Standards for Accreditation and Requirements of Affiliation | Fifteenth Edition

Driven by mission, the legally constituted governing board exercises fiduciary responsibility for the institution while prioritizing accountability for the academic quality, integrity, planning, and fiscal wellbeing of the institution, demonstrates effectiveness, and serves students and other constituencies, with attention to consistently improved outcomes.

Examples of Evidence

The evidence listed below are examples of evidence institutions commonly provide and that peer evaluators have found most relevant and useful during accreditation activities. Institutions should collect, analyze, and submit evidence appropriate to their mission, size, institutional type, and context and may explain where evidence is not applicable and provide alternative indicators. Best practices should be used for data analysis and privacy when small‑cell issues or data limitations exist, prevent disaggregation, or introduce privacy concerns.

1.1 Mission and Goals

1. Evidence that the institution has a mission that defines its purpose within the context of higher education, the students it serves, and what it intends to accomplish

2. Evidence of clear, documented review processes showing that mission and goals are periodically evaluated, revalidated or revised as appropriate, and changes are communicated to the institution’s internal and external constituencies

a. Evidence of constituent participation and approval by governing body/board
b. Sample communications and/or notification of changes or revalidation (best examples from across the most recent four years)

1.2 Governance Structure

1. Evidence of a clearly articulated legally constituted governance structure that allows the institution to have education as its primary purpose without legal or proprietary ambiguities in the ownership and control of the institution

a. Diagram that clearly conveys the governance structure or framework that outlines how decisions are made, who holds authority and how accountability is maintained, including any related entities (any narrative should go into the written Self-Study Report)
b. Governing documents such as bylaws, certificate or articles of incorporation, operating provisions or agreements, corporate or organizational filings, and any other foundational documents

2. Evidence that the institution can operate as an academic institution with appropriate autonomy and independence from undue political, financial, or other influence

3. For institutions with related entities, evidence that demonstrates the institution has disclosed and documented its legally constituted governance structure and all significant matters involving related entities and all levels of ownership that are legally responsible for the institution (Related Entities Policy and Procedures)

a. A listing of the legal name, jurisdiction, form, or organization of every related entity that is part of the legal constituted governance structure (institutions should ensure this information is also reported in the Institution Portal, reviewed regularly and updated as necessary; some changes to related entities or governance structure may require review by the Commission through the substantive change process prior to implementation)
b. Governing documents for all related entit(ies)
c. Related Entities Required Disclosures Certification Statement
d. Documentation that clearly explains how the related entity fits within the governance structure, including the legal authority and operating control it exercises over the institution
e. If the institution is part of a system, relevant evidence to explain the particular ways in which the functions, roles, and responsibilities are distributed between the institution and the system, including the resulting impact of those particular identified structures (e.g. finances)

1.3 Governing Body/Board

1. Evidence that the governing body or board operates under written bylaws, policies, and procedures that define roles and responsibilities and are informed by principles of good practice in corporate, organizational, and board governance

a. Excerpts or bylaw provisions outlining search for and appointment of the institution’s Chief Executive Officer (CEO)
b. Excerpts or bylaw provisions describing the process for evaluating the institution’s CEO
c. Excerpts or bylaw provisions describing the process for board self-evaluation
d. Excerpts or provisions for continuity of leadership or succession
e. Governing body/board committee procedures, manual, or compendium

2. Evidence that the governing body/board follows policies and procedures and plays a policy making role (best examples from the most recent four years)

a. Governing body/board and committee meeting agenda and minutes
b. Excerpts documenting governing body/board review and approval of policy and bylaws
c. Excerpts documenting strong fiscal management including review of annual financial statements
d. Excerpts documenting board decision making and examples of governing body or board use of assessment or financial information to inform decisions

3. Evidence that the governing body or board members have varied backgrounds, independence, and expertise to ensure the integrity of the institution and improve decision-making

a. Affiliation and occupation of current members
b. Disclosure of members of the governing body/board who are remunerated by the institution through salaries, wages, or fees
c. Disclosure of governing body/board members who are creditors of the institution, guarantors of institutional debt, or active members of businesses of which the institution is a customer
d. Curriculum vitae (CV) or biographies for current members
e. Evidence that a majority of governing body/board members have no employment, family, ownership (or similar corporate control), or other personal financial interest in the institution

4. Evidence that the governing body/board is not chaired by the CEO or an institutional or system representative

5. Evidence of regular and systematic governing body/board self-evaluation including the evaluation instrument, analysis and consideration of results, and evidence of follow-up on any findings or concerns (most recent four years)

1.4 Leadership and Administration

1. Evidence that the institution’s CEO has the qualifications to fulfill the responsibilities of the position and direct the institution toward attaining the mission and goals of the institution

a. CV or resume for the CEO including name, title, and date of appointment
b. Evidence that the CEO was appointed by the governing body/board or appropriate authority in accordance with bylaws
c. Evidence that the CEO has the authority and autonomy required to fulfill the requirements of the position
d. Evidence of regular and systematic evaluation of the CEO including the evaluation instrument, analysis and consideration of results, and evidence of follow-up on any findings or concerns (most recent four years)

