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Patrick Henry College is accredited by the Transnational Association of Christian Colleges and Schools (TRACS), which is recognized by both the U.S. Department of Education (USDE) and a private, non-governmental institutional membership organization called the Council for Higher Education Accreditation (CHEA). Just as institutions voluntarily seek accreditation, accrediting agencies may also choose to seek recognition with the U.S. Department of Education and/or the Council for Higher Education Accreditation.  Recognition is a process to determine an accrediting agency’s capability to ensure the academic quality of its accredited institutions and programs. The State Council of Higher Education for Virginia (SCHEV), the coordinating body for higher education in Virginia, has certified Patrick Henry College to operate and award degrees.

Patrick Henry College’s courses and degree programs are reviewed on a regular basis by state and private agencies. These agencies evaluate institutions and programs to ensure academic quality.  In addition to being certified to operate and award degrees by the State of Virginia, Patrick Henry College is accredited by a nationally recognized accrediting agency.  Accreditation, certification, and recognition are important terms because they are the “fingerprint” of every college; they tell students that a college has undergone scrutiny by external agencies. 
For more detailed information about the organizations that evaluate Patrick Henry College to ensure academic quality, please review the following:

• Transnational Association of Christian Colleges and Schools
  P.O. 328, Forest, VA 24551; 434.525.9539; www.tracs.org
  
  Patrick Henry College is accredited by the Transnational Association of Christian Colleges and Schools (TRACS), an institutional accrediting body. The College was awarded Accredited status as a Category II institution (Bachelor’s degree level) on April 17, 2007. This status is effective for a period of five years. TRACS is recognized by the United States Department of Education, the Council for Higher Education Accreditation and the International Network for Quality Assurance Agencies in Higher Education. 
  
  
• State Council of Higher Education For Virginia
  James Monroe Building, 101 North Fourteenth Street, Richmond, VA 23219; 804.225.2600; www.schev.org
  
  The State Council of Higher Education for Virginia awarded Patrick Henry College a Certificate to Operate an Institution of Higher Education on September 10, 2007, authorizing the College to offer degrees, courses for degree credit, or programs of study leading to a degree in the Commonwealth of Virginia.  Approval to confer degrees is granted on an annual basis. The State Council of Higher Education for Virginia is the Commonwealth’s coordinating body for higher education.

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Patrick Henry College is committed to the accreditation process for three main reasons:

1. Accreditation communicates a commitment to quality assurance that can be demonstrated without any compromise of the College’s distinct mission.
2. Donors to the College, especially some corporate foundations, expect the College to maintain accredited status as evidence of continuing fidelity to our mission and academic quality.
3. Achieving accreditation is a requirement for operating a college in the Commonwealth of Virginia.

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What is accreditation?
Accreditationis the highest seal of approval that an American college can earn; it is a form of public notification about the quality of an institution or program. It tells other colleges, prospective employers, and graduate schools that a college meets rigorous academic standards set forth by an accrediting agency. Accreditation is not only a status, but also a process.  As a process, once accreditation is achieved, the institution or program commits itself to regular self-study and external review by one's peers, seeking not only to meet standards but to continuously find ways to enhance the quality of education and training provided.
(See http://www.apa.org/ed/accreditation/faq1.html).

What are accrediting agencies/boards?
In most other countries, the establishment and maintenance of educational standards is the responsibility of the central government bureau. In the United States, however, public authority in education is constitutionally reserved to the states. The system of voluntary nongovernmental evaluation, called accreditation, has evolved to promote both regional and national approaches to the determination of educational quality. (See http://showcase.netins.net/web/pab_fi66/overview.htm).

What is the benefit of accreditation?
Quality education:  Accreditation status indicates that an institution or program meets the standards of quality set by the accrediting agency. The standards cover such areas as faculty, curriculum, administration, libraries, financial well-being, and student services. Students attending an accredited college or university can be assured of receiving a quality education; however, accreditation does not automatically guarantee a student's academic success. The assurance of overall quality of education is one of many benefits.  

Credit Transfer:  At some point in their education, many students wish to transfer course credits they have already earned from another college to a new college or university program (such as graduate specialization).  Accreditation is an important factor when a college is deciding whether to accept transfer credit. Other factors include familiarity with the institution and agreement with the institution’s ideological/religious perspective. Every college, however, establishes its own policy about when and under what conditions it will accept transfer credits from other colleges. Colleges are not required to accept transfer credits from other accredited colleges. 

