CHEA has many responsibilities. All relate to advancing the usefulness of accreditation in American higher education. In this report, the process, characteristics, and the relationship between accrediting associations and governmental agencies are described. Accreditation in higher education is a collegial process based on self and peer assessment for public accountability and improvement of academic quality. A team of peers selected by the accrediting association reviews the evidence, visits the campus to interview the faculty and staff, and writes a report of its assessment including a recommendation to the commission of the accrediting association.
Accreditation is built on assessment, including both self and peer assessment.
Since accreditation begins with a self study by the faculty of the institution or academic program being accredited, it involves self examination and study. Peers external to the institution are also involved in reviewing the self study reports, gathering additional evidence during a site visit, and judging the quality of the program. The commission also tries to understand the academic quality of the institution or program before it makes a judgment. The public announcement is a demonstration of accountability. Accreditation is grounded in the institution's or program's mission, history, and sense of purpose.