ACCJC Advocacy
ACCJC has had an active year of advocacy at the state and federal level. Recent potential regulatory changes at the U.S. Department of Education (ED) that will significantly impact our institutions were sent out for comment in May and concluded on June 20. ED received over 7,500 comments on the proposed regulations. You can read a review of the potential changes in the links below. The Department will now review the comments and aims to issue a final rule by November 1, which would then take effect July 1, 2024. 1. Notice of Proposed Rulemaking – Accountability for College Costs and Unaffordable Student Debt [includes Gainful Employment (GE)] 2. Fact Sheet – Holding Colleges Accountable for Delivering Financial Value for Students* (PDF) [5/17/2023] 3. Fact Sheet – New Proposed Rules to Protect Students by Strengthening Department Oversight and Monitoring* (PDF) [5/17/2023] 4. GE Data 1* – Description (PDF) [5/17/2023] 5. GE Data 2* – Data Codebook (Excel) [5/17/2023] 6. GE Data 3* – Dataset (Excel) [5/17/2023] Additionally, ACCJC continues to monitor ongoing legislative activity related to higher education accreditors. Notably in May, Representative Burgess Owens (UT-04) introduced the Accreditation for College Excellence (ACE) Act, legislation that would prohibit accreditors from requiring the colleges they accredit to meet any political litmus tests, such as requiring adherence to Diversity, Equity, & Inclusion (DEI) standards, as a condition of accreditation. Additionally, Senator Marco Rubio (R-FL) and colleagues recently introduced the Fairness in Higher Education Accreditation Act, legislation that would keep higher education accreditors from including DEI and affirmative action policies as accreditation criteria. As part of our ongoing legislative efforts, ACCJC has been working with members of Congress and Congressional staff to tell the stories of how our institutions continue to provide outstanding, high-quality, affordable, and accessible education. Moreover, our newly adopted 2024 Standards of Accreditation reflect the diversity of ACCJC member institutions and the Commission remains committed to producing effective policies, procedures and institutional review in support of equitable student success for all. |
In addition to ongoing advocacy efforts in Washington, DC., President Powell participated in a panel at the 2023 CHEA Annual Conference entitled “How Does Accreditation Address and Advance Diversity, Equity and Inclusion”. The panelists included Belle Wheelan (President of the Southern Association of Colleges and Schools Commission on Colleges) and Sonny Ramaswamy (President of the Northwest Commission on Colleges and Universities). The conversation highlighted the ways in which institutional transformation can support the closure of equity gaps, and the role that accreditors play in the process of self-reflection and continuous quality improvement. ACCJC’s advocacy for equity, through its Policy on Social Justice, and through its ongoing revision of its standards and practices to reinforce the need for quality education for all students (regardless of race, ethnicity, or background) was highlighted, as were institutional practices within the region that are creating space for change. |
President Powell visited Capitol Hill and the United States Department of Education and met with Senior Department Officials and congressional staff to discuss regulatory and legislative changes anticipated in the next legislative cycle. President Powell was joined by the presidents of the Council of Regional Accrediting Agencies (C-RAC) and ACCJC’s lobbyists from Penn Hill Group. Topics included student loan forgiveness, institutional accountability, the use of data in accreditation decisions, and the prospects of negotiated rule making for the reauthorization of the Higher Education Act in the 2023 Congress. |
The Civic Learning and Democracy Engagement (CLDE) Coalition was formed by five national organizations, the American Association of Colleges and Universities (AAC&U), Campus Compact, Complete College America (CCA), College Promise, and State Higher Education Executive Officers (SHEEO), to bring together educational and policy leaders with the goal of making students’ Civic Learning and Democracy Engagement expected, inclusive, and “equity-committed.” The Accrediting Commission for Community and Junior Colleges (ACCJC) recently signed on to the CLDE shared commitment statement to demonstrate its support of and commitment to civic learning and democracy engagement in higher education. Signatories of the shared statement commit to:
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Each year the U.S. Department of Education facilitates a Negotiated Rulemaking (Neg Reg) process to make regulatory changes for the Federal Student Aid programs authorized by Title IV of the Higher Education Act of 1965, as amended. For 2021-2022, the department established committees of negotiators for Affordability and Student Loans, Pell Grants for Prison Education Programs, and Institutional and Programmatic Eligibility to conduct the Neg Reg work. ACCJC, in collaboration with the other six institutional accreditors, is monitoring and contributing to the Neg Reg process through our membership in the Council of Regional Accrediting Commissions (C-RAC). This spring, Jamienne S. Studley, C-RAC vice chair and president of the WASC Senior College and University Commission, is serving as a primary negotiator representing accrediting agencies on the Institutional and Programmatic Eligibility Committee. The committee began its work in January and will meet for a total of three sessions in 2022: January 18-21, February 14-18, and March 14-18. The committee will address:
