02/01/2026

Helping High School Students Understand Post-Secondary School Accreditation

By Aletta C. Anderson

Accreditation is the assurance that an educational institution has met a series of criteria that have been deemed proof of quality.  The U.S. Department of Education defines accreditation as:

A means of conducting nongovernmental, peer evaluation of educational institutions and programs . . . [which,] assess the quality of academic programs at institutions of higher education, create a culture of continuous improvement of academic quality, and involve faculty and staff in institutional evaluation and planning. (Hegji, 2024, p. 2)

The purpose of accreditation is to ensure the institution has quality faculty, curriculum, student services, and libraries. In addition, it assures an institution has fiscal stability, provides students with access to federal student loan money, and provides a smooth transfer of course work between institutions (Eaton, 2015). On the latter two points, it is important for students to understand accreditation and be able to determine the status of an institution they are interested in attending.

History of Accreditation

The accreditation movement began in the mid-1800s, when leaders of educational institutions in New England realized there was little to no consistency of knowledge amongst their graduates. In 1885, several institutions in New England convened a meeting to address the issue of inconsistency and to create a set of standards that would be met by the participating institutions to ensure consistency amongst graduates (Hegji, 2024).

Thus, the New England Association of Schools and Colleges (NEASC) was established. Their goal was to establish a set of criteria for an institution to meet that would prove the quality of their program and graduates. The process was, and still is, entirely voluntary. Since the establishment of NEASC, each of the five remaining regions of the United States created their own accrediting agencies (Hegji, 2024). 

In the 1940s, the GI bill was introduced to help former veterans pay for job training, which later morphed into the National Defense Education Act of 1958. Then, in 1965, the Higher Education Act was introduced which involved federal funding to institutions allowing these institutions to offer student loans (Hegji, 2024). The implementation of these Acts tied access to federal monies directly to accreditation status.

Importance of Understanding

A student’s decision surrounding their post-secondary education choices can be influenced by the student’s understanding of school accreditation. For example, does the student understand the effect of the offered curriculum on future employment? According to a 2021 Southeast Missouri State University (SMSU) blog, accreditation assures future employers that the course of study meets industry standards and expectations.  In addition, accreditation assures students the faculty and services are adequate (SMSU, 2021). If students choose to further education with an accredited institution, it is important for students to understand these differences to enable them to make the best choice for them. As Southeast Missouri State University states, “It is important to note that many regionally accredited colleges will not accept credits from colleges that are nationally accredited.” (SMSU, 2021, para. 5).

There are two different types of accreditations: institutional and programmatic. The first, institutional accreditation, is the most common and applies to all the functioning parts that contribute to the success of the whole school (Accreditation in the U.S., 2025). Programmatic accreditation applies to specific licensing requirements for specialized degrees (SMSU, 2021).  Some examples of programmatic accreditation would include health sciences, social services, and teaching. Prospective employers, in certain fields that require licensure, require programmatic accreditation (Hegji, 2024). 

Another important consideration for students is that accredited institutions are able to offer federal funding and guaranteed student loans (Federal Student Aid, n.d.). Institutions that are not accredited offer their own financing, or avenues to private lenders. A consideration for students is that private lending practices are not effectively regulated and sometimes can be deemed predatory (Protect Borrowers, n.d.). 

Helpful Resources to Aid in Identifying Accreditation Status

There are many resources available to assist career development professionals as they aid students with understanding more about the accreditation status of an institution. They include: the institutional websites, U.S. Department of Education’s database, Council for Higher Education Accreditation database, and College Navigator.

Post-secondary institutions that receive federal monies are required to list their accreditation status (Federal Student Aid, 2024). For those institutions that do not receive any federal funding, state law will dictate disclosure requirements. A quick query using the institutional website search tool should locate accreditation information.

The U.S. Department of Education’s Database of Accredited Post-secondary Institutions and Programs (DAPIP) is a searchable database. Students simply enter the institution’s name, and it will return results for institutional, programmatic, and internship/residency accreditation status.

The Council for Higher Education Accreditation database (CHEA) functions like the DAPIP database. Students enter in the institution’s name, and it returns results on institutional accreditation, along with programmatic accreditation with live links to specific programs.

Finally, College Navigator also functions like DAPIP and CHEA. However, the search results provide extensive information about the institution, including accreditation status, tuition and fees, financial aid, enrollment, and retention and graduation rates.

Future Considerations

Regional accrediting agencies have existed since the late 19th century and were developed to ensure consistency of quality instruction and effective learning (Hegji, 2024). Regional accrediting agencies are expected to continue to ensure quality standards are met by the institutions in their regions. Students who are making decisions on post-secondary schooling—a decision that will be life-changing—should understand the impact of an institutions’ accreditation status, to ensure their money, time, and effort will be well spent. By aiding this awareness and understanding, school career development professionals are ensuring students receive the benefits of higher education.

References

Eaton, J. S. (2015).  An overview of U.S. accreditation. Council for Higher Education Accreditation. https://www.chea.org/sites/default/files/other-content/Overview%20of%20US%20Accreditation%202015.pdf  

Federal Student Aid. (n.d.). Choosing a school.  https://studentaid.gov/resources/prepare-for-college/students/choosing-schools  

Federal Student Aid. (2024). Institutional reporting and disclosure requirements. https://fsapartners.ed.gov/knowledge-center/fsa-handbook/2024-2025/appendices/appx-e-institutional-reporting-and-disclosure-requirements  

Hegji, A. (2024). An overview of accreditation of higher education in the United States. Congressional Research Service. R43826. https://files.eric.ed.gov/fulltext/ED657637.pdf 

Protect Borrowers. (n.d.). Private student lending. https://protectborrowers.org/what-we-do/predatory-lending-private-credit/private-student-lending/#:~:text=As%20college%20costs%20continue%20to,market%20to%20pay%20for%20college 

Provezis, S. (2010). Regional accreditation and student learning outcomes: Mapping the territory. National Institute for Learning Outcomes Assessment. https://www.academia.edu/71021149/_2010_Staci_J_ProvezisREGIONAL_ACCREDITATION_AD_LEARNING_OUTCOMES_ASSESSMENT_MAPPING_THE_TERRITORY_BY 

Southeast Missouri State University. (2021, March 8). Why students should care about accreditation. https://semo.edu/blog/blog-posts/why-students-care-about-accreditation#:~:text=Your%20future%20employer%20wants%20to,Yes!  

U.S. Department of Education. (2025). Accreditation in the U.S. https://www.ed.gov/laws-and-policy/higher-education-laws-and-policy/college-accreditation/accreditation-in-the-us 

Aletta C. Anderson, Ed.S., is a certified Elementary Teacher and Principal who recently achieved CCSP certification. She works a hybrid job, half time on curriculum development and half-time on instruction, for the Virtual Learning Charter Academy School. She is passionate about making customizable education available to all. She can be reached at aletta.c.anderson@gmail.com.