2. Evidence that the institution’s Senior Administration or CEO/President’s Leadership Team has the qualifications to fulfill responsibilities of the position and assists the CEO in fulfilling their roles and duties

a. CV or resumes, as applicable
b. Analysis of qualifications, credentials, and professional experience consistent with the mission of the organization and their functional roles

3. Evidence and analysis of skills, time, assistance, technology, and information systems expertise to ensure that senior administration has the resources required to perform their duties

1.5 Assessment of Governance, Leadership, and Administration

1. Documentation of an implemented, systematic, and sustained process to assess the effectiveness of governance, leadership, and administration and use of assessment data to make improvements

a. Assessment instruments and analysis of collected data
b. Some examples of surveys for other constituents include Student Survey of Administration or Faculty or Survey of Administration Staff Survey of Administration

2. Consultant and taskforce reports, as applicable

Ethics, integrity, and a safe environment for learning and teaching are central, indispensable, and defining hallmarks of effective higher education institutions. In all activities, the institution must be faithful to its mission, adhere to its policies, represent itself truthfully, and honor its contracts and commitments.

Examples of Evidence

The evidence listed below are examples of evidence institutions commonly provide and that peer evaluators have found most relevant and useful during accreditation activities. Institutions should collect, analyze, and submit evidence appropriate to their mission, size, institutional type, and context and may explain where evidence is not applicable and provide alternative indicators. Best practices should be used for data analysis and privacy when small‑cell issues or data limitations exist, prevent disaggregation, or introduce privacy concerns.

2.1 Institutional Climate

1. Policies and procedures

a. Academic and intellectual freedom
b. Freedom of expression
c. Intellectual property rights
d. Copyright

2. Policies and procedures (e.g. respectful workplace, anti-retaliation, anti-bullying, anti-harassment, anti-discrimination, or violence prevention)

3. Evidence of regular and systematic campus climate assessments or surveys of representative stakeholder groups, including survey instrument, final reports, sample communication or publication of results, analysis and consideration of results, and follow up or changes made to mission, goals, strategic, or operational priorities

4. Evidence of fair and impartial policies and procedures for assuring grievances/complaints are addressed promptly, appropriately, and equitably (Complaints Involving Applicant and Member Institutions Policy and Procedures)

a. Policy and procedures for faculty or staff complaints or grievances including the URL and any other location where faculty and staff can access these documents
b. Policies and procedures processing complaints or grievances for all students, including the URL and any other location where students and the public can access these documents
c. Institutional record of student complaints, including timeline and resolution, most recent four years (federal regulation 34 CFR § 602.16(a)(1)(ix))
d. Institutional record of faculty or staff complaints, including timeline and resolution

5. Evidence that the institution monitors and analyzes the record of complaints it receives to identify trends or a pattern of complaints and any areas for improvement

6. Evidence that the institution establishes and complies with a written conflict of interest policy designed to ensure impartiality and the avoidance of the appearance of conflicts of interest

a. Policies and procedures for conflicts of interest (for employees and governing body/board)
b. Examples of implementation (e.g. training)
c. Documentation of disclosure or reporting of conflicts of interest
d. Examples of recusals from decision-making (e.g. forms or meeting minutes)

7. Policies and procedures related to hiring, evaluation, promotion, and separation

a. Analysis of data on hiring and promotion to assess the effectiveness of policies and procedures

2.2 Communication, Marketing, and Recruiting

1. Evidence of honest and truthful communications, marketing, and recruiting materials

a. Policies and procedures for approving and disseminating information to internal and external stakeholders
b. Sample marketing, admissions, and recruiting materials
c. Sample internal communications
d. Expense Analysis of related expenses (most recent four years), as applicable

i. Percent of budget $ / % marketing, advertising
ii. $ / % Recruitment services

2. Documentation that the institution accurately represents its accreditation status and scope of accreditation including the URL where the institution publicly discloses this information (Communication in the Accreditation Process Policy and Procedures; Public Disclosures Policy and Procedures; federal regulation 34 CFR § 602.23(d))

2.3 Campus Safety and Information Security Infrastructure

1. Evidence of robust campus security infrastructure and clear communication systems

a. Policies, procedures, or campus safety standards
b. Description of proactive measures for the prevention of crime and violence
c. Emergency preparedness plans (including plans in place for disruptions to classes)
d. Reporting on compliance with applicable federal and state campus safety incidents and plan requirements, including but not limited to the Clery Act Annual Security Report (ASR) and all corresponding state requirements
e. Documentation of the appropriate management of safety incidents, including outcomes of internal or external investigations that lead to documented improvements in safety

2. Evidence of robust information security infrastructure (Information Security and Privacy Policy and Procedures; Information Security Incident Response Procedures; Use of Artificial Intelligence Policy and Procedures)

a. Policies, procedures, or information security protocols (e.g. privacy, access control, data management, acceptable use, artificial intelligence, incident response, data recovery, or mitigation)
b. Policies and procedures for the maintenance and retention of student records
c. Policies and procedures regarding the protection of privacy for students (i.e. FERPA, data privacy, and data security)
d. Reporting on compliance with applicable federal, state, or other requirements related to information security and privacy for any jurisdiction in which the institution operates
e. Documentation of the appropriate management of information security incidents, including outcomes of internal or external investigations that lead to documented improvements

2.4 Assessment of Policy Development, Revision, and Implementation

1. Documentation of an implemented, systematic, and sustained process to assess the effectiveness and implementation of policy and procedures with evidence of review and revisions when necessary

2. Documentation of the policy development and revision process (e.g. internal control office, “policy on policies,” etc.)

