The Accrediting Commission for Community and Junior Colleges works with its member institutions to advance educational quality and student learning and achievement. This collaboration fosters institutional excellence and continuous improvement through innovation, self-analysis, peer review, and application of standards.
Expressing our core values
Every interaction with our members is guided by our commitment to the principles of transparency and consistency. This creates mutual and clear understandings and ensures fair and value-adding results for institutions.
Because our processes are based on thorough and recognized best practices, our determination that an institution is in fact providing a quality educational experience for its students is respected by multiple stakeholders.
ACCJC Standards create an institutional culture reflective of higher education’s best practices to guide and strengthen an ongoing culture of continuous quality improvement.
One of America’s best contributions to education is the peer review process. Through its proven powers, the peer review process allows members of the academic community to serve their colleagues by providing rich feedback that identifies commendations and areas for improvement.
Student Learning and Achievement
Students are the grounding point for every Standard and aspect of the review process, the end goal of each evaluation, and the driving passion of the faculty and staff at our member institutions.
The work of accreditation is mediated through the relationships that are formed among all the participants, characterized by mutual respect, collaboration, and engagement around common interests.
The ACCJC is recognized by the U.S. Department of Education (USDE) as a reliable authority regarding the quality of education offered by the institutions that we accredit in keeping with the Higher Education Act of 1965. The USDE conducts a review of accrediting commissions every five years and confers recognition on agencies that continue to meet its criteria. Institutions wishing to provide students with federal financial aid must seek accreditation from a USDE-recognized accrediting body.
The Council for Higher Education Accreditation (CHEA) has established criteria that define a quality review system for accrediting agencies. Although CHEA recognition is voluntary, many accrediting agencies participate in the CHEA quality review process as part of their own efforts to establish and maintain quality practices. In September 2016, CHEA renewed its recognition of ACCJC for four years.
ACCJC is a nonprofit, public benefit corporation and is not organized for the private gain of any person. It is organized under the Nonprofit Public Benefit Corporations Law of the State of California for public and charitable purposes.
History of the ACCJC
The Western Association of Schools and Colleges, (WASC), was formed in 1962 to promote the development of higher education in the Western region when it took over and further formalized the work of its predecessor organization, the Western College Association. WASC was previously incorporated as a single 501c3 entity that encompassed the three commissions (WASC Senior College and University Commission, Accrediting Commission for Community and Junior Colleges, and the Accrediting Commission for Schools, Western Association of Schools and Colleges).
In 2012-2013 the three commissions re-incorporated as separate organizations with independent scopes and governance structures.
For more information about the two other commissions previously included in WASC, visit their websites at:
Background on Regional Accreditation
Accreditation as a system of voluntary, non-governmental, self-regulation, and peer review is unique to American educational institutions. It is a system by which an institution evaluates itself in accordance with standards of good practice regarding mission, goals, and objectives; the appropriateness, sufficiency, and utilization of resources; the usefulness, integrity, and effectiveness of its processes; and the extent to which it is achieving its intended student achievement and student learning outcomes, at levels generally acceptable for higher education. It is a process by which accreditors provide students, the public, and each other with assurances of institutional integrity and effectiveness and educational quality.
Regional accreditation is a successful and robust, time-tested model of professional peer review that supports educational excellence. Colleges and universities form membership associations to set up an accrediting agency and work with that agency to establish the quality standards used to rigorously evaluate the institutions. There are six geographic regions under the U.S. system recognized by the federal government. Within each region, an accreditor is responsible for designated types of higher education institutions and the types of credentials offered at those institutions. There are other kinds of accreditation (national, programmatic) but regional accreditation status is regarded as the most comprehensive and rigorous for institutions to attain.
The Western region includes California, Hawai’i and the Pacific Region (Guam, American S