such preparation; and
Providing one of several considerations used as a basis for determining
eligibility for Federal assistance.
The Accrediting Procedure
Standards: The accrediting agency, in collaboration with educational
institutions, establishes standards.
Self-study: The institution or program seeking accreditation prepares
an in-depth self-evaluation study that measures its performance against
the standards established by the accrediting agency.
On-site Evaluation: A team selected by the accrediting agency visits
the institution or program to determine first-hand if the applicant
meets the established standards.
Publication: Upon being satisfied that the applicant meets its
standards, the accrediting agency grants accreditation or
preaccreditation status and lists the institution or program in an
official publication with other similarly accredited or preaccredited
institutions or programs.
Monitoring: The accrediting agency monitors each accredited institution
or program throughout the period of accreditation granted to verify
that it continues to meet the agency's standards.
Reevaluation: The accrediting agency periodically reevaluates each
institution or program that it lists to ascertain whether continuation
of its accredited or preaccredited status is warranted.
Types of Accreditation
There are two basic types of educational accreditation, one identified
as "institutional" and one referred to as "specialized" or
"programmatic."
Institutional accreditation normally applies to an entire institution,
indicating that each of an institution's parts is contributing to the
achievement of the institution's objectives, although not necessarily
all at the same level of quality. The various commissions of the
regional accrediting associations, for example, perform institutional
accreditation, as do many national accrediting agencies.
Specialized or programmatic accreditation normally applies to programs,
departments, or schools that are parts of an institution. The
accredited unit may be as large as a college or school within a
university or as small as a curriculum within a discipline. Most of the
specialized or programmatic accrediting agencies review units within an
institution of higher education that is accredited by one of the
regional accrediting commissions. However, certain accrediting agencies
also accredit professional schools and other specialized or vocational
institutions of higher education that are free-standing in their
operations. Thus, a "specialized " or "programmatic " accrediting
agency may also function in the capacity of an "institutional "
accrediting agency. In addition, a number of specialized accrediting
agencies accredit educational programs within non-educational settings,
such as hospitals.
Accreditation does not provide automatic acceptance by an institution
of credit earned at another institution, nor does it give assurance of
acceptance of graduates by employers. Acceptance of students or
graduates is always the prerogative of the receiving institution or
employer. For these reasons, besides ascertaining the accredited status
of a school or program, students should take additional measures to
determine, prior to enrollment, whether or not their educational goals
will be met through attendance at a particular institution. These
measures should include inquiries to institutions to which transfer
might be desired or to prospective employers and, if possible, personal
inspection of the institution at which enrollment is contemplated.
Non-governmental Coordinating Agency
For more than 50 years, there has been some type of nongovernmental
coordinating agency for accreditation. This body, whatever its form,
has existed primarily for the purpose of coordinating and improving the
practice of accreditation. For example, the Council on Postsecondary
Accreditation (COPA), which was established in 1974 and existed until
December 1993, served as a nongovernmental organization whose purpose
was to foster and facilitate the role of accrediting agencies in
promoting and ensuring the quality and diversity of American
postsecondary education. Through its Committee on Recognition, COPA
recognized, coordinated, and periodically reviewed the work of its
member accrediting agencies and the appropriateness of existing or
proposed accrediting agencies and their activities, through its
granting of recognition and performance of other related functions.
COPA itself was created through the merger of two organizations: the
National Commission on Accreditation, founded in 1949 as the first
national organization to develop criteria and recognize accrediting
agencies; and the Federation of Regional Accrediting Commission of
Higher Education.
After COPA voted to dissolve in December 1993, a new entity, the
Commission on Recognition of Postsecondary Accreditation (CORPA) was
established in January 1994 to continue the recognition of accrediting
agencies previously carried out by COPA until such time as a new
national organization for accreditation could be established. CORPA was
dissolved in April 1997 after the Council on Higher Education
Accreditation (CHEA) was created. CHEA is currently the entity that
carries out a recognition function in the private, nongovernmental
sector. Information about CHEA may be found on the agency's website,
www.chea.org.
FINANCIAL AID FOR POSTSECONDARY
STUDENTS
Accreditation in the United
States
National Recognition of Accrediting Agencies by the U.S. Secretary of
Education
The U.S. Secretary of Education is required by statute to publish a
list of nationally recognized accrediting agencies that the Secretary
determines to be reliable authorities as to the quality of education or
training provided by the institutions of higher education and the
higher education programs they accredit. The Secretary only evaluates
accrediting agencies that apply for recognition, and certain criteria
for recognition that are unrelated to the quality of accrediting
activities limit the scope of the Secretary's recognition activities.