2.5 Verification of Compliance with Applicable Federal Regulatory Requirements

1. Federal regulation 34 CFR § 668.43(a)(6) – Names of agencies or governmental bodies that accredit, approve, or license the institution

a. List of USDE recognized accreditors with name of the accreditor, accreditation status, date of last renewal of accreditation, gatekeeper designation (Primary/Multiple Accreditation), scope (Institutional/Programmatic), effective year, number of years accredited (institutions should ensure this information is reported in the Institution Portal, reviewed regularly, and updated as necessary)
b. List of educational programs accredited by programmatic accreditors
c. Reports and documentation of the accreditor’s most recent accreditation action including relevant correspondence
d. Provide narrative addressing any non-compliance or adverse actions with other USDE recognized accreditors in the self-study report

2. Federal regulation 34 CFR § 668.43(b) – Contact Information for Filing Complaints

a. Documentation including the URL for the contact information that the institution provides enrolled and prospective students for filing complaints with the institution’s accreditor and with its state approval or licensing entity and any other relevant state official or agency that would appropriately handle a student’s complaint

3. Federal regulation 34 CFR § 668.43 – Documentation of the institution’s current status of its degree granting authority (DGA) and licensing

a. Legal charter, statute, constitutional provision, other action from an appropriate organization or agency, or documentation of any exemption
b. Proper license to operate from each jurisdiction in which the institution operates

The institution provides students with learning experiences that are characterized by rigor and coherence at all credential levels, instructional modalities, programs, and locations and consistent with higher education expectations. All student learning experiences (credit bearing or otherwise) are intentionally designed, effectively delivered, and regularly assessed by qualified professionals.

Examples of Evidence

The evidence listed below are examples of evidence institutions commonly provide and that peer evaluators have found most relevant and useful during accreditation activities. Institutions should collect, analyze, and submit evidence appropriate to their mission, size, institutional type, and context and may explain where evidence is not applicable and provide alternative indicators. Best practices should be used for data analysis and privacy when small‑cell issues or data limitations exist, prevent disaggregation, or introduce privacy concerns.

3.1 Program Design and Review

1. Documentation that certificate, undergraduate, graduate, and/or professional programs leading to a degree or other recognized higher education credential are assigned a reasonably approximate number of credit hours (or other value) for the amount of work completed by a student and are appropriate to the objectives of the degree or other credential with sufficient course content and program length (Credit Hour Policy and Procedures)

a. Policy, procedures, and/or methodologies employed for assignment of credit hour (or other value) for all types of courses, disciplines, programs, credential levels, formats, and modalities
b. Documentation of the evaluation process the institution utilizes to verify length of academic period and compliance with credit hour requirements or other value
c. Evidence and analyses demonstrating that these policies and procedures are consistently applied across programs and course locations, regardless of delivery mode or teaching/learning format
d. Documentation including the URL and any other source of information where students and the public can access the policy and procedures with evidence that such information is regularly evaluated to ensure accuracy

2. Analysis of labor market data and demands, employer partnerships, and outcomes related to post-completion placement and earnings to inform program development and continuance

3. List of all educational programs with enrollments, undergraduate or graduate (maintain privacy protections when enrollment is less than 20 students)

4. Course or academic program approval procedures and sample approval documentation (including but not limited to syllabi or course content)

5. Evidence of the regular review of academic programs (representative sample of program reviews conducted during the most recent four years)

6. Specialized or programmatic accreditation reports or other annual reports, analysis and consideration of results, and follow-up on any findings or improvements made when warranted

7. Description of Learning Management Systems (LMS) used for alternative delivery and on-ground courses

8. Evidence of regular and periodic analysis of related expenses and spending on instruction and research (most recent four years)

9. Evidence that there are sufficient resources to support both the institution’s programs of study and the academic progress of all students

3.2 General Education Programs

1. For institutions that offer undergraduate education, documentation of a general education program (free standing or integrated into academic disciplines) that offers sufficient scope to draw students into new areas of intellectual experience, expands cultural and global awareness, and offers a curriculum designed so that students acquire and demonstrate essential skills and career readiness

a. Catalog descriptions of coherence of courses with general education learning outcomes
b. Documentation of general education student learning outcomes with evidence of appropriate rigor and coherence
c. Description of the process for assigning educational experiences to the general education curriculum
d. Evidence of regular review and revision of general education program
e. In non-United States (non-U.S.) institutions that do not include a general education program, evidence that students can demonstrate essential skills and career readiness

3.3 Delivery of Student Learning Experiences and Resourcing

1. Evidence that student learning experiences are characterized by rigor and coherence at all credential levels and that degree or program completion requirements are clear, accurate, and up-to-date

a. URL for academic catalog with descriptions of degree requirements and expected time to completion
b. Sample of advising or degree program sheets or course sequence sheets
c. Sample of syllabi from a representative selection of courses
d. Master syllabus or other institutional document that outlines the standardized requirements, learning outcomes, and core content for all sections of a specific course

