As people consider what their higher education means, they may run into the question of accreditation. As they consider their options, they may ask “How do accreditation requirements differ for community or junior colleges versus four year schools?” and consider accreditation requirements for community colleges. Answering the question is important, as it helps to determine how attractive an option community or junior college it. And answering it requires an understanding of what accreditation is as well as what the general requirements are for accreditation at the two-year and four-year level.
The Point of Accreditation
The US Department of Education’s Office of Post-secondary Education notes that “The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality.” It exists to make sure that the education institutions offer matters, not simply fluff given in exchange for a few dollars but instead actual teaching that benefits the learner. The Office recognizes many accrediting agencies as having developed and enforcing appropriate standards, from which the differences between two- and four-year accreditation guidelines can be shown.
Two-Year Accreditation Standards
A useful example of how two- and four-year accreditations work can be found in the paired Western Association of Schools and Colleges, Accrediting Commission for Community and Junior Colleges, and Western Association of Schools and Colleges, Senior College and University Commission. The former asserts broadly that two-year schools, offering associates’ degrees, must do the following:
• Have a central mission statement outlining goals, services, purposes and population
• Have a process for continuous self-assessment of how the institution fares at reaching its goals and fulfilling its purposes with its services for its population
• Offer high-quality educational programs that correspond to the mission statement and are judged effective by the ongoing assessment and change ineffective programs
• Require general education courses even of vocational students
• Offer support services, including clear catalogs and learning support such as libraries and tutoring centers
• Ensure that personnel are demonstrably competent in their work areas
• Ensure that facilities and technology are sufficient to facilitate higher learning
• Ensure that the institution is financially stable
• Practice shared governance among faculty, students, staff and administration
Four-Year Accreditation Standards
The Western Association of Schools and Colleges, Senior College and University Commission asserts broadly that four-year schools, offering bachelor’s degrees, must do the following:
• Have a central mission statement outlining goals, services and purposes
• State a commitment to academic freedom, integrity and independence
• Offer high-quality educational programs that correspond to the mission statement and are judged effective by the ongoing assessment and change ineffective programs
• Require general education courses of all baccalaureate students
• Provide sufficiently advanced coursework to allow for graduate study, if graduate degrees are offered
• Clearly articulate degree and course standards and requirements
• Encourage research and professional development among highly qualified faculty
• Promote student success through appropriate support services, including libraries and tutorial centers
• Ensure that personnel are demonstrably competent in their work areas
• Ensure that facilities and technology are sufficient to facilitate higher learning
• Ensure that the institution is financially stable
• Practice shared governance among faculty, students, staff and administration
Looking at the two sets of guidelines demonstrates accreditation requirements for community colleges and allows an answer to “How do accreditation requirements differ for community or junior colleges versus four year schools?” It shows that junior colleges are held to high standards, indeed, differing only in treatment of vocational students and demands upon faculty which makes them a fine educational investment.
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