To: Department of Educa�on

From: Laura Rasar King, represen�ng Specialized Accredi�ng Agencies

Re: Proposal for 602.16(a)

§602.16 Accredita�on and preaccredita�on standards.

(a) The agency must demonstrate that it has standards for accredita�on, and 

preaccredita�on, if

offered, that are sufficiently rigorous to ensure that the agency is a reliable authority 

regarding the

quality of the educa�on or training provided by the ins�tu�ons or 

programs it accredits. The agency meets this requirement if the 

following condi�ons are met:

(1) The agency’s accredita�on standards must set forth clear 

and effec�ve expecta�ons for the ins�tu�ons or programs it 

accredits in the following areas:

(1) The agency's accredita�on standards must set forth clear

minimum expecta�ons of performance that the agency must

verify and enforce for the ins�tu�ons or programs it accredits,

including by using, where appropriate, consistent and reliable

data, which may include Federal data. The accredita�on

standards must set forth minimum expecta�ons in the

following areas:

(i) Success with respect to student achievement in rela�on to

the ins�tu�on's mission, which may include different

standards for different ins�tu�ons or programs as

established by the ins�tu�on. Where feasible and

appropriate, the agency’s standards for success with

respect to student achievement must—

(A) Iden�fy minimum expecta�ons of performance which may

include, but are not limited to as established by the ins�tu�on,

including, as appropriate, considera�on of State licensing

examina�ons, course comple�on, and job placement rates. If the

agency determines that se�ng minimum expecta�ons of

performance is not feasible or appropriate for the ins�tu�ons or

programs it accredits, or for any par�cular ins�tu�on or program,

or group of ins�tu�ons or programs, its standards should explain

why such minimum expecta�ons are not required and clearly

describe the agency’s method for assessing and enforcing its

standards for success with respect to student achievement;

Rationale: Minimum implies that a quantitative standard must be set. Enforcement is addressed 

in 602.20. 
(B) Be developed and periodically reviewed and updated if 

necessary, using valid and reliable data, which may include data 

reported by the ins�tu�on or program the agency accredits,

Federal data that the agency determines is appropriate and 

applicable, or other sources determined by the agency and the 

ins�tu�ons or programs that the agency accredits is useful in 

assessing student achievement; and

Rationale: It is important to recognize all potential sources of data that could be useful in 

assessing quality. In addition, this language should be moved to 602.21 where the regs address 

review of standards. This would move it away from the statutory prohibition on specifying 

standards related to student achievement. 

(C) Include considera�on and assessment of student

achievement on a disaggregated basis, by categories that may

include race, ethnicity, age, gender, socioeconomic status, first

genera�on college student, and/or any other ins�tu�onally

meaningful categories.

Rationale: This requirement is “specifying, defining or prescribing” standards that an agency must 

have. It should be deleted in its entirety. 

(ii) Curricula.

(iii) Faculty.

(iv) Facili�es, equipment, and supplies.

(v) Fiscal and administra�ve capacity as appropriate to the specified scale of 

opera�ons.

(vi) Student support services.

(vii) Recrui�ng and admissions prac�ces, academic calendars, 

catalogs, publica�ons, grading, and adver�sing.

(viii) Measures of program length and the objec�ves of the degrees or creden�als offered.