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The research is based on self-reported perspectives collected through a survey conducted for CHEA by NORC in 2018. It reviews operational definitions, research methods, and cross-program findings on evidence sources, indicators, performance thresholds, and public availability, while assessing impacts on accreditation actions and areas needing improvement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/accreditation-and-student-learning-outcomes-cheaciqg-publication-series-perspectives-from-accrediting-organizations/583544/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/accreditation-and-student-learning-outcomes-cheaciqg-publication-series-perspectives-from-accrediting-organizations/583544.png","ImageObject",300,407,{"name":92,"@type":93},"Jacob","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the research described in the document?","Question",{"text":112,"@type":113},"The study documents self-reported perspectives of U.S. institutional and programmatic accrediting organizations on student learning outcomes, a key factor in future credibility and effectiveness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"The document states it was conducted for CHEA by NORC at the University of Chicago in 2018, using a survey to gather accreditor perspectives.",{"name":119,"@type":110,"acceptedAnswer":120},"What impact does the document describe regarding accreditation standards and policies?",{"text":121,"@type":113},"It reports that institutions use multiple sources of evidence of student learning, many accreditors encourage specific indicators and performance thresholds, and evidence quality has improved, influencing accreditation-related judgments in some cases.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583544,1792211421,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Accreditation and Student Learning Outcomes:  \nPerspectives from Accrediting Organizations  \nCHEA/CIQG Publication Series  \nABOUT CHEA  \nThe Council for Higher Education Accreditation (CHEA) serves its member institutions through its advocacy for the value and independence of accreditation, its rigorous and demanding standards for the effectiveness of U. S. accrediting organizations, its service as an authority and repository of actionable research shaping the future of accreditation and quality assurance and its leadership and commitment to quality in higher education nationally and internationally.  \nABOUT NORC  \nNORC at the University of Chicago is an independent research organization that delivers reliable data and rigorous analysis to guide critical programmatic, business, and policy decisions. Since 1941, NORC has conducted groundbreaking studies, created and applied innovative methods and tools, and advanced principles of scientific integrity and collaboration. NORC conducts research in five main areas: Economics, Markets, and the Workforce; Education, Training, and Learning; Global Development; Health and Well-Being; and Society, Media, and Public Affairs.  \n© 2019 Council for Higher Education Accreditation.  \nResearch publications, presentations, newsletters, advisory statements, fact sheets, brochuresand reports available on this site (excluding publications for purchase and our databases) can be copied and distributed, as long as you (1) do not modify or adapt the materials,(2) do not use the materials for commercial purposes,(3) provide appropriate attribution to CHEA, and (4) notify recipients of CHEA’s restrictions on use of the materials. Please note this is just a summary of your rights. Please see our Terms of Use for further details regarding your actual licensed rights.  \nTable of Contents  \nForeword  4  \nIntroduction  5  \nOperational Definitions Related to the Research  \nBackground on Accreditation and Student Learning Outcomes  6  \nResearch Methods  6  \nFindings  7  \nPart 1: How Are Accreditors Currently Addressing Student Learning Outcomes?  7  \nAccreditation Approaches Are Informed by Many Factors  \nEmphasis on Student Achievement Varies in Accreditation Standards, Policies and Guidance  \nAccreditors Continue to Refine Approaches to Finding Evidence of Student  \nAchievement  \nPart 2: What Has Been the Impact of Accreditation Standards and Policies on the  \nEvidence of Student Achievement?  9  \nInstitutions Use Multiple Sources of Evidence of Student Learning  \nMost Accreditors Encourage Specific Indicators as Evidence of Student Learning Outcomes and Achievement  \nNearly Half of Accreditors Use Performance Thresholds  \nAccreditors Report Majority of Institutions Provide Adequate Evidence of Student Learning and that Quality of Evidence Has Improved  \nInstitutions, Programs and Accreditors Are Making Evidence of Student Learning Outcomes Available to the Public  \nAccreditors Offer Support to Institutions and Programs Through Training and Resources Related to Evidence of Student Achievement  \nPart 3: Is the Evidence of Student Achievement Affecting the Accreditation  \nStatus of Institutions and Programs?  12  \nAccreditation Actions Consider Failure to Provide Adequate Evidence of Student  \nLearning Outcomes and Achievement  \nPart 4: What Is Working, Needs Improvement and Causes Concern Among Accreditors About Student Achievement?  15  \nWhat is Working?  \nWhat Needs Improvement?  \nWhat Concerns Accreditors Most?  \nConclusions and Implications  17  \nResearch and Future Steps  19  \nReferences  20  \nForeword from CHEA  \nThis research describes self-reported  \nperspectives of recognized institutional and programmatic accrediting organizations in the United States on student learning outcomes, an issue central to their future credibility and effectiveness. Conducted for the Council for Higher Education Accreditation (CHEA) by NORC at the University of Chicago in 2018, the survey is a continuation of CHEA’s longs","cbCaidS1XkHbMjwh","https://ap.wps.com/l/cbCaidS1XkHbMjwh","pdf",2188072,24,"English","# Foreword\n# Introduction\n## Operational Definitions Related to the Research\n## Background on Accreditation and Student Learning Outcomes\n## Research Methods\n# Findings\n## Part 1: How Are Accreditors Currently Addressing Student Learning Outcomes?\n## Part 2: What Has Been the Impact of Accreditation Standards and Policies on the Evidence of Student Achievement?\n## Part 3: Is the Evidence of Student Achievement Affecting the Accreditation Status of Institutions and Programs?\n## Part 4: What Is Working, Needs Improvement and Causes Concern Among Accreditors About Student Achievement?\n# Conclusions and Implications\n## Research and Future Steps\n# References","[{\"question\":\"What is the purpose of the research described in the document?\",\"answer\":\"The study documents self-reported perspectives of U.S. institutional and programmatic accrediting organizations on student learning outcomes, a key factor in future credibility and effectiveness.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The document states it was conducted for CHEA by NORC at the University of Chicago in 2018, using a survey to gather accreditor perspectives.\"},{\"question\":\"What impact does the document describe regarding accreditation standards and policies?\",\"answer\":\"It reports that institutions use multiple sources of evidence of student learning, many accreditors encourage specific indicators and performance thresholds, and evidence quality has improved, influencing accreditation-related judgments in some cases.\"}]","Accreditation and Student Learning Outcomes - CHEA/CIQG Publication Series - Perspectives from Accrediting Organizations | PDF",1792047620]