ethanporcaro/eric-fulltext-meta huggingface dataset:
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: Commission on Accreditation of Healthcare Management Education
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Accreditation (Institutions),Agencies,Allied Health Occupations Education,Administrator Education,Masters Programs,Recognition (Achievement),Compliance (Legal)

The agency currently known as the Commission on Accreditation of Healthcare Management Education (CAHME) was originally founded in 1968 by several professional health-related organizations. The agency was originally known as the Accrediting Commission on Graduate Education for Hospital Administration (ACGEHA). To better reflect the broad range of opportunities existing within the health administration profession, the organization changed its name in 1976 to the Accrediting Commission on Education for Health Services Administration (ACEHSA). In October 2004, the current name was adopted. In addition, the wording of the agency's scope of recognition was revised early in 2007 from "health services administration" to "healthcare management" to reflect the name change. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning CAHME's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: Midwifery Education Accreditation Council
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Advisory Committees,Distance Education,Obstetrics,Accreditation (Institutions),Administrative Policy,Quality Control,Compliance (Legal),National Standards

The Midwifery Education Accreditation Council (MEAC) is both a programmatic and an institutional accreditor. It accredits direct-entry midwifery educational programs and institutions awarding degrees and certificates throughout the United States. MEAC accredits or pre-accredits two programs and eight institutions located in nine states. Four of the institutions have components offered via distance education or correspondence education. MEAC developed its accreditation standards and administrative policies and procedures in 1991 using a national consensus-building process with input from representative midwifery educators and schools. The agency began conducting its accreditation activities in 1993-94 and accredited its first institution in 1995. The National Advisory Committee on Institutional Quality and Integrity (NACIQI) considered MEAC for initial recognition at its Fall 2000 meeting and the Secretary's letter officially conferring recognition was sent to the agency in 2001. The agency was granted continued recognition for a period of five years in 2003. The agency was again reviewed for continued recognition at the Fall 2007 meeting. At that time, the MEAC's recognition was deferred for one year and the agency was requested to provide a report to the Committee for review at the Spring 2009 meeting. Due to the passage of HEOA (Higher Education Opportunity Act), the NACIQI did not meet in Spring 2009. In January 2010, as a result of new regulations effective July 1, 2010, the agency was requested to submit a new petition for consideration at the Fall 2010 NACIQI meeting. There several compliance issues concerning MEAC. This report presents the compliance recommendations made by staff of National Advisory Committee on Institutional Quality and Integrity (NACIQI) for MEAC.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: Council on Education for Public Health
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Health Education,Advisory Committees,Health Programs,Public Health,Preventive Medicine,Compliance (Legal),National Standards,Accreditation (Institutions),Community Programs,Higher Education,Quality Control

Between 1945-1973, the American Public Health Association (APHA), a membership organization for public professionals, accredited graduate programs in public health. In 1974, the APHA and the Association of Schools of Public Health (ASPH), a national association representing deans, faculty, and students of accredited schools of public health, jointly formed the Council on Education for Public Health (CEPH or Council) to conduct accrediting activities. Initially, CEPH limited its focus to schools of public health embedded within colleges and universities. However, in the late 1970s, CEPH responded to requests from practitioners and educators to accredit community health/preventive medicine programs, and to a request from the APHA to accredit community health education programs. The CEPH accredits schools of public health and public health programs outside schools of public health. The agency currently accredits 40 schools of public health and 71 public health programs located in 41 states, plus the District of Columbia and Puerto Rico. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning CEPH's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: Missouri State Board of Nursing
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Nursing Education,Advisory Committees,Accreditation (Institutions),Quality Control,Bachelors Degrees,Certification,Associate Degrees,State Standards