2. Trend analysis of data on the academic progress of all students by credential level at both institution and program levels

a. Average time to degree (time elapsed from enrollment to completion and/or time actively enrolled by semester)
b. Average number of credits per program
c. Average credits upon graduation (all credits completed or credits toward degree)

3. For institutions that offer graduate and professional education, documentation of opportunities for the development of research, scholarship, creative activity, and independent thinking

a. Policies and procedures (e.g. independent research, thesis, master’s paper, dissertation, fieldwork or internship, and graduate assistantships)
b. Analysis of graduate student success data indicators such as degrees awarded by program or average time to degree

4. For institutions that offer student learning opportunities such as adult basic education, basic skills or developmental courses, workforce development, or personal enrichment, evidence of adequate management, oversight, review, and resourcing of courses or programs

a. Policies and procedures
b. Articulated evidence of student knowledge, skills, and/or competency levels for student learning opportunities
c. Evidence and trend analysis of data on participation in these programs, disaggregated and analyzed as appropriate to mission
d. For workforce development, evidence that programs are aligned with high demand occupations

5. For institutions that utilize alternative delivery methods or formats (e.g. online/distance or correspondence education, direct assessment, competency-based education (CBE), experiential learning, and accelerated degrees), documentation that demonstrates comparable quality and support to courses and programs in other modalities:

a. Policies and Procedures related to:

i. Ensuring student access to faculty or instructors and regular and substantive interaction between instructional staff and students
ii. Ensuring student access to academic and technology support services

b. Alternative Delivery Methods Data

i. Number of instructional design staff
ii. Student Headcount by delivery method
iii. Description and number of courses and programs by delivery method

c. Evidence that support services and educational resources for students receiving instruction through alternative delivery methods is of comparable quality to support services for other modalities

i. Description of support services including academic and technology support
ii. Description about how students will access educational resources
iii. Data on utilization of support services provided to students

d. For institutions that utilize an Online Program Manager (OPM), analysis of the scope and quality of instruction and/or services delivered by the OPM

i. List of educational programs and percentage of instruction delivered by the OPM(s)
ii. List of services offered by the OPM(s) (e.g. delivery of instruction, recruiting and marketing services, support services, instructor training /qualifications/ compensation, instructional design)
iii. Agreements and/or contracts with OPM(s), redacted as necessary, noting any new contracts or changes to terms and conditions of existing contracts

6. For institutions that utilize third-party providers for the delivery of student learning opportunities (credit-bearing or otherwise) or assessment of student learning services, evidence that there is adequate management, oversight, review, and approval of third-party providers (Third-Party Providers Policy and Procedures):

a. Policies, procedures, or guidance for the process of review and approval of third-party providers
b. Comprehensive list of current third-party providers delivering student learning experiences (credit-bearing or otherwise) and assessment of student learning services
c. Sample of current written agreements and/or contracts with third-party providers, redacted as necessary, for both credit-bearing or other student learning opportunities, and student learning assessment services
d. Evidence that the institution is transparent, makes all required public disclosures, and accurately represents the role of the third-party provider in marketing materials
e. Evidence that the institution retains oversight of third-party providers over the life of the agreement
f. Evidence of continued oversight of written arrangements as defined in federal regulation and Commission policy and procedures and that required approvals have been obtained through the substantive change process (Substantive Change Policy and Procedures and federal regulation 34 CFR § 602.22(a)(3)(J))
i. To demonstrate this oversight, it is necessary to provide a list of current written arrangements, including the name of third-party provider, name of program, percent of instruction delivered by the third-party, and list of services offered by the third-party
g. Evidence of regular and systematic evaluation and assessment of third-party providers to monitor and ensure the integrity, quality and effectiveness of these arrangements, analysis and consideration of results, and follow-up on any findings or improvements made when warranted

7. For institutions that offer other types of credit bearing student learning opportunities such as dual or concurrent enrollment (early college), prison education programs (PEP), career and technical education (CTE), evidence of adequate management, oversight, review, and resourcing of courses or programs

a. Policies and procedures (e.g. eligibility and admission, academic standards, faculty qualifications, grading or awarding of credit, or academic records or transcripts)
b. Articulated evidence of student knowledge, skills, and/or competency levels
c. Evidence that the institution meets all applicable state, system, or local agency requirements
d. Evidence and trend analysis of data on participation, completion, or achievement of the student’s educational goals, analyzed and disaggregated as appropriate to mission

8. Evidence that the institution provides for access to and utilizes a broad range of learning and other information resources to support its academic programs of study and learners

a. Policies and procedures (e.g. access, collection, circulation, usage, maintenance, and budgeting)
b. Description of the nature and scope of bibliographic instruction, information literacy, and other programs for educating students and faculty or instructors in the use of information resources
c. Evidence and analysis of the nature and breadth of available learning resources, including electronic resources, to ensure they are comparable and adequate for all locations (main campus, branch campuses, additional locations, and other instructional sites)

9. Sample of agreements and/or contracts, redacted as necessary, with other institutions for the use of their information resources and/or reference services

