Saturday, November 19, 2011

Accreditation: "I certainly agree with those observers who believe that our current practices in accreditation are so abstract, so subjective, so procedural and so self-referential as to border on being substantively meaningless in assuring institutional quality or integrity."


I've been saying something like this for years:

Are accrediting organizations in tune with their times?

Jim Castagnera

The Middle States Commission on Higher Education is making the rounds with a series of regional meetings. I recently attended one conducted at the College of New Jersey (formerly known as Trenton State). The unabashed motive of this road show is to stave off efforts by higher education’s critics to shift accreditation standards into the clutches of a Washington bureaucracy.

The 100-plus attendees from numerous regional institutions were told that standards will be grounded in “student learning outcomes” assessment. The accreditors said that they seek to demonstrate the “value added” aspects of a college education, but the also contended that measuring student achievement in terms of subsequent employment and earnings should be resisted as “too hard to prove.”

Does recently released data support the Middle States contention? On February 1st UCLA’s Higher Education Research Institute released the results of its 35th annual college student survey. (Greentree Gazette editor Tom Robinson discussed this survey in an e-Series recently.)

Fifty-two percent of the respondents listed “graduates get good jobs” as a top reason for choosing the college they are attending. This data point suggests two things. First, the information about where alumni are working must not be “too hard to prove.” Second, our industry’s undergraduate consumers care very much about this piece of intelligence.

Proponents of measuring student learning outcomes in lieu of tracking subsequent student achievement may counter that 63 percent of the freshmen surveyed cited “a very good academic reputation” as a leading motive for choosing their respective schools.

Meanwhile, the substitution of a school's financial viability as a proxy for academic quality is a questionable practice. Senior Fellow Jon Fuller of the National Association of Independent Colleges and Universities points out that “both federal government and accreditation standards use financial stability as a place-holder for quality education, perhaps because the latter is difficult to measure.” Directly addressing the tiny, religiously affiliated colleges that dot the Deep South, Fuller added, “Many of these schools have been around 100 or 150 years. I doubt that they were ever any less [financially] fragile than they are today. Yet they always have a hard time meeting such standards.”

So student learning outcomes are a clear improvement over at least one other measure - financial stability. But aren't they merely a halfway house between financial stability and subsequent student achievement?

Is there not considerable overlap among the 63 percent of freshman respondents who cited “good academic reputation” and the 52 percent who ticked off “good jobs?”

Is it not logical - and inevitable - that accrediting agencies will be measuring alumni employment and earnings data?

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