The Missouri Board of Nursing approves 34 practical, 35 associate degree, one diploma, and 21 baccalaureate degree nursing programs. Although the Board is responsible for all nursing programs leading to initial licensure, its recognition by the U.S. Department of Education applies only to the 57 professional nursing programs eligible for Federal assistance under the Nurse Training Act of 1964, as amended. This paper serves as the interim report of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning the Missouri Board of Nursing petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: American Board of Funeral Service Education
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Advisory Committees,Associate Degrees,Accreditation (Institutions),Student Financial Aid,Vocational Education,Bachelors Degrees,Career Education,Service Occupations,Standards

The American Board of Funeral Service Education (ABFSE), Committee on Accreditation (COA), is a national specialized accrediting agency. Its current scope of recognition is the accreditation of institutions and programs awarding diplomas, associate degrees and bachelor's degrees in funeral service or mortuary science. ABFSE is, therefore, both an institutional and programmatic accreditor. ABFSE currently accredits approximately 46 programs in 31 states and the District of Columbia. ABFSE also accredits 11 single purpose institutions in two of which also have regional accreditation. However, it serves as the Title IV gatekeeper, of nine institutions enabling them to establish eligibility to participate in the Title IV student financial aid programs. As such, it must meet the separate and independent requirements as set forth in the Secretary's Criteria for Recognition or seek a waiver. As of this review the agency has been found not to meet the definition of &quot;separate and independent&quot; as provided in the regulations. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning ABFSE's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: Council on Naturopathic Medical Education
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Medical Education,Advisory Committees,Quality Control,Compliance (Legal),Accreditation (Institutions),Medicine,Graduate Study,Doctoral Degrees

The Council on Naturopathic Medical Education (CNME) is a programmatic accrediting agency. CNME's current scope of recognition is the accreditation and preaccreditation throughout the United States of graduate level, four-year naturopathic medical education programs leading to the Doctor of Naturopathic Medicine (N.M.D.) or Doctor of Naturopathy (N.D.). Currently, CNME accredits four naturopathic medical education programs and preaccredits one program. These five programs are located in institutions of higher education that are accredited by the appropriate recognized regional accrediting agencies. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning CNME's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: Council on Accreditation of Nurse Anesthesia Educational Programs
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Nursing Education,Human Services,Advisory Committees,Nurses,Compliance (Legal),Quality Control,Accreditation (Institutions),National Standards,Graduate Study,Distance Education

The Council on Accreditation of Nurse Anesthesia Educational Programs (COA) accredits institutions and programs that prepare nurses to become practicing nurse anesthetists. Currently the agency accredits 105 programs located in 35 states, the District of Columbia and Puerto Rico, including three single purpose freestanding institutions. The agency's accredited hospital-based programs and institutions participate in Title IV, HEA (Higher Education Act) programs and therefore the agency must meet the Secretary's separate and independent requirements or seek a wavier. Accredited programs also use the agency's recognition to participate in non-HEA programs that include the Department of Health and Human Services grants in advanced nurse education and eligibility to participate in the U.S. Army Nurse Corps and in the U.S. Department of Defense programs. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning COA's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: North Central Association of Colleges and Schools, the Higher Learning Commission
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Advisory Committees,Distance Education,Governing Boards,Accreditation (Institutions),Trustees,Student Financial Aid,Colleges,Higher Education,Educational Legislation,Federal Legislation

The Higher Learning Commission (HLC or the agency) is a regional institutional accreditor that accredits (or preaccredits) over 1,000 degree granting institutions in 19 states, tribal institutions and including those programs offered via distance education within these institutions. Most of the institutions accredited by HLC use the Secretary's recognition of the agency to establish eligibility to participate in the Title IV, HEA student financial assistance programs. Therefore, the agency must meet the separate and independent requirements. The current recognition of HLC extends to the Institutional Action Council jointly with the Board of Trustees for decision on cases for continued accreditation or reaffirmation, and continued candidacy. The Secretary's recognition also include the Review Committee of the Accreditation Review Council, jointly with the Board of Trustees for decisions on cases for continued accreditation or candidacy and for initial candidacy or initial accreditation when there is a consensus decision by the Review Committee. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning HLC's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: American Academy for Liberal Education
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: General Education,Advisory Committees,Colleges,Compliance (Legal),Accreditation (Institutions),Liberal Arts,National Standards,Undergraduate Study,Quality Control

