Accreditation Process

Accreditation refers again to the recognition given to institutions which have totally met particular requirements of academic quality by an agency or an association. In the US, the related companies undertake a evaluate of education high quality at all ranges together with elementary, secondary, faculties and universities. The businesses set primary standards reflecting the qualities of sound educational packages (Hasley et al, 1986 pp 66).

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They then develop procedures aimed at determining whether the institutions and programs meet the set requirements. Many different nations lack accreditation methods like those used within the US and as a substitute rely primarily on authorities businesses to verify their training high quality and standards.

In Canada, provincial authorities authorities work closely with private academic associations in periodically assessing the quality of universities, colleges and colleges.

Accreditation offers standards of excellence that assist in encouraging instructional establishments in bettering their packages. It also offers accountability for institutions’ instructional policy, and creates criteria for certifying professions like drugs and legislation.  Furthermore, it helps potential college students to determine quality establishments, while facilitating student transfer from an institution to another.

Accreditation can be among the many factors utilized in determining the institutions and packages eligible for receiving federal and private funds.


The accreditation process for any company entails 5 fundamental phases, each of which has many different subtasks under it. First, the agency should establish the standards or requirements of educational excellence in consultation with the educational institution being accredited.

The second stage entails improvement of procedures enabling establishments to gauge themselves deeply, to help in determining if they meet the set accreditation standards or not.

In case they do not meet the established standards, the establishments must go back to the drafting board and make the required adjustments and improvements to satisfy the required calls for. Depending on the level of compliance, this will likely require the institution to take a position some more time and sources and resources into it.

Thirdly, the company performs an analysis geared toward figuring out first-hand if the institution actually meets the set standards. This involves analyzing the institution’s amenities in addition to its resources, both physical and human. This is finished till the agency is fully satisfied that the establishment meets its minimal requirements. The analysis is done by the agencies’ experts, who are normally armed with specific requirements for accreditation.

Fourthly, the company then grants the accreditation to the institution after it is convinced that the essential requirements have been met. It then publishes an inventory of institutions that have met comparable necessities and have been awarded accreditation by the company, including the time of the accreditation.

Finally, the company periodically evaluations these institutions to seek out out if they still maintain academic quality requirements. This is completed to ensure the establishments do not compromise on the standard of educational standards. All accreditation companies make the most of these steps even though inspection procedures and specific criteria differ depending on the company.

Current issues within the accreditation process

Problems of the Law School Accreditation Process

For the past ten or so years, the American Bar Association’s accrediting arm has confronted a lot of criticism with regard to its requirements. The association has been accused of getting poorly monitored requirements that aren’t associated to regulation school quality (Marty et al, 1991).

Critics are of the view that ABA’s accreditation requirements lack correlation with skilled competence and institutional quality. The accreditation process puts emphasis on high price inputs; like necessities for bodily amenities, library collections and the variety of professors out there. Moreover, it considers test scores at legislation faculty admission, which has been criticized as not being related to skilled abilities and academic achievement. The association has also been accused of limiting low earnings college students and minorities by placing too much emphasis on standardized exams as properly as raising tuition charges (Luebchow, 2007).

The critics have accused the ABA of being inconsistent and using secret guidelines, which aren’t made public or disclosed to varsities, to make accreditation decisions. The Department of Education has additionally complained about ABA’s failure in abiding by the department’s particular necessities (Hagan, 2004 pp201). The Congress has also raised concerns concerning the association’s accreditation.

Both the federal officers and regulation colleges have often disapproved ABA’s accreditation process from the early 1990s. The Massachusetts School of Law, which has itself not been accredited, has for long strongly criticized the affiliation. In 1993 the college sued ABA citing violation of antitrust regulation as a end result of it functioned as a cartel and set unfair requirements that only raised costs, but weren’t related to law school high quality. The Justice Department filed a similar swimsuit in 1994, leading to a ten year consent decree, which is now defunct (Hagan, 2004).

The Education Department has additionally crossed heads with the association over its failure to comply with the department’s criteria for recognition since the Nineteen Nineties. These deficiencies led to the limiting of the association’s recognition to only three years in 1997. Later in 1998, the Education Department’s workers beneficial the limiting, suspending or terminating the association’s recognition as nationally acknowledged accreditation company (Luebchow, 2007).