Meetings are open to the public and will be live streamed. As part of the process, the committee reserves time for public comment. ACCJC looks forward to engaging in the process. To learn more and to register to attend the next session, click here. |
Currently, the United States Congress is negotiating the pending budget Reconciliation package and the contents of the Build Back Better Act, which was approved by the House Budget Committee and is yet to go up for vote in Congress. Support for students and higher education funding is a key tenant in the Biden Administration’s Build Back Better Agenda and the proposed Bill. It is possible that the amount of funding provided for student aid and higher education will be significantly reduced during negotiations. The Accrediting Commission for Community and Junior Colleges along with over 60 organizations signed on to a letter written by the American Council on Education urging Congress to maintain the levels of funding for student aid and higher education initiatives in the Build Back Better Bill, as approved by the House Budget Committee. The funding will be critical to repairing the economic damage of the pandemic, improving economic and educational opportunity, and addressing long-standing racial disparities in higher education. In the letter, supporters wrote: “Higher education must be included in legislation intended to improve our nation’s human infrastructure. Postsecondary education is inextricably linked to economic opportunity and prosperity. The pandemic greatly widened the divide between those with postsecondary skills and education and those without. Federal investment in student aid and higher education are a proven pathway to economic mobility and it is essential to repairing the economic damage done by the pandemic and improving the lives of all Americans.” To read the letter, click here. |
On July 16, U.S. District Judge Andrew S. Hanen ruled that the executive authority to create the Deferred Action for Childhood Arrivals (DACA) policy was illegal, and that only Congress can create such policy. Since then, approval of all new DACA applications is halted and thousands of Dreamers continue to live uncertainty. The Accrediting Commission for Community and Junior Colleges along with over 60 higher education associations signed on to a letter written by the American Council on Education urging Congress to provide permanent legal protections for DACA recipients and all Dreamers. In the letter, supporters wrote: “We have seen these remarkable people up close on our campuses as our students, colleagues, and friends. They work and pay taxes. They serve in the military, teach in our schools, and have served on the front lines of the pandemic as healthcare workers. And tens of thousands of Dreamers have earned or are striving to earn a college degree in institutions across the country. They consider the United States to be their only home. Despite the challenges they face, Dreamers have made incredible contributions to our country and its economy and security. We cannot now shut the door to an entire generation of individuals who seek to contribute their best to America.” To read the letter, click here. |
The U.S. Pell Grant program is a critical form of investment in college affordability. Pell Grants help support millions of low- and moderate-income students in their pursuit of higher education every year. They are particularly important for students of color and for those with student debt burdens. #DoublePell is a national campaign led by the Double Pell Alliance, a coalition of higher education associations, organizations, and advocacy groups committed to doubling the maximum Pell Grant by the 50th anniversary of the creation of the program in June 2022. In support of students and the #DoublePell Campaign, the Accrediting Commission for Community and Junior Colleges signed on as a member of the Double Pell Alliance. For information on the campaign, advocacy opportunities, Pell Grant resources, and stories of how the Pell Grant has helped students across the country, check out https://doublepell.org/. |
Across the country state legislators are working to adopt bills that inhibit educators from teaching about racism and related issues in American history in schools, colleges, and universities. The Accrediting Commission for Community and Junior Colleges (ACCJC) believes that as educational leaders we must strongly reject efforts to limit the discussion of these important topics, and support academic freedom and the pursuit of knowledge. For this reason, ACCJC recently signed on to a joint statement, led by PEN America, the American Historical Association, the American Association of University Professors, and the Association of American Colleges & Universities, condemning these legislative efforts. In the statement, supporters wrote: “We, the undersigned associations and organizations, state our firm opposition to a spate of legislative proposals being introduced across the country that target academic lessons, presentations, and discussions of racism and related issues in American history in schools, colleges and universities…Knowledge of the past exists to serve the needs of the living. In the current context, this includes an honest reckoning with all aspects of that past. Americans of all ages deserve nothing less than a free and open exchange about history and the forces that shape our world today, an exchange that should take place inside the classroom as well as in the public realm generally”. Read the full statement here. |