3.4 Faculty or Instructors

1. Evidence that faculty (part-time or full-time) or instructors are qualified for the positions they hold as aligned with institutional policy and procedures

a. Faculty/Instructors/Staff Handbooks
b. Policies and procedures on required qualifications
c. Required qualifications for teaching distance or correspondence education courses or programs
d. Policies and procedures on promotion and tenure guidelines
e. Representative roster or policy summary demonstrating how qualifications are applied and that policies and procedures are followed
f. Percentage of faculty or instructors with required credentials
g. Other qualifications data

2. Evidence that faculty or instructors are sufficient in number

a. Human Resources data
b. Teaching load in credits or semester or quarter
c. Average class size
d. Median class size
e. Enrollment data by class/class size
f. Number and percentage of faculty/instructors qualified to teach online
g. Average academic credit hours taught per faculty or qualified professional
h. Student to staff ratio
i. Student to faculty/instructor ratio
j. Other workload data such as advising load calculations, research expectations, or service requirements

3. Evidence that faculty or instructors are rigorous and effective in teaching

a. Documentation on practices related to the evaluation of teaching
b. Policies and procedures for evaluating the teaching of students
c. Sample instrument(s) for course evaluations, teaching observations, etc. and most recent four-year trend analysis of collected data
d. Evidence of the regular and systematic evaluation and assessment of the effectiveness of these policies and procedures, analysis and consideration of results, and follow-up on any findings or improvements made when warranted

4. Evidence that faculty or instructors are provided with and utilize sufficient opportunities, resources, and support for professional growth and innovation. Examples include training in curriculum development, instruction, course design, course and programmatic assessment, and AI Literacy (Use of Artificial Intelligence Policy and Procedures)

5. Evidence of instruction or guidance delivered to students and faculty on the acceptable and ethical use of AI by faculty in instruction and by students in coursework and of established mechanisms employed by the institution to protect academic integrity (Use of Artificial Intelligence Policy and Procedures)

3.5 Assessment of Student Learning

1. Evidence of the regular evaluation and systematic assessment of student learning outcomes, and course, institutional, and program-level educational effectiveness and use of assessment data to improve curricula and teaching

a. Policies and Procedures
b. Documentation of assessment approaches
c. Sample of assessment instruments and analysis of collected data
d. Analysis and consideration of assessment results and follow-up on any findings or improvements made when warranted

2. Evidence of the regular and systematic assessment of student achievement

3. Documentation of mapping of curriculum to general education and student learning outcomes at the course and program level

4. Documentation of graduate-level student learning outcomes, analysis and consideration of assessment results, and follow-up on any findings or improvements made when warranted

5. Evidence of the assessment of effectiveness of instructional design and information technology support for faculty or instructors

6. Evidence of the assessment of effectiveness and value of short-term courses, programs, micro-credentials, stackable credentials, badges, or industry recognized certifications

3.6 Verification of Compliance with Applicable Federal Regulatory Requirements

1. Federal regulation 668.43(a)(12)(i-iv) – Institutional and programmatic information

a. Evidence of the required public disclosure, including excerpts of the catalog/program description and public URL, when a portion of an educational program is delivered through a written arrangement, as defined in federal regulation, with an ineligible third-party provider, including the following information which must be included within the description of the program:

i. The portion of the educational program that the institution that grants the degree or certificate is not providing
ii. The name and location of the other institutions or third-party providers that are providing the portion of the educational program
iii. The method of delivery of the portion of the educational program that the institution that grants the degree or certificate is not providing
iv. Estimated additional costs students may incur as the result of enrolling in an educational program that is provided in part under the written arrangement

The institution recruits and admits students whose interests, abilities, experiences, and goals are congruent with its mission and educational offerings. The institution has a coherent and effective support system sustained by qualified professionals, which enhances the quality of the learning environment, contributes to the educational experience, and fosters student success. The institution analyzes and uses data to improve student success or achievement of educational goals through increased retention, persistence, completion, or other valid and reliable measures.

Examples of Evidence

The evidence listed below are examples of evidence institutions commonly provide and that peer evaluators have found most relevant and useful during accreditation activities. Institutions should collect, analyze, and submit evidence appropriate to their mission, size, institutional type, and context and may explain where evidence is not applicable and provide alternative indicators. Best practices should be used for data analysis and privacy when small‑cell issues or data limitations exist, prevent disaggregation, or introduce privacy concerns.

4.1 Recruitment and Admission Practices

1. Evidence of clearly stated, ethical polices, practices, and processes to recruit and admit students

2. Policies and Procedures

a. Admissions philosophy and practices
b. Ethical recruiting practices
c. Ethical marketing practices

3. Admissions profile using multiple data points such as number of inquiries, applications, admits, yield rates, deposit-payers, and newly enrolled degree-seeking students, disaggregated and analyzed as appropriate to mission

4. Evidence of regular evaluation of admissions practices, and the effectiveness of policies, and procedures, analysis and consideration of results by key stakeholders, and follow-up or improvements made when warranted

