Other universities quickly adopted similar certificate programs, the practice spreading across the country with universities serving as essentially secondary school accreditors (Geiger, 2014 & Cohen & Kisker, 2009). This new system was not without problems, as each certifying body had their own set of standards with varying degrees of rigor. In response, the New England Association of Colleges and Secondary Schools developed in the 1880s to establish communication between secondary and higher education leaders (Harcleroad, 1980). This first regional accreditor was quickly followed by that of the Southern Association of Colleges and Schools, with the goal ...
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...ut in place, including an institutions’ default rate (Higher Education Act of 1965, 2008). More recently in 2003, Burd (2003) outlines amendments were made to this act to “increase the amount of money that is set aside for black colleges, Hispanic-serving institutions, and tribal colleges to use to develop their faculties, curriculums, and endowments.”
The accreditation process has clearly grown from that of University of Michigan’s high school certification program. Although initially the program aimed to change the college admission process, it inadvertently became integral to all aspects of American education. Accreditation has essentially defined not only what qualities an institution must possess to be considered a college in the United Sates, but policies and processes that must be in place to ensure students have increased opportunities to quality education.
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