Almost 80 percent cited qualifying for government funding and three-quarters said allowing students to transfer credits from one college or university to another were purposes for accreditation. A large majority of the public believes that institutions must meet moderate or high standards to receive accreditation. Based on the survey, few members of the public are aware that higher education accreditation is a private, voluntary system. Only 12 percent of all respondents said private organizations are responsible for accrediting colleges and universities. Accreditation as a Basis for Educational Decisions To gauge the extent to which the public relies on accreditation to make educational decisions, we asked respondents whether they would consider taking a course from a college or university that is not accredited.
Accreditation is tied to educational mobility.
This brief survey offers more than one message. On the encouraging side, the link between accreditation and quality reflects the general esteem in which the nation's colleges and universities are held by much of the public. A significant number of respondents appear to value the relationship between accreditation and high standards and report that they perceive accreditation as a means to protect the worth of a college experience. Whether the purpose is to certify educational experiences for graduate school, employment, or transfer, the emphasis placed by respondents on this credentialing function means that the public perceives accreditation as a gatekeeper both within higher education and between higher education and other sectors of the economy. At a time of nearly full employment for graduates, when the premium for almost any amount or kind of postsecondary education is higher than ever and increasing steadily, the public understands that college is a fundamental component of individual economic success and general economic progress.