Most institutions attain eligibility for Federal funds by holding
accredited or preaccredited status with one of the accrediting agencies
recognized by the Secretary, in addition to fulfilling other
eligibility requirements. For example, accreditation by a nationally
recognized institutional accrediting agency enables the institutions it
accredits to establish eligibility to participate in the Federal
student financial assistance programs administered by the U.S.
Department of Education under Title IV of the Higher Education Act of
1965, as amended.
The commissions of the institutional (regional and national)
accrediting agencies that are recognized by the Secretary have no legal
control over educational institutions or programs. They promulgate
standards of quality or criteria of institutional excellence and
approve or renew membership of those institutions that apply for meet
their accreditation and standards or criteria.
The Accrediting Agency Evaluation Unit
The Accrediting Agency Evaluation Unit has been established within the
Department of Education to deal with accreditation matters. Located in
the Office of Postsecondary Education, the Unit carries out the
following major functions with respect to accreditation:
Conduct a continuous review of standards, policies, procedures, and
issues in the area of the Department of Education's interests and
responsibilities relative to accreditation;
Administer the process whereby accrediting agencies and State approval
agencies secure initial and renewed recognition by the Secretary of
Education;
Serve as the Department's liaison with accrediting agencies and State
approval agencies;
Provide consultative services to institutions, associations, State
agencies, other Federal agencies, and Congress regarding accreditation;
Interpret and disseminate policy relative to accreditation issues in
the case of all appropriate programs administered by the Department of
Education;
Conduct and stimulate appropriate research; and
Provide support for the Secretary's National Advisory Committee on
Institutional Quality and Integrity.
The Recognition Process for Accrediting Agencies
The recognition procedures for accrediting agencies are set forth in
subpart B of part 602. Other information related to an agency's
application for recognition is provided below.
The Application for Recognition
Accrediting agencies desiring to be recognized by the Secretary of
Education must apply for recognition and must demonstrate their
compliance with the Criteria for Secretarial Recognition (34 CFR Part
602). An agency's application for recognition generally consists of a
statement of the agency's requested scope of recognition, evidence of
the agency's compliance with the criteria for recognition set forth in
part 602, and supporting documentation.
There is no standard application form to be used by agencies applying
for recognition. Rather, an agency's application for initial
recognition or renewal of recognition consists of a narrative
statement, organized on a criterion-by-criterion basis, showing how the
agency complies with the Criteria for Secretarial Recognition. For many
recognition requirements, the narrative statement need consist only of
a brief narrative demonstrating how that the agency complies with a
particular requirement. This statement must, however, be accompanied by
clearly referenced supporting documentation demonstrating that the
agency meets the requirement. For example, Section 602.15(a)(6) of the
regulations requires an agency to have clear and effective controls
against conflicts of interest or the appearance of conflicts of
interest by the agency's board members, commissioners, evaluation team
members, consultants, administrative staff, and other agency
representatives. The agency's narrative statement addressing this issue
might simply be a statement that the agency's policies against
conflicts of interest may be found in a particular policy document. The
agency would have to submit a copy of that document and identify the
pages on which the relevant policies were located. The agency might
also choose to include a copy of the minutes of a meeting at which an
agency representative abstained from voting because of a conflict of
interest to demonstrate that it adheres to its written policies.
For other recognition requirements, because of their nature, the brief
narrative statement, with supporting documentation, is insufficient to
demonstrate compliance. In these cases, the agency's narrative
statement should provide sufficient information to demonstrate that the
agency's policies, standards, procedures, and practices comply with the
requirement. For example, Section 602.21 of the regulations requires
that an agency maintain a program of review designed to ensure that its
criteria and standards are valid and reliable indicators of the quality
of the education or training provided and are relevant to the education
or training needs of affected students. As this requirement is
fundamental to sound accreditation practices, the agency's narrative
statement would have to describe in depth the processes the agency uses
to review and update its criteria and standards, the tests it uses to
determine their adequacy and relevance in evaluating educational
quality, as well as the results of those tests, and how it determines
they are relevant to the needs of affected students. The agency would
also have to provide relevant supporting documentation, such as policy
statements pertaining to its review program for validating and updating
its standards, surveys and the results of those surveys, the
constituencies involved in the review process, etc. The agency's
statement and documentation would need to establish that the program of
review is comprehensive; occurs at regular, yet reasonable, intervals
or on an ongoing basis; examines each of the agency's standards and the
standards as a whole; and involves all of the agency's relevant
constituencies in the review, affording them a meaningful opportunity
to provide input. The agency would also need to establish that it has
the requisite procedures in place for timely changing its standards in
response to the results of the review.