College policies regarding the acceptance of transfer credits can be confusing. Some colleges accept virtually every transfer credit from virtually every college, including non-accredited ones. On the other hand, some colleges accept almost no transfer credits from other colleges—even from accredited ones. A variety of factors contribute to whether or not College A will accept transfer credits from College B, such as familiarity with the institution and agreement with the institution’s ideological/religious perspective.  If College A does accept College B’s transfer credits, it does not necessarily mean that College B is a first-rate academic institution. Similarly, if College A does not accept College B’s transfer credits, it does not necessarily mean that College B has sub-standard academics.

Success in the Workplace: Most employers prefer to hire job applicants who have received their degree or education from an accredited college.  Also, many employers base decisions about business promotions, company advancements, and tuition coverage or assistance on whether the employee attended an accredited college. It is also common for states to require that a college, university, or program be accredited when allowing students to acquire state professional licensure.
 (See http://www.worldwidelearn.com/accreditation/accreditation-process-benefits.htm)

What is the difference between regional and national accreditation?
Both regional and national accrediting agencies “accredit” entire institutions, granting institutional accreditation status to colleges, universities, and schools. Regional accrediting agencies accredit institutions within designated regions of the United States, while national accrediting agencies accredit institutions nationwide. In addition to the difference in geographic focus of “regionals” and “nationals,” a significant difference is the predominance of regional accrediting agencies to accredit degree granting institutions. Regional and national accreditors evaluate similar aspects of an institution, such as governance and administration, financial stability, admissions and student services, institutional resources, student learning, institutional effectiveness, and relationships with internal and external constituencies. (See http://www.chea.org/Directories/index.asp).

Regional accrediting agencies:  These agencies accredit colleges and universities in six regions of the United States.  “Regionals,” such the Southern Association of Colleges and Schools and Western Association of Schools and Colleges, accredit two-year or four-year educational institutions, public and private, for-profit and nonprofit degree granting institutions. Themost widely recognized form of accreditation in the United States for degree programs is regional accreditation.   

National accrediting agencies:  “Nationals” accredit colleges and schools nationwide, regardless of state boundaries. These agencies include, for example, the Transnational Association of Christian Colleges and Schools and Distance Education and Training Council, which grant institutional accreditation to a variety of public and private institutions, including degree-granting, non-degree-granting, non-profit, and for-profit educational institutions.

What is institutional vs. programmatic (specialized) accreditation?
Institutional Accreditation:  This is a comprehensive type of accreditation, in which all aspects of the college, university, or school are reviewed by the accrediting agency for quality.  Both regional and national accrediting agencies accredit entire institutions.  A complete listing of recognized regional and national accrediting agencies can be found at http://www.chea.org/Directories/index.asp).
Specialized or Programmatic Accreditation:  “Specialized, professional, or programmatic accreditation is a type of accreditation status that is designated for specialized departments, programs, schools, or colleges within a college or university that have already been awarded institutional accreditation.”  Some professional, specialized, and vocational institutions are accredited by a specialized or professional accrediting organization, such as the American Bar Association and National League for Nursing Accrediting Commission.  For more information on specialized accreditors, please see the WorldwideLearn website http://www.worldwidelearn.com/accreditation/types-accreditation.htm).  A listing of the recognized Specialized/Professional Accrediting Organizations can be viewed at http://www.chea.org/Directories/index.asp).

Is regional or national accreditation better?
The U.S. Department of Education and the Council for Higher Education Accreditation (USDE and CHEA) recognize both regional and national accrediting agencies.  In fact, many agencies hold dual recognition with USDE and CHEA. USDE’s primary purpose is to ensure the quality of education and training provided by intuitions receiving federal student aid funds.  Recognition is based on ten standards that include attention to recruitment and admission practices, fiscal and administrative capacity and facilities, and success with respect to student achievement. Only those institutions that are accredited by a USDE-recognized accrediting organization are eligible to receive federal financial assistance for their students. (See http://www.ed.gov/admins/finaid/accred/index.html)

CHEA’s primary purpose is to assure and strengthen academic quality and ongoing quality improvement in courses, programs, and degrees. CHEA recognition is based on five standards that include advancing academic quality and encouraging needed improvement. In order to be considered for CHEA recognition, more than 50 percent of the institutions or programs reviewed by an accrediting organization must be degree-granting. (See http://www.chea.org/pdf/fund_accred_20ques_02.pdf).

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The purpose of Institutional Assessment at Patrick Henry College is to support and implement the mission and vision through the purposeful, systematic collection of information. The collected data will be used to interpret, measure, and continuously improve the effectiveness of college (academic and nonacademic) programs, policies, and practices. Moreover, the PHC assessment program will support authentic analysis of the learning outcomes and support services that help us fulfill our responsibilities to glorify God, enhance the development of the “whole” student, and honor the parents and other citizens whose trust supports our work.

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