It is with great excitement that ACCJC brings to your attention a recent press release from the California Community College Chancellor’s Office. If you have not already seen it, please click the link below to view today’s press release highlighting the work of ACCJC Staff and Commissioners to adopt the new ACCJC Policy on Social Justice. California Community Colleges Commend Accrediting Commission’s Action to Strengthen Diversity, Equity and Inclusion “I appreciate Chancellor Oakley and Deputy Chancellor Gonzales bringing attention to the historic and far-reaching implications of this policy on all of the region’s 137 colleges and the students they serve, and I would like to congratulate Staff and Commissioners for developing and adopting this policy,” said President Stephanie Droker. ACCJC is committed to taking a leadership role in eradicating institutional racism and educational inequities in our region and beyond, and supporting its member institutions in doing the same. The new Policy on Social Justice makes clear the moral necessity of promoting equity and diversity through the Commission’s policies and practices, and creating a climate of inclusion and anti-racism among its membership. As described in our Strategic Plan, ACCJC is working hard to foster institutional innovation, support institutional efforts to increase student achievement for all populations of students, nurture ongoing collaborations and expand partnerships, and more. ACCJC looks forward to continuing our conversations and collaboration with the California Community College Chancellor’s Office and others as we implement the new Policy on Social Justice, develop our new Accreditation Standards, and plan ACCJC’s professional development programs. |
The U.S. Pell Grant program is a critical form of investment in college affordability. Pell Grants help support millions of low- and moderate-income students in their pursuit of higher education every year. They are particularly important for students of color and for those with student debt burdens. At a time when the country is facing the COVID-19 pandemic, racial and economic inequity, and the related drops in college enrollment, an increase in Pell Grant funding is essential. In support of students, the Accrediting Commission for Community and Junior Colleges joined nearly 1,200 other organizations and individual colleges and universities in signing on to a letter written by The Institute for College Access & Success urging Congress to double the maximum Pell Grant and permanently index the grant to inflation. In the letter, supporters wrote: “The Pell Grant program is the nation’s foundational investment in higher education. Pell Grants help nearly seven million low- and moderate-income students attend and complete college annually. Students from all 50 states and all corners of the country — from rural areas to cities to everywhere in between — rely on the Pell Grant program to build their future. Pell Grants are especially critical for students of color, with nearly 60 percent of Black students, half of American Indian or Alaska Native students, and nearly half of Latinx students receiving a Pell Grant each year. However, the share of college costs covered by the grant is at an all-time low. At its peak, the maximum grant covered three-quarters of the cost of attending a four-year public college. Now, it covers less than one-third of that cost.” To read the full letter, click here. |
Students in the United States’ system of higher education continue to be impacted by the COVID-19 Pandemic. Many are facing food insecurity, lack of childcare access, inadequate broadband connections, lost or reduced income, and more. In January, President Biden issued the Economic Relief Related to the COVID-19 Pandemic Executive Order directing federal agencies to better coordinate the various COVID-19 relief programs. The Office of Management and Budget (OMB) oversees the performance of federal agencies and administers the federal budget. Thus, OMB is uniquely positioned to meet the President’s directive. In support of students, the Accrediting Commission for Community and Junior Colleges joined 30 organizations in signing on to a letter written by the Higher Learning Advocates encouraging the OMB to better coordinate COVID-19 relief programs. Specifically, the letter identifies ways in which the OMB could improve access to the Emergency Broadband Benefit for Pell students, the new Supplemental Nutrition Assistance Program, and two childcare access for student parents programs. In the letter, supporters wrote: “Improving efficiency, effectiveness, and coordination can help to overcome potential dysfunctions in policy implementation and ensure that all students receive aid and access to means-tested benefits in a timely manner. Greater coordination can reduce costs for both the government and regulated entities not only by avoiding duplication of functions but also by increasing opportunities for agencies exercising related responsibilities to manage and reconcile differences in approach. Coordination that takes the form of interagency consultation can improve the overall quality of decision-making and will allow agencies to work with the urgency needed to respond to the ongoing crisis.” To read the letter, click here. |
