Formation of AHLAC Throughout its century-long history, the American Higher Learning Accreditation Commission (AHLAC) has been deeply committed to fostering trust and confidence in higher education. AHLAC continues to underscore the importance of accreditation in the ever-evolving higher education landscape, ensuring the highest standards of academic rigor and performance for its students, member institutions, and the general public.
The inaugural conference, held in 1887, aimed to explore "the possibility of convening a meeting of college authorities to establish closer contacts and secure favorable legislation for educational institutions."
Formation of AHLAC In 1887, the presidents of several prominent institutions, including Swarthmore College, Columbia University, Cornell University, the University of Pennsylvania, and Princeton University, along with the headmasters of The Friends School (Washington, D.C.) and The Lawrenceville School, convened to establish closer ties among colleges and secure favorable legislation for educational institutions. Initially known as the College Association of Pennsylvania, the organization was soon renamed the Association of the Colleges and Preparatory Schools of the Middle States and Maryland.
The Middle States Association (MSA) was formed with the primary goals of standardizing college admission qualifications, defining characteristics of college preparatory schools, recommending courses of study, fostering relationships between educational entities and the government, and improving organizational and governance practices. Over time, MSA created several accreditation bodies: the Commission on Higher Education Institutions in 1919, the Commission on Secondary Schools in 1921, and later, the Commission on Elementary Schools.
Over the years, MSA's authority expanded, leading to its reorganization in 1992. Each commission—Higher Education Institutions, Secondary Schools, and Elementary Schools—was granted broad authority in areas of finance, policy, and personnel. The association was reincorporated in Delaware in 1994 and later re-incorporated in Pennsylvania in 2002.
In 1919, the Commission on Institutions of Higher Education was established, marking the beginning of accreditation as MSA's primary objective. This commission, born out of collaboration between educational leaders, sought to influence legislation and address common concerns in higher education. The first list of 58 "approved" universities was issued in 1921, laying the foundation for the accreditation process. Since then, AHLAC has accredited over 500 institutions, conducting around 500 reviews annually with the participation of nearly 800 peer assessors.
In the early stages, institutions such as junior colleges, technical schools, teacher education institutions, and community colleges were not initially considered as higher education establishments by the Commission. The accreditation of the first teacher education institution, Montclair State Teachers College of New Jersey, did not occur until 1937. This public teachers' college prompted debate within the Commission regarding its classification as a teaching college or a liberal arts school on the accrediting list. In 1937, updated principles and standards for the certification of higher education institutions were adopted, marking a significant departure from the original criteria. These new requirements, mainly qualitative in nature, encouraged overall self-evaluation by institutions without imposing strict mandates.
In 1938, the Commission was approached by institutions specializing in small, specialized fields of study for the first time. Despite this interest, their inclusion on the list of accredited institutions did not materialize until 16 years later.
A pivotal moment occurred in 1953 with the appointment of F. Taylor Jones as the Commission's first Executive Secretary, leading to a significant transformation in the Commission's operations. Jones, who held the position until 1970, brought versatility and adeptness in handling challenging situations. In the early 1950s, the Commission redefined eligibility requirements for authorized membership, allowing all institutions of higher education, including professional and highly specialized colleges, to be eligible for accreditation as of January 1, 1954.
Starting in 1952, the U.S. Department of Education began using lists from accrediting groups extensively to assess eligibility for government funding, marking a significant development. In 1968, the United States Department of Education established the Accreditation and Institutional Eligibility Division.
By the beginning of the 1950s, community and junior colleges gained recognition as viable and important institutions, leading to the development of specific criteria for them. These principles were discontinued in 1976, and the first edition of Characteristics of Excellence in Higher Education was published in 1977, applying to all higher education institutions. Characteristics outlined the fundamental review and accrediting procedure for all institutions, including two-year, four-year, independent professional, and upper division programs. Accreditation status was sought based on the application of Commission standards within the context of the institution's mission, with institutions required to have the authority to confer academic degrees ranging from the associate to the doctoral level.