If an agency's application for recognition does not make specific
reference to the following documents and does not include them as
supporting documentation for one or more of the recognition
requirements, the agency must include them as additional supporting
documentation:
The agency's accreditation standards and procedures
The agency's policies and procedures
The agency's most recent externally audited financial statement
Published lists of accredited schools or programs
Self-study guidelines
Guidance aid training materials for visiting team members
Sample completed self-study reports
Sample site visit reports
Sample institution responses to site visit reports
Sample minutes of decision meetings
A list of all complaints received by the agency against an accredited
program during the six-month period immediately preceding the agency's
submission of its application for recognition, together with a summary
of the issues involved in each complaint, the agency's disposition of
that complaint, and the current status of the complaint, if it is not
resolved by the time the agency submits its application
The agency's constitution and by-laws.
Note: it would be helpful if the samples provided by an agency for
items 7-10 above referred to the same institution(s) or program(s).
Copies of the Application
An agency's application for recognition plus three copies should be
submitted to the Accrediting Agency Evaluation unit (AAE) at the
address below. Only the original of bulkier exhibit items, such as
self-study reports or team reports, need to be submitted with the
petition; there is no need for three copies of these items.
Accrediting Agency Evaluation
Accreditation and State Liaison
U.S. Department of Education
1990 K Street, NW, #7105
Washington, DC 20006-8509
Telephone: (202) 219-7011
Time Frame for Submission of an Application
Application for Initial Recognition
AAE accepts applications for initial recognition at any time. To
receive consideration at a particular meeting of the National Advisory
Committee on Institutional Quality and Integrity, an agency seeking
initial recognition must submit its application at least six months in
advance of that meeting. Consideration of the agency's application at
the first Advisory Committee meeting that occurs after the six-month
time frame is not guaranteed, however, as Department staff may need
more time to complete its independent evaluation of the agency and to
observe at least some of the agency's site visits and decision
meetings, as required by Section 602.31(b)of the regulations.
An agency considering applying for initial recognition is encouraged to
contact AAE as early as possible to discuss its possible application
and to afford Department staff the opportunity to observe its site
visits and decision meetings. Because observation of an agency's site
visits and decision meetings by Department staff is a critical
component of the review of the agency's application, it is imperative
that an agency seeking initial recognition submit a list of scheduled
site visits and decision meetings with its application for recognition.
If an agency does not provide Department staff with an opportunity to
observe an adequate number of site visits and decision meetings
(typically 2-3 of each) before the Advisory Committee meeting at which
the agency requests consideration of its application, Department staff
may recommend that the agency's application be denied.
Agencies seeking initial recognition are reminded that recognition by
the Secretary is not a prerequisite for an agency to function as an
accrediting body, i.e., an agency does not have to obtain recognition
before it begins to accredit institutions or programs. Rather,
recognition is granted by the Secretary to an agency that meets certain
Federal eligibility requirements and can demonstrate compliance with
all of the criteria for recognition, establishing through its
accrediting actions and decisions that it is a reliable authority
regarding the quality of education offered by the institutions or
programs it accredits. In general, a new accrediting agency will need
to have had at least two years' experience functioning as an
accrediting agency - establishing standards, evaluating institutions or
programs for compliance with those standards, and making accrediting
decisions based on those standards - before it submits its application
for recognition. In addition, a new agency will need to be mindful of
the recognition criterion requiring it to establish that it has gained
wide acceptance of its standards, methods of evaluation, and
accreditation decisions, as required by Section 602.13 of the
regulations. Department staff will also consider whether the new agency
has been organized under conditions that reasonably ensure its
stability and permanence.
Application for Continued Recognition
Agencies that have been granted recognition by the Secretary are
notified by the Secretary, each time recognition is granted or renewed,
of the expiration date of their recognition period. They should plan to
submit their application for renewal of recognition approximately six
months in advance of the spring or fall meeting of the Advisory
Committee that precedes the expiration date. AAE usually notifies
agencies a year in advance of the Advisory Committee meeting at which
their renewal application is to be considered and informs them of the
date by which their application is due to AAE. In the same notice, AAE
also requests a schedule of the agencies' site visits and decision
meetings for the upcoming year in order to plan its observation of at
least some of those activities, as required by Section 602.31(b) of the
regulations.