5. Sample enrollment agreements, redacted as necessary

6. Sample marketing materials

7. Evidence of fair and transparent policies and procedures regarding evaluation and acceptance of transfer credits (Transfer of Credit, Prior Learning, and Articulation Agreements Policy and Procedures and federal regulation 34 CFR § 602.24(e))

a. Evidence that transfer of credit policies include a statement of the criteria established by the institution regarding the transfer of credit earned at another institution
b. Evidence that transfer of credit policies are publicly disclosed including URL, catalog, or other public location
c. Evidence the institution has processes designed to support ease of transfer to or from other institutions and minimize the loss of credit
d. Analysis of transfer data (Available in IPEDS)

i. Demonstration of the reduction of loss of transfer of credit through data analyses
ii. Completions by program

8. Student Handbooks

9. Evidence that the institution makes readily available accurate and comprehensive information on the cost of attendance (Public Disclosures Policy and Procedures)

a. Documentation including the URL where students and the public can find accurate information on the cost of attendance

i. Tuition, fees, and expenses
ii. Estimates of costs for necessary books and supplies, room and board, transportation
iii. Net price Calculator (URL)
iv. Discount rate
v. Tuition and fees per student FTE (Available in IPEDS)

10. Evidence that the institution makes readily available accurate and comprehensive information on the availability of student financial aid or assistance for those who qualify (Public Disclosures Policy and Procedures)

a. Policies and procedures for disbursements, repayment, refunds, or return of title IV grant or loan assistance
b. Evidence of the public disclosure of financial aid policies and procedures including URL for where students and the public can find them
c. Brochures and other publications on financial aid

11. Evidence that the institution provides support services for students to understand debt and repayment

a. Trend analysis of attendance and completion of financial aid counseling sessions or other services designed to educate students

12. Evidence that the institution collects, analyzes, and publishes data on borrowing, debt, and repayment such as:

a. Undergraduate financial aid profile (Available in IPEDS)
b. Graduate financial aid profile
c. Average student loan indebtedness (undergraduate)
d. Students with Pell grants (Available in IPEDS)
e. Average Pell grant (Available in IPEDS)
f. Three-year student loan cohort default rates (e.g. College Scorecard)

13. Policies and procedures for officially withdrawing from the institution

4.2 Student Support System and Strategies for Retention

1. Evidence of a process to identify students who are not adequately prepared and provide additional support in attaining appropriate educational outcomes

a. Policies and procedures for placement for incoming or current students into preparation programs or courses
b. Basic Skills/ Developmental Education Data, as applicable, including the following:

i. (%) of first-time students enrolled in Developmental Education during the fall
ii. (%) Basic skills placement
iii. (%) Basic skills mathematics and writing course pass rates
iv. (%) first-year retention for students placed in one or more basic skills courses

2. Evidence of effective orientation, advisement, and counseling programs and services

a. Policies and procedures
b. Trend analysis of data on attendance, participation, and completion of orientation and/or other services
c. Documentation of training for faculty or qualified professionals to properly advise both incoming and outgoing transfer students (Transfer of Credit, Prior Learning, and Articulation Agreements Policy and Procedures)

3. For institutions that utilize third-party providers for student support services, evidence that there is adequate management, oversight, review, and approval of third-party providers (Third-Party Providers Policy and Procedures)

a. Comprehensive list of current third-party providers delivering student support services
b. Sample of current agreements and/or contracts, redacted as necessary, with third-party providers for student support services
c. Evidence that the institution is transparent, makes all required public disclosures, and accurately represents the role of the third-party provider in marketing materials
d. Evidence that the institution retains oversight of third-party providers
e. Evidence of regular and systematic evaluation and assessment of third-party providers to monitor and ensure the integrity, quality, and effectiveness of these arrangements, analysis and consideration of results, and follow-up on any findings and improvements made when warranted

4. Evidence of regular and periodic analysis of expenses and spending on student support services and all other non-instructional expenses (most recent four years)

4.3 Student Achievement

1. Trend analysis of a variety of student achievement data (disaggregated as appropriate to mission) and evidence that data is used to improve outcomes

a. Retention rates (Available in IPEDS)
b. Graduation rates (100%, 150%, 200%) (Available in IPEDS)
c. Transfer rates (Available in IPEDS)
d. Post-completion placement rates
e. Student Achievement Measure (SAM)
f. Outcomes Measures (OM) (Available in IPEDS)
g. Degrees awarded, by credential level annually (Available in IPEDS)
h. Pass rates on standardized examinations
i. Data on earnings (Available in College Scorecard for some institutions)

4.4 Athletics Programs

1. Evidence and analysis of responsible management of athletics (including all sports programs) ensuring the quality and safety of the athletic experience (Athletic Programs Guidelines)

a. Policies and Procedures for athletics, such as:

i. Mission statement
ii. Guiding principles
iii. Statement of purpose
iv. Branding and marketing
v. Academic standards
vi. Sportsmanship and ethical conduct

b. Student-athlete handbook outlining requirements for students
c. Student headcount by sport or activity, disaggregated and analyzed as appropriate to mission
d. Data on student-athlete scholarships
e. Average GPA of students by sport or activity
f. Equity in Athletics Disclosure Act (EADA) reporting
g. Evidence of compliance with applicable rules and policies of the institution, any athletic league, any national organization if the institution is a member, or legal requirements that are otherwise applicable to the institution, and title IX