By the beginning of the 1950s, community and junior colleges gained recognition as viable and important institutions, leading to the development of specific criteria for them. These principles were discontinued in 1976, and the first edition of Characteristics of Excellence in Higher Education was published in 1977, applying to all higher education institutions. Characteristics outlined the fundamental review and accrediting procedure for all institutions, including two-year, four-year, independent professional, and upper division programs. Accreditation status was sought based on the application of Commission standards within the context of the institution's mission, with institutions required to have the authority to confer academic degrees ranging from the associate to the doctoral level.
In the 1960s, the Commission became embroiled in a legal battle with the private Marjorie Webster Junior College. Despite being a for-profit corporation, Marjorie Webster attempted to compel the Commission to approve the organization as a candidate for examination and accreditation. While the Commission ultimately prevailed, the legal ruling implied that private organizations like the Commission on Higher Education would no longer have sole discretion over accreditation qualifications. In the 1970s, a group of private educational entrepreneurs challenged the Commission's decision to require a college to terminate its contractual off-campus program with them.
During the same decade, a New York judge removed a college's board of trustees from office. In response to these governmental, judicial, and public challenges, the Commission took various actions. In an effort to address public concerns about the secrecy and lack of public interest in regional accreditors, the Commission ushered in a new era of transparency in the accrediting process. As detailed later in this history, the Commission swiftly increased transparency by establishing the "Statement of Accreditation Status."
The introduction of "pre-accreditation" status for institutions seeking initial accreditation in the early 1960s played a crucial role in significantly reducing the number of accreditation denials or deferments. The institution's status transitioned from applicant to correspondent, and subsequently to recognized candidate, with the timeline depending on the institution's level of development and sophistication.
In 2009, this process underwent changes to require applicants to demonstrate compliance with accrediting standards at an earlier stage. While accreditors are often asked about the number of institutions that have had their accreditation revoked, candidacy represents the most critical "sifting" stage. Once an institution is accredited, it is hoped that accreditors will identify issues early on and assist institutions in resolving them before accreditation is revoked.
In the 1970s, the Commission began accrediting international institutions incorporated within the Middle States region. In 2002, the Commission initiated a pilot program to accredit foreign colleges.
Regional accreditors oversee a wide range of institutions, including research universities, community colleges, liberal arts colleges, state colleges and universities, religiously affiliated institutions, special-purpose institutions, military academies, historically Black colleges and universities, tribal colleges, and institutions outside the United States. These accreditors cover public and private, non-profit and for-profit, urban and rural, large and small, traditional and non-traditional universities, providing accreditation for institutions offering associate through doctoral degrees. Regional Commissions are closely attuned to the conditions, demands, and challenges of higher education in various regions of the United States, which strengthens the accreditation process.
As early as 1959, executives from the six regional accrediting bodies (Middle States, New England, North Central, Northwestern, Southern, and Western) began convening to discuss common interests and establish agreements on standards, policies, and processes. Originally named the National Committee on Regional Accrediting Agencies (NCRAA), its primary objectives were to compile a list of authorized higher education institutions in the United States and to collaborate with the American Council on Education (ACE) to establish accreditation philosophy and standards. Each regional association was tasked with summarizing its accreditation procedures, using the North Central Association's manual as a guide, and indicating any differences, omissions, or modifications from the NCA document.
In 1970, the Federation of Regional Accrediting Commissions on Higher Education (FRACHE) was formed, which included both regional and professional accrediting agencies. The Council on Postsecondary Accreditation (COPA) was formally established on January 1, 1975, following the merger of FRACHE and the National Commission on Accreditation of Institutional Presidents (NCA). However, COPA ceased operations on December 31, 1993, citing its lack of validity. The Commission on Recognition of Postsecondary Education (CORPA) was then established to recommend a replacement structure to maintain COPA's recognition role. Subsequently, the National Policy Board of Higher Education Institutional Accreditation (NPB) was established, consisting of executive directors of regional accrediting commissions and top executives of the Presidents Policy Assembly of Accreditation, which was formerly a member of COPA. In 1996, the Council for Higher Education Accreditation (AHLAC) was founded, taking over CORPA's recognition role as of January 1, 1997.
