Accreditation in the
United States was developed as a means to protect health and safety and to serve the public interest. Communities were growing quickly, and quality standards needed to be set for organizations meeting public needs, such as health care and education
. In the 1800s, higher education was gaining ground in the United States, but there were few standards in place to determine the educational quality of an institution and distinguish one school from the next. Accreditation of colleges and universities evolved because students and school officials needed a process to define which campuses met traditionally held standards of educational quality. There was also a growing need to develop national standards for the transfer of credits between foreign institutions and
U.S. schools.
Some of the first accrediting agencies in the country were regional ones formed in the
1880s. Accreditation then began to evolve along with the growth of peer review between institutions and accrediting agencies and the advancement of regulation and federal and state legislation. The development of regional standards in quality was the first natural step in the progression of accreditation.
Later, national accreditation organizations were developed to set up minimum standards of quality throughout the country.
In 1912, to address the need for national standards, 23 private career schools created the
National Association of Accredited
Commercial Schools, now the Accrediting
Council for
Independent Colleges and Schools.
ACICS, one of the first national accrediting bodies in the United States, is still one of the most respected and accredits more than 800 institutions in the United States and abroad, totaling a student population of about 700,
000, according to its website.
In
1918, the
American Council on Education (
ACE) was founded to include more schools with varying academic programs and improve the effectiveness of the accreditation process. The ACE still focuses on inclusion of all types of schools in the accreditation process, and its member institutions enroll about 80 percent of all college students today.
During the ’30s, accreditation became common in the United States and was mainly organized and overseen by the accrediting agencies themselves. Then, when the GI
Bill was developed at the end of
World War II, the government began funding the education of military veterans. The federal government started to depend on accreditation to determine which schools should receive veteran money. Much of this funding would be applied to education in a particular trade or professional area, so there was an increased need for the clear evaluation of professional and specialized schools on a national scale.
- published: 11 Feb 2016
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