4.5 Assessment of Student Support Services

1. Evidence of the regular and systematic evaluation and assessment of student support services, including but not limited to orientation, advisement, and counseling programs, and use of assessment data to make improvements

a. Policies and Procedures
b. Documentation of assessment approaches
c. Sample of assessment instrument(s) and analysis of collected data
d. Analysis and consideration of results, and follow-up on any findings or improvements made when warranted

4.6 Verification of Compliance with Applicable Federal Regulatory Requirements

1. Federal regulation 34 CFR § 602.17(g-h) – Verification of Student Identity in Distance or Correspondence Education

a. Processes or procedures in place to ensure that a student who registers in any course offered via distance or correspondence education is the same student who academically engages in the course or program
b. Evidence that the institution uses processes to protect student privacy (i.e., FERPA)
c. Evidence that the institution has processes to notify students about any projected additional charges associated with student identity verification including any required travel to campus, at the time of registration or enrollment

2. Federal regulation 34 CFR § 668.43 – Institutional and programmatic information

a. Evidence that the institution makes readily available accurate and comprehensive information on the cost of attendance (§ 668.43(a)(1)(i-v))
b. Evidence of the public disclosure of financial aid policies and procedures (refunds, return of funds) including URL for where students and the public can find them (§ 668.43(a)(2-4))
c. Policies and procedures for making decisions about the transfer of credits earned at other institutions including any established criteria the institution uses regarding the transfer of credit earned at another institution and any types of institutions or sources from which the institution will not accept credits (§ 668.43(a)(11)(i))
d. Documentation including URL and other public locations of the public disclosure of the list of institutions with which the institution has established an articulation agreement (e.g. high schools, other colleges), with evidence of regular updates (§ 668.43(a)(11)(ii))
e. Policies and procedures with written criteria for awarding credits for prior learning experience including but not limited to military experience, paid or unpaid employment, or other demonstrated competency or learning (§ 668.43(a)(11)(iii))

The institution’s planning, resource allocation, and institutional improvement processes and structures are aligned with each other and are sufficient to fulfill its mission and goals, to continuously assess and improve its programs and services, and to respond effectively to opportunities and challenges.

Examples of Evidence

The evidence listed below are examples of evidence institutions commonly provide and that peer evaluators have found most relevant and useful during accreditation activities. Institutions should collect, analyze, and submit evidence appropriate to their mission, size, institutional type, and context and may explain where evidence is not applicable and provide alternative indicators. Best practices should be used for data analysis and privacy when small‑cell issues or data limitations exist, prevent disaggregation, or introduce privacy concerns.

5.1 Institutional Planning and Improvement Processes

1. Evidence of clearly documented and communicated planning and improvement processes that provide for constituent participation

a. Documentation of planning and improvement processes
b. Most recent institutional strategic plan or institutional effectiveness plan, or other documentation of strategic planning or institutional effectiveness planning
c. Evidence that goals are mapped to and support the mission

2. Evidence of institutional and sub-unit goals that are clearly stated, assessed, linked to mission and goal achievement, aligned with institutional improvement, and incorporate assessment results

a. Division/sub-unit goals and objectives
b. Summaries or mapping of division/sub-unit goals and objectives with key assessment results

5.2 Documented Financial Resources

1. Institution annual financial audit for four most recent fiscal years, with governance and management letters

a. Evidence confirming financial viability and proper internal controls
b. Any appropriate supporting documentation to assist with understanding financial statements
c. Evidence of corrective measures taken to address any material findings cited in the audit or accompanying management letter

2. For institutions with related entities, annual audit for each related entity such as the parent corporation, religious sponsor, or system administration (Related Entities Policy and Procedures)

3. For institutions that have financial resources managed at the system level, institution-specific financial information that allows Commission representatives to assess the financial viability and management of the institution (e.g. statement of net position, statement of revenues, expenses, and changes in net position, condensed statement of financial position, key financial health ratios and CFI, IPEDS Financial Health Variable, and overview of the composite financial index) (Related Entities Policy and Procedures)

4. Evidence of documented financial resources, funding base, and plans for financial development to support its educational purposes and programs and to ensure financial stability

5. Financial ratio analysis appropriate to institutional type:

a. Primary Reserve Ratio (expendable net assets / total expenses)
b. Net Operating Revenue Ratio (net operating income / total operating revenue)
c. Return on Net Assets Ratio (change in net assets / total net assets)
d. Viability Ratio (expendable net assets / long-term debt)

6. Analysis of other financial indicators used by the institution:

a. Composite Financial Index (CFI)
b. Capitalization Ratio
c. ($) Debt service, most recent four years
d. Tuition discount rate
e. Instructional expense per credit hour

7. SEC 10K filings or Form 990

8. Documentation of funding streams from related entities and analysis of the institution’s financial independence from a related entity

9. Analysis of state and local appropriations, as applicable

10. Bond Ratings, as available

5.3 Financial Planning and Budgeting

1. Evidence of a financial planning and budgeting process that is aligned with mission and goals, and clearly linked to the institution’s strategic or institutional effectiveness plan

a. Budgeting policies and procedures
b. Current fiscal year institutional budget or other comparable documentation
c. Unit mission statements and budgets, as applicable
d. Budget projections, including clear parameters and assumptions on which they are based
e. Multi-year budget
f. Diverse perspectives in the development and implementation of the institution’s planning and resource allocation process
g. Evidence of budgetary support, allocation of resources, and implementation of programs to support student learning outcomes and student achievement goals
h. For institutions that have financial planning managed at the system level, institution specific financial planning information that allows Commission representatives to assess the financial planning and budgeting processes for the individual institution