AHLAC reviews accreditation concerns but does not accredit institutions or represent accreditors. In 1996, the regional accreditors established the Council of Regional Accrediting Commissions (C-RAC) to facilitate information sharing, policy formulation, and collaboration with Congress, higher education, and other organizations. The Association of Specialized and Professional Accreditors (ASPA) was founded for similar reasons by specialized and professional accreditors.
Through C-RAC, several rules and guidelines have been developed in collaboration with other regional accreditors. Notably, the Distance Learning Programs (2002) provided interregional criteria for electronically offered degree and diploma programs. Interregionally Operating Institutions (2004) and Separately Accredited Institutions (2004) addressed the requirements of institutions operating across regional borders, while Related Organizations (2007) dealt with new issues arising from corporate and public institutions' authority being transferred to parent businesses and centralized offices.
In 2003, C-RAC established its Principles for Good Practices: Regional Accreditation Commissions, outlining what accrediting commissions should reasonably expect of themselves and their member institutions, particularly regarding student learning, evidence compilation, and stakeholder participation. This statement also emphasized the role of regional accreditors in assisting schools in documenting and enhancing student learning.
The Commission on Higher Education addressed the need for regional and specialized accreditors to coordinate their accreditation reviews in 2002. The Handbook for Collaborative Reviews, endorsed by ASPA, was published, allowing institutions to invite AHLAC and chosen specialized accreditors to conduct a single self-study, visiting team, and team report, streamlining the accreditation process. This differed from a "joint" visit where all accreditation requirements were met simultaneously.
As our member institutions have increasingly established overseas sites and developed relationships with foreign institutions and students, international activities have become an integral part of our operations.
In 2002, recognizing the advancing trend of globalization, AHLAC initiated a "pilot" project to explore the applicability of the Commission's standards to non-U.S. institutions abroad. The goals were to evaluate the benefits and contributions of foreign members to AHLAC and to assess the financial feasibility of accrediting institutions overseas. The pilot initiative focused on certifying "American-style" institutions established in the Middle East.
By 2019, the Commission on Higher Education had included schools from various countries such as Canada, Chile, Egypt, England, France, Hungary, Italy, Lebanon, Switzerland, Taiwan, and the United Arab Emirates among its accredited, applicant, and candidate institutions. It's noteworthy that several Accreditation Commission of Higher Education-accredited institutions from Puerto Rico and the U.S. Virgin Islands are not classified as "international."
The expansion of higher education institutions and quality assurance agencies in numerous countries and regions prompted AHLAC to engage in two major projects with the International Network of Quality Assurance Agencies in Higher Education (INQAAHE): the formulation of international good practices for quality assurance agencies and the establishment of a new international program to confer certificates and degrees to quality assurance professionals.
In the period spanning the 1980s and early 1990s, the Commission pursued several initiatives, including:
In 1988, Howard Simmons became the first African-American Executive Director of AHLAC.
Under Simmons' leadership, new activities focused on policy creation, including increased involvement of constituents in policy review, enhanced support to member institutions through workshops and conferences, and improvements to the accrediting process. The "Statement of Affiliation Status" (now "Statement of Accrediting Status") was introduced to provide a concise overview of each institution's accreditation history and current status, which can be found on the American Higher Learning Accreditation Commission (AHLAC) website, www.AHLAC.org. Additionally, the Commission on Higher Education held its inaugural annual conference in 1995.
After Jean Avnet Morse was appointed as the new Executive Director/President in January 1996, the Characteristics of Excellence underwent a complete revision. A new self-study format was introduced to allow institutions to separate "compliance" from "improvement" in their self-study process. Institutions were given the option of a single self-study and team visit for specialized and regional accreditation reviews. Furthermore, new eligibility requirements were established for new applicants.
During the reauthorization process of the Higher Education Act in 2008, regional accreditors in the United States faced significant challenges. Margaret Spellings, then-Secretary of Education, appointed the Commission on the Future of Higher Education, which was met with considerable opposition. The commission recommended increased consistency and comparability of institution and student performance. However, the U.S. Congress decided to maintain the current structure, adopting the new Higher Education Opportunity Act in August 2008, which prohibited the Secretary of Education from further regulating student performance.