The American Academy for Liberal Education (AALE) was founded in 1992 for "the purpose of supporting and recognizing excellence in undergraduate liberal arts teaching and learning through accreditation." AALE's current scope of recognition is for the accreditation and pre-accreditation (Candidacy for Accreditation) of institutions of higher education throughout the United States that offer liberal arts degrees at the baccalaureate level or a documented equivalency. The agency requested to withdraw from recognition of its programs on October 28, 2010, after it submitted its response to the draft staff analysis to the Department. Effective November 3, 2010, the Department no longer recognizes AALE's programmatic accreditation. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning AALE's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: American Speech-Language-Hearing Association
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Graduate Study,Advisory Committees,Speech Language Pathology,Audiology,Accreditation (Institutions),National Standards,Quality Control,Accountability,Compliance (Legal)

The American Speech-Language-Hearing Association, Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) is a national accrediting agency of graduate education programs in audiology or speech-language pathology. The CAA currently accredits or or preaccredits 319 programs (247 in speech-language pathology and 72 in audiology) in 48 states, the District of Columbia, and Puerto Rico. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning CAA's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: Association of Advanced Rabbinical and Talmudic Schools
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Advisory Committees,Integrity,Compliance (Legal),Jews,Accreditation (Institutions),Religious Education,Standards,Educational Quality,Graduate Study,Undergraduate Study,Guidance

The Association of Advanced Rabbinical and Talmudic Schools, Accreditation Commission (AARTS) accredits advanced rabbinical and Talmudic institutions that grant postsecondary degrees such as the baccalaureate, master's, doctorate, first rabbinic, and first Talmudic degrees. AARTS-accredited schools offer a program of Talmud and related studies. ("Talmud" is the collection of Rabbinic writings that date back to the third century whose writings form the basis of religious authority for traditional Judaism.) The enrollment at AARTS-accredited institutions, with the exception of a few larger schools, is  approximately 100 students. Of the 63 institutions currently accredited by the Commission, 38 are located within the New York metropolitan area. Nationwide, AARTS schools are located in California, Colorado, Connecticut, Florida, Illinois, Maryland, Michigan, New Jersey, New York, Ohio, and Pennsylvania. All of the agency's accredited schools rely on the Commission's continued recognition by the U.S. Department of Education for access to Title IV, HEA programs. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning AARTS's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: HLC
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Accreditation (Institutions),Agencies,Higher Education,Tribally Controlled Education,Distance Education,Eligibility,Student Financial Aid,Recognition (Achievement),Compliance (Legal)

The Higher Learning Commission (HLC or the agency) is a regional institutional accreditor that accredits (or preaccredits) over 1,000 degree granting institutions in 19 states, tribal institutions and including those programs offered via distance education within these institutions. Most of the institutions accredited by HLC use the Secretary's recognition of the agency to establish eligibility to participate in the Title IV, HEA student financial assistance programs. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning HLC's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Commission on Massage Therapy Accreditation
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Advisory Committees,Distance Education,Associate Degrees,Foreign Countries,Student Financial Aid,Therapy,Allied Health Occupations,Allied Health Occupations Education,Standards,Vocational Education

