HLC Policies include the Criteria for Accreditation and Assumed Practices that all member institutions must adhere to in order to maintain accreditation.
Bylaws of the Higher Learning Commission (June 2010)
Criteria for Accreditation
Institutional Appeals (April 2011)
Recent Policy Updates
HLC’s Federal Compliance Program assures that member institutions are meeting their Title IV program responsibilities and complying with the expectations of specific federal regulations accreditors must enforce as part of their recognition by the U.S. Department of Education.
Federal Compliance Filing by Institutions
Federal Compliance Packet
Federal Compliance Program
HLC provides samples of the Worksheet for Use by Institutions on Assignment of Credit Hours and on Clock Hours that has been completed by member institutions.
The following guidelines have been developed to assist institutions and peer reviewers in determining whether an institution is meeting the Criteria for Accreditation:
Dual Credit: Guidelines for Institutions and Peer Reviewers (April 2014)
Qualified Faculty: Guidelines for Institutions and Peer Reviewers (March 2016)
School of Record Guidelines (March 2014)
Two-Year Institutions Seeking to Offer the Baccalaureate Degree: Considerations of Readiness (February 2014)
Pathways Cycle Master Charts
The following charts illustrate institutional activities, peer review activities and HLC decision-making actions throughout each reaffirmation cycle:
AQIP Pathway Eight-Year Cycle Chart
Open Pathway 10-Year Cycle Chart
Standard Pathway 10-Year Cycle Chart
Institutions are expected to have the standards, processes and will for quality assurance. Institutions must produce evidence to HLC that they have the capacity to assure their own quality.
A number of institutions have volunteered to share information from their Assurance Argument as samples.
Assurance System Manual (January 2014)
AQIP Pathway Systems Portfolio Overview (October 2016)
Improvement is a main component in all three Pathways. Institutions address improvement depending upon their current Pathway.
Action Project Guide (January 2011)
Collection of Papers
HLC has selected a group of Quality Initiative Proposal Examples to offer institutions that are currently planning or working on their Quality Initiative Proposals.
Quality Initiative Proposal:
Quality Initiative Report:
Substantive Change Information
HLC recognizes the need for institutional change and supports change that improves educational quality. HLC has defined conditions under which an institution needs to obtain authorization before implementing changes.
Certificate Program Screenshots are available for the online form. Institutions can submit up to 10 certificates for one flat fee if they are submitted in one batch or within the same month.
Change of Control, Structure or Organization Process (July 2013)
Definitions of Third-Party Arrangements
Institutional Circumstances Requiring Commission Approved Teach-Out Arrangements (January 2011)
Overview of Substantive Change (September 2016)
Substantive Change Applications
Apply for approval of a substantive change using the appropriate application below.
Branch Campuses and Additional Locations (September 2016)
Change of Length of Term Affecting Allocation of Credit Hours (September 2016)
Clock to Credit Conversion or Substantial Increase or Decrease in Clock or Credit Hours Required for One or More Programs (September 2016)
Competency-Based Education Programs (September 2016)
Distance Delivery (September 2016)
Mission and Student Body (September 2016)
New Programs (September 2016)
Notification Program for Additional Locations (September 2013)
Programs Offered through Consortial Arrangements (September 2016)
Programs Offered through Contractual Arrangements (September 2016)
During a comprehensive evaluation, peer reviewers determine if an institution continues to meet the Criteria for Accreditation. Comprehensive evaluations include various components.
Multi-Campus Evaluations: Information for Institutions and Peer Reviewers (October 2015)
Exit Session Protocol for Commission Visits: Commission Procedure (March 2015)
Student Opinion Survey Overview (June 2015)
Third Party Comment: Policy and Procedures (February 2016)
Monitoring and Reporting
HLC relies on constant contact with member institutions to ensure quality higher learning. The Institutional Update and Focused visits are two ways HLC maintains contact.
Institutional Update Guide (January 2016)
Institutional Designations (September 2016)
Once approved and established through HLC’s Institutional Change process, institutions’ new locations are monitored through peer review visits and are subject to a decision-making process depending on the location type.
Campus Evaluation Visits: Information for Institutions and Peer Reviewers (September 2011)
Multi-Location Visits: Information for Institutions and Peer Reviewers (June 2015)
Multi-Location Visit Institutional Report Template (June 2015)
Candidacy is a preaccreditation status that affiliates an institution with HLC but does not offer the institution membership status. HLC determines whether an institution is to be considered for candidacy through its Achieving Accreditation Process.
Data Form for Candidacy Visits (July 2013)
Eligibility Filing (July 2012)
Eligibility Packet (March 2015)
HLC occasionally releases statements expressing its views on issues important to higher learning.
Evaluation of Distance Education (July 2009)
Public Information Statement: Commission Requirements of Institutions for State Authorization (April 2010)
Statement on Marketing Practices at For-Profit Institutions (August 2010)
Statement on the Accreditation of High Schools (June 2012)
Statement to the U.S. Senate Committee on Health, Education, Labor and Pensions (March 2011)
Student Learning, Assessment, and Accreditation (2007)
As a member of the Council of Regional Accrediting Commmissions (C-RAC), HLC occassionally participates in the issuance of joint statements and guidelines.
Guidelines for the Evaluation of Distance Education (On-line Learning) (2009)
Regional Accreditors Announce Common Framework for Defining and Approving Competency-Based Education Programs (2015)
HLC-sponsored reports focus on higher learning topics that may lead to future resources.
Exploring Degree Qualifications: A Descriptive Analysis of the Quality Initiative Demonstration Project to Test the Lumina Foundation’s Degree Qualifications Profile (April 2014)
Professional Doctorate: Report to the Board of Trustees from the Task Force (June 2006)
At times, HLC issues letters addressing higher learning issues on its own or in conjunction with other organizations.
HLC Signed ACE Letter Addressing Credit Hour Regulations (February 2011)
HLC Signed ACE Letter Addressing State Authorization (March 2011)
HLC Letter to Members Addressing Credit Hour Regulations from the Department of Education (April 2011)