2. Evidence that the institution’s enrollment management planning process is aligned with the institution’s strategic or institutional effectiveness plan

a. Student Headcount Data, disaggregated and analyzed as appropriate to mission

i. Fall Enrollment (Available in IPEDS)
ii. 12 Month Enrollment (Available in IPEDS)

3. Enrollment projections, including clear parameters and assumptions on which they are based

a. [Strategic] enrollment management plan, as applicable
b. Analysis of enrollment trends

4. Evidence that the institution’s long-term financial planning reconciles the financial plan to the institution’s financial capacity and assesses risk factors

a. Financial planning policies and procedures
b. Long-term financial plans, three-five years, as applicable
c. Underlying assumptions of the financial plan and evidence of the viability of those assumptions

5. If the institution is facing deficits, a clear, well-founded plan to reduce those deficits and yield a balance or surplus in a timely fashion

5.4 Operational Resources, Facilities, and Technology

1. Evidence of fiscal and human resources as well as physical and technical infrastructure adequate to support operations

a. Human Resources Data (Available in IPEDS)
b. Evidence of resource planning and analysis of resource utilization

2. For institutions with branch campuses and additional locations, evidence of adequate resourcing at all locations

a. Evidence of planning for facilities, equipment, and supplies

i. Description of physical facilities, including space for instruction, library, student support services, and administrative services
ii. Capital facilities master plan
iii. Information technology master plan
iv. Facilities condition analyses
v. Deferred maintenance costs and plans
vi. Space utilization studies
vii. Capital planning, budget and expenditures
viii. IT expenditure and replacement cycle documentation

3. Debt management strategies or plans

4. Documentation regarding ownership (titles, mortgages, liens) and rental and lease agreements (contracts)

5. Copies of insurance policies currently in force (e.g. fire, casualty, liability, crime, cybersecurity)

6. Evidence of regular and periodic analysis of related expenses and spending to evaluate overall financial health, identify cost-saving opportunities, and ensure expenses align with goals (most recent four years)

7. Analysis of the level of outsourcing key operational or business functions (such as procurement, information technology, or human resources) which otherwise are or could be carried out internally (Third-Party Providers Policy and Procedures)

8. Description of key business operations or functions that are outsourced and justification or rationale for outsourcing as a continued strategy for the institution

9. Sample of agreements and/or contracts with third-party providers, redacted as necessary, to outsource key business functions

10. Evidence of regular and systematic evaluation and assessment of outsourcing key business operations or functions to third-party providers, analysis and consideration of results, and follow-up on any findings or improvements made when warranted

5.5 Assessment of Institutional Goals and Non-Academic Sub-Units

1. Evidence of regular reporting on institutional performance in meeting established goals using data indicators or key performance indicators (KPIs)

a. Analysis of progress meeting goals using data or KPIs tied to strategic or institutional effectiveness planning
b. Review of progress meeting goals using data or KPIs by institutional stakeholders, including members of the governing body/board, senior staff, and collegial governance organizations

2. Policies and procedures for the review of sub-units, with evidence of assessment and evaluation of the effectiveness of those policies

3. Consultant and taskforce reports, and consideration of results, follow-up or improvements made

5.6 Assessment of Planning, Budgeting, and Resource Allocation

1. Documentation of an implemented, systematic, and sustained institutional assessment process linking the evaluation and assessment process to planning, budgeting, and resource allocation decisions

a. Evidence of consideration and use of appropriate assessment by key institutional and unit stakeholders (e.g. CEO, staff, and faculty) for identifying opportunities for innovation, in budgeting, planning, and resource allocation, and/or the improvement of educational effectiveness at division/sub-unit levels
b. Evidence of discussion and use of assessment results in decision-making by governing body/board in the execution of their fiduciary responsibilities

5.7 Verification of Compliance with Applicable Federal Regulatory Requirements

1. Federal regulation 34 CFR 602.16(a)(1)(x) – Title IV responsibilities
For institutions that participate in title IV student financial aid programs, a record of compliance with the institution’s program responsibilities under title IV of the Act, based on the most recent student loan default rate data provided by the Secretary, the results of financial or compliance audits, program reviews, and any other information that the Secretary of Education may provide

a. Program participation agreement (PPA), most recent
b. Eligibility and Certification Approval Report (ECAR), most recent
c. Heightened Cash Monitoring (HCM) Status, if applicable
d. Three-year student loan cohort default rate (e.g. College Scorecard)
e. Financial responsibility composite score / composite score index
f. Most recent Program Review Determination Letter (Final Program Review Determination Letter or Expedited-Determination Letter and any key correspondence)
g. Single Audit (OMB Circular A-128; OMB Circular A-133, 2 CFR 200 Subpart F: Uniform Guidance)
h. USDE Correspondence and institutional response related to limited, suspended, terminated eligibility to participate in title IV
i. For Profit Institutions – 90/10 Rule – percentage of revenue from federal funds
j. Evidence of on-time submission of financial and compliance audits to USDE