Leading up to the U.S. House of Representatives vote on the American Rescue Plan of 2021, the Accrediting Commission for Community and Junior Colleges (ACCJC) along with dozens of higher education associations signed on to a letter written by the American Council on Education in support of the bill. ACCJC is pleased that the House passed the $1.9 trillion relief package, which includes almost $40 billion of aid for students and higher education institutions impacted by COVID-19. ACCJC urges the U.S. Senate to pass the bill and will continue to advocate for resources and support for higher education as our country battles against the COVID-19 pandemic. To read the letter, click here. |
This month, Senator Durbin and Senator Graham reintroduced the Dream Act of 2021, a bipartisan bill that would provide Dreamers with permanent resident status and a path to citizenship. The Accrediting Commission for Community and Junior Colleges along with over 50 higher education associations signed on to a letter written by the American Council on Education in support of the Dream Act of 2021 and urging Congress to quickly pass this piece of legislation. In the letter, supporters wrote: “The Dream Act would allow some undocumented young people, who have already invested in our country and in whom the country has already invested, to earn lawful permanent residence in the United States, and ultimately a path to full citizenship. Brought to our country as children, many of these outstanding young individuals do not even remember the country they came from and consider America to be their only home. Through no fault of their own, they have been left in a state of uncertainty for years and are unable to pursue their dreams and long-term goals in confidence and contribute more fully to our nation.” To read the letter, click here. |
In December 2020, the Coronavirus Aid, Relief, and Economic Security (CARES) Act was signed into law and includes Higher Education Emergency Relief Funds (HEERF II). The U.S. Department of Education (ED) recently issued guidance for the distribution of those funds to students, which expanded eligibility compared to the March 2020 CARES Act. However, it remains unclear if all students, including undocumented and international students are eligible for HEERF II student financial aid grants. As HEERF II funds become available, the Accrediting Commission for Community and Junior Colleges along with 53 other organizations signed on to a letter written by the American Council on Education advocating for new guidance permitting the use of those funds for all students. To read the letter, click here. |
The financial impact of the pandemic on the United States’ colleges and universities and their students is staggering. Higher education institutions across the country have made remarkable efforts to adapt to this unprecedented situation. However, the impact of the pandemic on enrollment, student need, loss of revenue and State funding, and Covid-specific costs has been significantly worse than expected. To address the unprecedented revenue losses, increased costs, and growing financial need of students, the Accrediting Commission for Community and Junior Colleges along with more than 100 other organizations signed on to a letter written by the American Council on Education advocating for Congress and the Administration to finalize their negotiations and pass a support package. Students and campuses across the country are in dire need of support. In the letter, supporters wrote: “The situation currently facing America’s colleges and universities is a crisis of almost unimaginable magnitude. Colleges and universities have already pushed their financial capacities to the limits in addressing this crisis. As detailed above, campuses are now dealing with a massive, accumulated loss of revenue that is likely to grow worse in the near future, and in most areas will persist for several years. This is taking place at a time when nearly all operational costs have significantly increased, to a degree beyond what could have been reasonably expected. The result of this has been devastating and widespread: programs have been closed; schools have drained what reserves they had and most troublingly for institutions, according to the Bureau of Labor Statistics more than 484,000 higher education employees have been laid off since February, more than 12 percent of the overall workforce. This excludes the truly tragic loss of educational opportunity and continuity that so many students have experienced. The current situation is unsustainable for an extended period and at this point there are simply no other sufficient options for institutions beyond meaningful federal assistance. That support is needed urgently.” Read the full letter here. |
Last month Princeton University President, Christopher Eisgruber, provided a public update on the work the institution is doing to acknowledge, address and eradicate systemic racism at the university. Since then, the U.S. Department of Education has opened an investigation into possible misrepresentation of Princeton’s adherence to federal non-discrimination law. Individuals and institutions across the country are more openly and deeply addressing the systemic racism and injustice in our country and are working towards a more just and equitable society. The Accrediting Commission for Community and Junior Colleges (ACCJC) wishes to support these endeavors so our institutions represent and support the extraordinary diversity of students and staff in our country. For this reason, ACCJC along with 54 other higher education groups signed on to a letter written by the American Council on Education (ACE). In the letter, we urge the Department of Education to drop its investigation and