Hearing Before the Advisory Committee
When Department staff completes its evaluation of an agency's
application for recognition, the agency's application is placed on the
meeting agenda of the National Advisory Committee on Institutional
Quality and Integrity. In preparation for the meeting, the Advisory
Committee is provided with the accrediting agency's application and
supporting documentation, the Department staff analysis of the
application, all information relied upon by Department staff in
developing the analysis, any response by the agency to the analysis or
third-party comment, any Department concurrence with or rebuttal to the
agency's response, and any third-party information the Secretary
receives regarding the agency.
The Advisory Committee meets at least twice a year to review
applications for recognition submitted by accrediting agencies. The
usual times for the Committee meetings are spring (May-June) and fall
(November-December). Although each member of the Advisory Committee
receives every Department staff analysis of an application for
recognition and all the other materials mentioned in the preceding
paragraph, the Executive Director of the Advisory Committee usually
assigns two or more Committee members to serve as principal readers for
each application.
An agency that applies for recognition is invited to make an oral
presentation before the Advisory Committee. The Advisory Committee also
hears oral presentations from Department staff and from third parties
who request to be heard.
The Advisory Committee conducts its business in public, and a
transcript of the proceedings is made. After each meeting, the Advisory
Committee's recommendations concerning recognition are forwarded to the
Secretary, who makes the final determination regarding
recognition. An appeal process is available to any agency
that
disagrees with the Advisory Committee's recommendation on the agency's
application.
Expansion of Scope
An application for expansion of an agency's scope of recognition may be
included as an integral part of an application for renewal of
recognition or it may be submitted separately. If expansion of scope is
sought prior to the agency's next regularly scheduled review, agency
personnel should consult with AAE staff concerning the application
format.
Source: ed.gov
Common online degree programs,
fields and majors
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Accounting
Administration of Justice
Advertising
Aeronautical Engineering
Aerospace Engineering
Aerospace Management
American Studies
Animal Behavior
Applied Linguistics
Arabic Studies
Architectural Engineering
Architecture
Automotive Mechanics
Aviation
Aviation Administration
Aviation Management
Aviation Technology
Banking
Behavioral Science
Biblical Studies
Biology
Business Administration
Business Law
Business Management
Chemical Engineering
Chemistry
Child Development
Chiro-Cranial Therapy
Civil Engineering
Clinical Psychology
Communications
Computer Engineering
Computer Science
Computer Technology
Construction Management
Cosmetic Dermatology
Counseling
Counseling Psychology
Criminal Justice
Criminal Law
Criminology
Culinary Arts
Customer Relations
Dental Science
Divinity
Drafting
Early Childhood Education
E-Business
Economics
Education
Educational Leadership
Educational Psychology
Electrical Construction
Electrical Engineering
Electronic Engineering
Electronic Technology
Elementary Education
Endodontics
Engineering
Engineering Management
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Engineering
Technology
English
English Literature
Entomology
Environmental Science
Exercise Education
Exercise Science
Facilities Management
Finance
Fine Arts
Fire Protection
Fire Science
Forensic Science
General Business
General Engineering
General High School
General Studies
Graphic Design
Health
Health Administration
Health Care Management
Health Education
Health Sciences
Health Sciences Education
History
Homeopathy
Horticulture
Hospitality Management
Human Ecology
Human Resource
HR Management
Human Services
HVAC
Hypnotherapy
Industrial Design
Industrial Engineering
Industrial Technology
Information Systems
Information Technology
Instructional Technology
Interior Design
International Business
International Diplomacy
International Management
International Relations
Journalism
Jurisprudence
Law
Liberal Arts
Library Science
Licensed Practical Nurse
Logistics Management
Management
Management of Technology
Manufacturing Management
Marine Engineering
Marketing
Marketing Communications
Marketing Management
Mass Communications
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Mathematics
Mechanical Engineering
Medical
Medical Science
Medical Technology
Medicine
Microbiology
Military Science
Music
Music Education
Natural Health
Naturopathy
Neuroscience
Nursing
Nursing Administration
Nutrition
Nutritional Sciences
Office Systems Technology
Operations Management
Organizational Behavior
Oriental Medicine
Paralegal
Paralegal Studies
Pharmaceutical Sciences
Pharmacology
Pharmacy
Philosophy
Photography
Physical Education
Physics
Physiology
Political Science
Project Management
Psychiatry
Psychology
Public Administration
Public Health
Quality Management
Radiology Technology
Real Estate
Religious Studies
Secondary Education
Social Welfare
Social Work
Sociology
Software Engineering
Sound Engineering
Spanish
Special Education
Sports Management
Teaching
Teaching English
Telecommunications
Theatre Arts
Theology
Veterinary Medicine
Warehouse Management
Web Design
Welding Engineering
Women's Spirituality
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