The Role of Equity in Quality Assurance

In response to the findings from HLC's Equity in Access and Student Success Survey (see below), the HLC Peer Corps Committee on Diversity providedrecommendations to HLC on the role of equity in quality assurance: how institutions demonstrate alignment to standards and their stated mission and goals, measure and assess the commitment, and show progress and continuous improvement. In addition, the committee seeks to provide opportunities to support HLC and member institutions’ responsibility in advancing equity based on a review of previous HLC reports, member institution feedback, and recommendations related to diversity, equity and inclusion.

The Role of Equity in Quality Assurance (September 2022)

Equity in Access and Student Success Survey

HLC conducted the Equity in Access and Success survey in January and February 2020 with the following goals in mind: capture a broad overview of the equity-related perspectives and practices among member institutions, and gather recommendations for defining HLC’s own role in advancing equity in higher education.

A total of 361 institutions responded to the survey, accounting for 37% of HLC’s membership. Survey participants provided important insights into the diversity, equity, and inclusion (DEI) practices currently taking place at their campuses, as well as practical strategies to address inequities among the communities that they serve.

Equity in Access and Success Survey (March 2021)

HLC Definitions of Diversity, Equity, Accessibility and Inclusion

HLC is committed to the principles of diversity, equity, accessibility and inclusion. This commitment is articulated in HLC’s mission and vision statements, and it is central to HLC’s strategic plan and priorities as a learning organization with quality improvement representing a core value. Beyond its public documents, the principles of diversity, equity, accessibility and inclusion are foundational to HLC’s daily service to its membership and the wider higher-education community. They are equally fundamental and likewise observable in the day-to-day engagements between HLC staff members who understand that sensitivity and compassion for others are indispensable.

HLC's approach to Equity as part of its strategic plan, EVOLVE, was based on the idea that HLC should first evaluate and strive to address equity for the internal culture of HLC before reaching out to the membership. As such, HLC has adopted for its staff members the following definitions to influence its practices related to equity. Member institutions are not required to adopt these definitions. Rather, HLC shares these definitions in the spirit of transparency, representing HLC’s drive to build capacity in these important endeavors.

Diversity

The acceptance and continuing reverence for the range of unique abilities, attributes and identities that reflect human existence. Diversity is achieved when such characteristics are not merely representational but are valued and called upon to inspire organizational creativity, innovative thinking and personal growth.

Equity

The conditions under which every individual has the resources and support needed to be successful. Equity, distinct from equality, is based on the principles of fairness and justice. Equity is achieved when lived experience is honored and there is intentionality in identifying and disrupting systemic, structural barriers as well as implicit biases in policy and practice.

Accessibility

The availability and independent usability of all activities, services, technologies and environments to all individuals, with consideration of a complete range of abilities and needs. Accessibility is achieved through intentional awareness, education, planning and design.

Inclusion

The intentional and demonstrable creation of safe and welcoming environments in which individuals are attuned to and hold themselves and others accountable for addressing power imbalances that inhibit the full participation of all people. Inclusion is achieved when diversity, equity and accessibility permeate an organizational culture.

In recent years, HLC has engaged in a series of research projects focused on defining and advancing student success. The results of these projects enhance HLC's capacity to monitor and review institutional performance relative to student outcomes.

Evaluating Student Success Outcomes

2024–Present

Starting in 2024, HLC will launch a multi-phase project to improve our ability to track student success outcomes at our member institutions. In the first phase, HLC will evaluate three educational outcome measures that institutions report to IPEDS: fall-to-fall retention rates of first-time students, graduation rates within 150% of normal time, and outcome measures at eight years after entry. The measures selected for evaluation in this phase are well defined by IPEDS and widely used. HLC will obtain the data directly from the IPEDS Data Center.  

In later phases, HLC will evaluate other student success outcomes, which may include post-college labor market and loan repayment outcomes. We will work with institutions to identify these outcome measures and the appropriate data sources, such as the U.S. Department of Education’s College Scorecard and others. 

The student success outcome measures will be used for a number of important purposes:  

1. To identify concerns that require institutional attention or HLC follow-up.  
   In phase 1, HLC will develop a procedure to evaluate institutional outcome data in accordance with appropriate benchmarks and to identify concerns that require additional attention or monitoring. We will pilot the benchmarks and procedure in spring 2024 and fully implement them in spring 2025. 
2. To identify opportunities for HLC to support institutions.  
   HLC will analyze the aggregate institutional data and consider needs for new resources and programming on student success based on this data. 
3. To increase transparency with students and other stakeholders.  
   In phase 1, HLC will add a new section to each institution’s Statement of Accreditation Status that links to the institution’s profile on the College Scorecard and College Navigator, as well as student achievement data that the institution publishes on its website (as reported to HLC in the Institutional Update).  

See Evaluating Student Success Outcomes for more details about phase 1. 

HLC will keep institutions informed as we define benchmarks for IPEDS student success measures and develop future phases of this project. If you have questions, please contact This email address is being protected from spambots. You need JavaScript enabled to view it.. 

Growing With Data: A Partnership With the National Student Clearinghouse

2021–Present

Supported by funding from the Lumina Foundation, HLC initiated a data partnership with the National Student Clearinghouse in 2021. This partnership allows HLC to gain deeper insight into the student populations served by HLC’s member institutions and access to key student outcome metrics without placing the reporting burden on the institutions.

In the first phase of the data partnership, the Clearinghouse provided HLC with the student outcome metrics reported in aggregate for use as existing HLC benchmarks. In the second phase, the Clearinghouse will provide institutional-level reports upon receiving consent from participating institutions to release information. This more granular information will enable closer engagement with individual institutions for purposes of continuous improvement.

Growing With Data: A Partnership With the National Student Clearinghouse (September 2022)

Student Success Measures

2022

This HLC research initiative builds on the 2015-16 C-RAC project to analyze graduation rates and strives to better understand the practices and circumstances at member institutions that have improved their graduation rates, along with the reasons that have led to the status quo or in some instances declining rates. HLC’s aim is to help institutions improve student retention and completion. This initiative seeks to identify successful practices as well as continuing (and new) challenges.

Student Success Data Projects

2018–2019

HLC launched two joint initiatives on student success data designed to test variables that affect student success and to define key terms such as persistence, retention and completion. The Testing Student Success Data group, comprised of a diverse set of HLC member institutions, conducted research to test variables on a variety of student bodies. The Defining Student Success Data group, which included representatives from HLC member institutions, national higher education organizations, state agencies and national data organizations, identified ways in which HLC may contribute to the student success conversation. The group published recommendations for changing the student success conversation, differentiation for disaggregation of student success data, and developing a standard glossary of terms related to student success.

Defining Student Success Data: Recommendations for Changing the Conversation (December 2018)

Defining Student Success Data: Recommendations for Differentiation for Disaggregation (January 2019)

Defining Student Success Data: Recommendations for a Glossary of Terms (February 2019)

Testing Student Success Data: Findings and Recommendations (March 2019)

C-RAC Graduation Rate Survey

2016–2018

As part of a national initiative to increase focus on helping institutions improve retention and completion rates, in 2016 HLC surveyed a sample group of institutions for information that will help HLC understand how institutions track students’ academic outcomes, how institutions have been working to improve those outcomes, and the contexts affecting specific student populations.

C-RAC (the Council of Regional Accrediting Commissions) summarized the findings of the studies conducted by the seven regional accreditors, including HLC, and published a report in 2018.

HLC’s Survey Findings (July 2017)

C-RAC Summary Report (February 2018)