affirm the meaningful work Princeton University is undertaking to address racism in U.S. higher education. In the letter, supporters wrote: “It is vital for the federal government to support and assist this pursuit of diversity, equity, and inclusion. One way to do this is by affirming institutional and individual confidence that speaking both within organizations and publicly about these hard, important issues will be enabled and applauded, not attacked by the government. Like colleges and universities all over our country, Princeton University is strongly committed to ending racial injustice and preventing discrimination in any form and to do so in a way that will benefit all members of the Princeton community. Regrettably, instead of encouraging Princeton’s efforts, the Department of Education launched an unprecedented and unwarranted investigation into the institution. Such an action is likely to chill the genuine efforts of hundreds of other institutions, many without the resources that Princeton has to defend itself against a federal investigation, to identify, recognize, and correct injustices.” Read the full letter here. |
As students and institutions across the country continue to navigate the effects of the coronavirus pandemic, the Council of Regional Accrediting Commissions (C-RAC) submitted a letter to congressional leaders advocating for additional higher education funding in the next federal relief package. The letter highlights important opportunities for additional support including funding to expand broadband access, resources to meet student needs, and efforts to mitigate the new financial pressures our institutions are facing. As one of the seven member accreditors of C-RAC, the Accrediting Commission for Community and Junior Colleges wholeheartedly supports this letter and will continue to leverage our influence and advocate for students. To see the full press release and letter, click here. To read the letter, click here. |
Millions of college students facing food insecurity rely on the Supplemental Nutrition Assistance Program (SNAP) to obtain food and proper nutrition. Currently, the program requires eligible students to maintain a 20-hour-per-week work requirement, which has become increasingly problematic due to COVID-19 related layoffs and reduction of hours at both on and off-campus jobs. The issue disproportionately impacts community college students as they are more likely to need assistance. To address the great need of students experiencing food insecurity, ACCJC joined over 200 organizations in signing on a to a letter to Congress asking that the 20-hour-per-week work requirement be suspended in the next COVID-19 relief package. In the letter, supporters wrote: “SNAP is a demonstrably effective program and an existing resource that must be strategically leveraged in this critical moment to ensure that students can continue and succeed in their pursuit of a college education during this difficult time. Studies have shown that, without access to food and proper nutrition, people can suffer from exacerbated stress, anxiety, and depression; sleep disturbances and fatigue; and impaired cognitive functioning. Access to SNAP relieves the stress of students worrying about where to find their next meal and allows them to focus on improving their educational and employment outcomes.” Read the full letter here. |
In the past week, Harvard University, MIT, states, and other colleges and universities took legal action against the Immigration and Customs Enforcement (ICE) directive to prohibit international students from remaining in the country if their colleges hold online-only courses in the fall. Yesterday, ACCJC was among the 70 associations of higher education who joined the American Council on Education’s (ACE) amicus brief, in support of the Harvard University and MIT lawsuit. International students’ participation and contributions to United States higher education should be protected as colleges and universities move forward during the COVID-19 pandemic. Today, ACCJC is pleased to see that the Trump administration rescinded its directive. The government will now revert to the federal guidance issued in March, which allows international students to remain in the country, even if their courses are fully online. ACCJC will continue to stay apprised on this issue and do what it can to advocate for our member institutions and all of the students they serve. |
On July 8, 2020, Harvard University and MIT sued the Trump administration in the U.S. District Court in Boston to challenge the directive—issued by the Department of Homeland Security (DHS), Immigration and Customs Enforcement (ICE) division—that prohibits international students from remaining in the country if their colleges hold online-only courses in the fall. In support of that lawsuit, ACCJC is among the 70 associations of higher education who joined the American Council on Education’s (ACE) amicus brief, filed yesterday. Over one million international students in undergraduate, graduate and professional degree programs attend institutions of higher education in the United States. The ICE directive would put thousands of international students at risk of losing their lawful status to remain in the country and face the possibility of removal proceedings. These individuals, many with families, are facing complete upheaval of their lives, including their educational plans and livelihood. ACCJC agrees with ACE and the other supporters that this directive is deeply irresponsible and is harmful to students and the institutions they attend, and