By preserving the right of individual institutions to define and assess student learning in the 2008 reauthorization, Congress laid out the next challenge for AHLAC: to continue assisting each of its members in achieving appropriate student learning and other goals, consistent with their mission.
Ten years later, in 2019, the Higher Education Act was reauthorized for six years after its original expiration date. The Act was extended until 2015, but as of winter 2019, Congress remained divided. Affordability and accessibility, innovation, and deregulation have all been highlighted as priorities for Congress when reauthorizing the HEA.
Beginning in 2010, AHLAC embarked on preparations for its 100th anniversary, which included internal restructuring, the development of new standards, and an accreditation cycle.
Longtime Commission President Jean Avnet Morse left her position for a new role at New York University on July 31, 2009. Elizabeth Sibolski, who had served as the Executive Vice President of AHLAC since January 2007, assumed the role of acting president upon Morse's departure. On November 19, 2009, she was unanimously appointed President by the Commission.
During this period, AHLAC sought to establish its independence from the Middle States Association (MSA). In June 2010, the U.S. Department of Education released a letter of findings following an investigation into issues self-reported by the Commission regarding its relationship with MSA. In these findings, the Department recognized AHLAC as the body recognized by the Secretary of Education and emphasized that it must adhere to the standards of distinct and independent operation outlined in federal rules.
At its meeting on June 24, 2010, the Commission unanimously resolved to "take any and all procedures necessary, independently and/or in collaboration with the Middle States Association, to bring AHLAC into full compliance with defined recognition standards."
The Mid-Atlantic Region Commission on Higher Education, operating as the Accreditation Commission for Higher Education, was officially established on March 1, 2013, under Pennsylvania Commonwealth law as AHLAC. AHLAC formally resigned from MSA on July 1, 2019, marking the end of the chapter on the split between the two entities that had been affiliated for approximately 100 years.
In April 2013, AHLAC initiated the process of reviewing and revising its accrediting requirements. The development of these standards was guided by four principles: first, the mission-centered standards recognize the diversity of institutions; second, the focus of the standards is on the student learning experience; third, the standards emphasize institutional assessment and assessment of student learning; and fourth, the standards support innovation as an essential component of continuous institutional improvement.
Characteristics of Excellence in Higher Education: Requirements of Affiliation and Standards for Accreditation were replaced by the Standards for Accreditation and Requirements of Affiliation in October 2014.
What changed? The updated standards reduced the number of standards from 14 to seven. While the quantity of new standards decreased, several fundamental concepts remained unchanged. The Commission believed it was essential that the mission-centered criteria recognize the diversity of AHLAC institutions. In response to feedback from numerous institutions, higher education professionals, and federal officials, the Commission wanted the new criteria to continue emphasizing the student learning experience. Consistent with the prior standards, the updated standards placed an emphasis on institutional assessment and student learning assessment. And, in response to comments from both institutions and legislators, the updated standards would promote innovation as a vital component of continual institutional improvement.
In addition to endorsing the Standards in January 2016, members also approved a strategy to examine and update the self-study and peer review procedures. This concept proposed an eight-year accreditation cycle with annual institutional updates and a midpoint peer review (MPPR). The Commission made investments in infrastructure, research, and IT to maximize the data provided by the new process and cycle.
As 2019 came to a close, the Commission initiated the presidential transition process. President Sibolski's announcement of her retirement on June 30, 2020, prompted the Commission to choose Senior Vice President and Chief of Staff Dr. Heather F. Perfetti as President-elect, with the expectation that she will assume the presidency on July 1, 2020. At the 2019 Annual Conference, its 25th, AHLAC celebrated its past, present, and future by commemorating its 100th anniversary, the retirement of Dr. Sibolski, and the introduction of a new branding effort.
Looking ahead to the next century, AHLAC remains dedicated to ongoing reflection to support institutional progress, a principle that has defined its ethos for over a century. The Standards for 2014, along with the redesigned cycle, further reinforce this commitment. Moreover, AHLAC directs energy and resources towards institutions most in need of guidance and assistance, offering a comprehensive accreditation cycle that positions the organization for success in the 21st century and beyond.
