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Higher education accreditation in the United States is a peer review process coordinated by accreditation commissions and member institutions. It was first undertaken in the late 19th century by cooperating educational institutions. The federal government began to play a limited role in higher education accreditation in 1952 with reauthorization of the GI Bill for Korean War veterans. The original GI Bill legislation had stimulated establishment of new colleges and universities to accommodate the influx of new students; but some of these new institutions were of dubious quality. The 1952 legislation designated the existing peer review process as the basis for measuring institutional quality; GI Bill eligibility was limited to students enrolled at accredited institutions included on a list of federally recognized accredited institutions published by the U.S. Commissioner of Education. The U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) (a non-governmental organization) both recognize reputable accrediting bodies for institutions of higher education and provide guidelines as well as resources and relevant data regarding these accreditors. Neither the U.S. Department of Education nor CHEA accredit individual institutions.〔U.S. Department of Education, (Accreditation in the United States )〕 With the creation of the U.S. Department of Education and under the terms of the Higher Education Act of 1965, as amended, the U.S. Secretary of Education is required by law to publish a list of nationally recognized accrediting agencies that the Secretary has determined to be reliable authorities on the quality of education or training provided by the institutions of higher education and the higher education programs they accredit.〔College Review Journal, (Complete List of National Accrediting Agencies ).〕 There are regional and national accrediting agencies, both of which are accountable to the Department of Education. Regional bodies have more oversight and accredit institutions in a particular region of the country. National bodies have less oversight in their policy and commonly accredit institutions across the country, and sometimes beyond it. Within American higher education, the former are considered more reputable. == Regional accreditation == (詳細はAmerican higher education in the twenty-first century: social, political, and economic challenges ). Page 263. JHU Press. ISBN 0-8018-8035-1, ISBN 978-0-8018-8035-3.〕〔(History of the North Central Association )〕 These regional accreditation agencies are membership organizations of educational institutions in their respective geographic regions. Initially the main focus of the organizations was on accreditation of secondary schools and establishment of uniform college entrance requirements.〔〔 Accreditation of colleges and universities followed later.〔 Regional accreditation of higher education applies to entire institutions, rather than specific programs within an institution.〔U.S. Department of Education, (Accreditation in the United States )〕 The higher education institutions holding regional accreditation are predominantly academically oriented, non-profit institutions.〔〔Judith S. Eaton, (Accreditation and Recognition in the United States ), CHEA, 2008.〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Higher education accreditation in the United States」の詳細全文を読む スポンサード リンク
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