requests that the court grant preliminary injunctive relief immediately. In the brief, supporters wrote: “Amici are deeply concerned that the Department of Homeland Security’s (DHS’s) July 6, 2020 Student Exchange Visitor Program guidance (the Directive) will inject chaos into higher education operations. It reverses course on a policy announced by DHS in March, and it does so arbitrarily, without adequate explanation, and without sufficient notice to affected institutions and students. If left unchecked, DHS’s departure from established administrative-law norms will severely harm colleges, universities, and current and future international students alike, as well as all of us who benefit from their contributions to our society. It also will diminish the global standing and reputation of the United States as the leader in international education.” Read the full brief here. |
On July 6, 2020, the U.S. Department of Homeland Security (DHS), Immigration and Customs Enforcement (ICE) division issued a directive that prohibits international students from remaining in the country if their colleges hold online-only courses in the fall, among other things. To address the troubling uncertainty created by the July 6th directive, and to express its deep-felt opposition to the guidance, the Accrediting Commission for Community and Junior Colleges signed on to a letter written by the American Council on Education advocating for new guidance and flexibility for our international students and institutions. In the letter, supporters wrote: “We urge the administration to rethink its position and offer international students and institutions the flexibility necessary to safely navigate resuming their educational activities in the midst of this crisis in ways that take into account the health and safety of our students and staff in the upcoming academic year. We ask that the Department of Homeland Security (DHS) withdraw this guidance. DHS should, instead, grant a one-year waiver for international students who have a valid F-1 or M-1 visa and are enrolled or entering the U.S. to begin a course of study on a full-time basis at an institution of higher education in an academic program that is conducted online or may shift to remote instruction during the semester due to the pandemic.” Read the full letter here. |
Institutions of higher education and their students, faculty and staff continue to face immense challenges resulting from the COVID-19 pandemic. While the federal government has provided financial support through several supplemental appropriations acts, more is needed. To address the unprecedented revenue losses of the United States’ postsecondary institutions and increased student need, the Accrediting Commission for Community and Junior Colleges along with 83 other organizations signed on to a letter written by the American Council on Education advocating for increased federal support through direct distribution to institutions and protections from state budget cuts. In the letter, supporters wrote: “While we share many of Congress’s concerns regarding the implementation of the CARES Act, it is equally clear that using the existing federal system for providing aid to institutions is the fastest way to get support to where it is needed. By pairing this rapid disbursal of funds with statutory language that gives campuses broad flexibility and authority to use funds in ways that best match the unique needs of students and their institutions, Congress can bypass the kinds of bureaucratic limitations that hampered the effectiveness of some CARES aid. The language included in the HEROES Act effectively addressed this issue, and we recommend its inclusion in any future supplemental legislation.” Read the full letter here. |
For many college students across the country, a college campus is the only means for accessing a reliable internet connection. With campuses closed due to the coronavirus pandemic, those students lost access, which is essential to their learning. In an effort to support students’ access to a reliable broadband connection, the Accrediting Commission for Community and Junior Colleges joined 52 other organizations in signing a letter encouraging Congress to increase funding that would support mobile broadband hotspots and the expansion of services for students with financial need. In the letter, supporters wrote: “Because today’s students who relied on their college campuses for access to Wi-Fi and have now lost access to campus and other institutions such as libraries or coffee shops where they may have had internet connection, they are now facing new and overwhelming challenges to their learning. These challenges may cause students to lag behind in their coursework, drop out for the semester, or choose to not return in future semesters. The most common issue given for not having reliable high-speed internet access is the cost of services. As such, we are asking you to act swiftly to support today’s students by bolstering broadband connectivity for postsecondary students through COVID-19 emergency response legislation.” Read the full letter here. |
As colleges across the country respond to the coronavirus pandemic, the Accrediting Commission for Community and Juniors Colleges joined the other members of the Council of Regional Accrediting Commissions in submitting a letter to Secretary of Education Betsy DeVos urging the Department of Education to extend current guidance related to distance education review requirements through the 2020-21 academic school year. To see the full press release and letter, click here. |