The Commission on Massage Therapy Accreditation (COMTA) was created in response to massage therapy and bodywork educators' desire that rigorous standards be applied to institutions of massage therapy and bodywork. COMTA has conducted accrediting activities since 1992. In 1996, an elected commission was seated. Since 1996, COMTA has granted accreditation to 61 institutions and six programs located in 25 states, the District of Columbia, and Canada. As an institutional accreditor, whose accreditation enables the institutions it accredits to seek eligibility to participate in the federal student financial aid programs administered by the Department of Education, the agency must meet the separate and independent requirements. The agency was originally recognized in 2002 and last recognized in 2004. At that time, the Secretary granted the agency recognition for a period of five years and granted the agency's request for an expansion of scope to include its accreditation of academic associate degree programs in massage therapy. COMTA requested in April 2009, in accordance with the requirements of the Higher Education Opportunity Act, that distance education be added to its scope of recognition. There several compliance issues concerning COMTA. This report presents the compliance recommendations made by staff of National Advisory Committee on Institutional Quality and Integrity (NACIQI) for COMTA.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: National Accrediting Commission Of Cosmetology Arts and Sciences
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Advisory Committees,Cosmetology,Accreditation (Institutions),Student Financial Aid,Therapy,Allied Health Occupations,Allied Health Occupations Education,Standards,Educational Legislation,Federal Legislation,Postsecondary Education,Vocational Education

The National Accrediting Commission of Cosmetology Arts and Sciences (NACCAS) is a national accreditor whose scope of recognition is for the accreditation throughout the United States of postsecondary schools and departments of cosmetology arts and sciences and massage therapy. The agency accredits approximately 1,300 institutions offering programs in the cosmetology arts and sciences and/or massage therapy. Over 70% of the schools that are accredited by NACCAS use the agency's accreditation to establish eligibility participate in the Department's Title IV Federal Student Aid programs. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning NACCAS's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: Montessori Accreditation Council for Teacher Education
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Federal Aid,Advisory Committees,Montessori Method,Educational Policy,Compliance (Legal),Accreditation (Institutions),Teacher Education Programs,National Standards,Distance Education,Educational Quality

The Montessori Accreditation Council for Teacher Education, Commission on Accreditation (MACTE) is a national programmatic and institutional accreditor. The agency currently has 68 freestanding institutions and 13 programs located throughout the United States. The agency's recognition enables its institutions to establish eligibility to receive Federal student assistance funding under Title IV of the Higher Education Act of 1965, as amended (Title IV). The agency demonstrated that it serves as the Title IV gatekeeper for three of the institutions it accredits. Consequently, the agency must meet the Secretary's separate and independent requirements. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning MACTE's petition for continued recognition.
Staff Report to the Senior Department Official on Recognition Compliance Issues.  Recommendation Page: Northwest Commission on Colleges and Universities
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Advisory Committees,Student Financial Aid,Higher Education,Colleges,Accreditation (Institutions),Standards

The Northwest Commission on Colleges and Universities (NWCCU) currently accredits approximately 160 degree-granting institutions located in the Northwest region, which consists of the states of Alaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington. The agency's recognition enables the institutions it accredits to seek eligibility to participate in the Department's student financial aid programs. This paper presents the recommendations of the staff of the National Advisory Committee on Institutional Quality and Integrity (NACIQI) concerning NWCCU's petition for continued recognition.
Site Team Review: Petition for Degree-Granting Authority by National Defense University, School for Information Resources Management (iCollege)
Author: Department of Education (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Information Science Education,Information Management,Masters Degrees,Masters Programs,National Security,Professional Education,Public Agencies,Federal Government

On November 3, 2010, a site team from the National Advisory Committee on Institutional Quality and Integrity (NACIQI) and the U.S. Department of Education conducted a visit to National Defense University's (University) School for Information Resources Management (IRMC or iCollege) at Ft. McNair in Washington, DC. The purpose of the visit was to verify the contents of the University's application for the authority to grant a Master of Science degree in Government Information Leadership (GIL) that the IRMC has developed in response to the Presidential Executive Order 13434 dated May 17, 2007, for National Security Professional Development of current and future Chief Information Officers (CIO) in national security positions in the Executive Departments and Agencies within the Federal Government. After meeting with administrators, faculty and students, and reviewing additional materials on-site, the site team is satisfied that the proposed graduate degree program meets the requirements of the "Federal Policy Governing the Granting of Academic Degrees by Federal Agencies and Institutions." Based on the extremely high quality of the program, the site team unanimously recommends that the Committee recommend to the Secretary that he recommend that the University be granted degree-granting authority, as requested.