List of National and Regional Accrediting Agencies in the U.S.A.

List of National and Regional Quality Assurance Agencies in the U.S.A. (United States Department of Education)

Current Agencies	Agency Type
Academy of Nutrition and Dietetics, Accreditation Council for Education in Nutrition and Dietetics	Programmatic Accreditor
Accreditation Commission for Acupuncture and Herbal Medicine	Programmatic Accreditor
Accreditation Commission for Education in Nursing, Inc. – May 6, 2013  Formerly: National League for Nursing Accrediting Commission	Programmatic Accreditor
Accreditation Commission for Midwifery Education	Programmatic Accreditor
Accreditation Council for Pharmacy Education	Programmatic Accreditor
Accrediting Bureau of Health Education Schools	Programmatic Accreditor
Accrediting Commission for Community and Junior Colleges	Institutional Accreditor
Accrediting Commission of Career Schools and Colleges	Institutional Accreditor
Accrediting Council for Continuing Education and Training	Institutional Accreditor
American Bar Association, Council of the Section of Legal Education and Admissions to the Bar	Programmatic Accreditor
American Board of Funeral Service Education, Committee on Accreditation	Programmatic Accreditor
American Dental Association, Commission on Dental Accreditation	Programmatic Accreditor
American Occupational Therapy Association, Accreditation Council for Occupational Therapy Education	Programmatic Accreditor
American Optometric Association, Accreditation Council on Optometric Education	Programmatic Accreditor
American Osteopathic Association, Commission on Osteopathic College Accreditation	Programmatic Accreditor
American Physical Therapy Association, Commission on Accreditation in Physical Therapy Education	Programmatic Accreditor
American Podiatric Medical Association, Council on Podiatric Medical Education	Programmatic Accreditor
American Psychological Association, Commission on Accreditation	Programmatic Accreditor
American Speech-Language-Hearing Association, Council on Academic Accreditation in Audiology and Speech-Language Pathology	Programmatic Accreditor
American Veterinary Medical Association, Council on Education	Programmatic Accreditor
Association for Biblical Higher Education, Commission on Accreditation	Institutional Accreditor
Association of Advanced Rabbinical and Talmudic Schools, Accreditation Commission	Institutional Accreditor
Association of Institutions of Jewish Studies	Institutional Accreditor
Commission on Accrediting of the Association of Theological Schools	Programmatic Accreditor
Commission on Collegiate Nursing Education	Programmatic Accreditor
Commission on English Language Program Accreditation	Programmatic Accreditor
Commission on Massage Therapy Accreditation	Programmatic Accreditor
Council on Accreditation of Nurse Anesthesia Educational Programs	Programmatic Accreditor
Council on Chiropractic Education, Commission on Accreditation	Programmatic Accreditor
Council on Education for Public Health	Programmatic Accreditor
Council on Naturopathic Medical Education	Programmatic Accreditor
Council on Occupational Education	Institutional Accreditor
Distance Education Accrediting Commission	Institutional Accreditor
Higher Learning Commission	Institutional Accreditor
Joint Review Committee on Education in Radiologic Technology	Programmatic Accreditor
Kansas State Board of Nursing	Programmatic Accreditor
Liaison Committee on Medical Education	Programmatic Accreditor
Maryland Board of Nursing	Programmatic Accreditor
Middle States Commission on Higher Education	Institutional Accreditor
Middle States Commission on Secondary Schools	Institutional Accreditor
Midwifery Education Accreditation Council	Programmatic Accreditor
Missouri State Board of Nursing	Programmatic Accreditor
Montessori Accreditation Council for Teacher Education	Programmatic Accreditor
National Accrediting Commission of Career Arts and Sciences, Inc.	Programmatic Accreditor
National Association of Schools of Art and Design, Commission on Accreditation	Institutional Accreditor
National Association of Schools of Dance, Commission on Accreditation	Institutional Accreditor
National Association of Schools of Music, Commission on Accreditation	Institutional Accreditor
National Association of Schools of Theatre, Commission on Accreditation	Institutional Accreditor
National League for Nursing, Commission for Nurse Education Accreditation	Programmatic Accreditor
National Nurse Practitioner Residency and Fellowship Training Consortium	Programmatic Accreditor
New England Commission of Higher Education	Institutional Accreditor
New York State Board of Regents, State Education Department, Office of the Professions (Nursing Education)	Programmatic Accreditor
New York State Board of Regents, State Education Department, Office of the Professions (Public Postsecondary Vocational Education, Practical Nursing)	Institutional Accreditor
North Dakota Board of Nursing	Programmatic Accreditor
Northwest Commission on Colleges and Universities	Institutional Accreditor
Oklahoma Board of Career and Technology Education	Institutional Accreditor
Pennsylvania State Board of Career and Technical Education, Bureau of Career and Technical Education	Institutional Accreditor
Puerto Rico State Agency for the Approval of Public Postsecondary Vocational, Technical Institutions and Programs	Institutional Accreditor
Southern Association of Colleges and Schools, Commission on Colleges	Institutional Accreditor
Transnational Association of Christian Colleges and Schools, Accreditation Commission	Institutional Accreditor
WASC Senior College and University Commission	Institutional Accreditor

 

Former Quality Assurance Agencies in the U.S.A. (Not recognized)

Former Agencies	Agency Type
Accrediting Council for Independent Colleges and Schools (ACICS)	Institutional Accreditor
American Academy for Liberal Education	Programmatic Accreditor
American Association for Marriage and Family Therapy, Commission on Accreditation for Marriage and Family Therapy Education	Programmatic Accreditor
Association for Clinical Pastoral Education, Inc., Accreditation Commission	Programmatic Accreditor
Commission on Accreditation of Healthcare Management Education	Programmatic Accreditor
Commission on Opticianry Accreditation	Programmatic Accreditor
Joint Review Committee on Educational Programs in Nuclear Medicine Technology	Programmatic Accreditor
Montana State Board of Nursing	Programmatic Accreditor
National Association of Nurse Practitioners in Women's Health, Council on Accreditation	Programmatic Accreditor
National Council for Accreditation of Teacher Education	Programmatic Accreditor
New England Association of Schools and Colleges, Commission on Technical and Career Institutions	Institutional Accreditor
New York State Board of Regents, and the Commissioner of Education	Institutional Accreditor
North Central Association Commission on Accreditation and School Improvement, Board of Trustees	Institutional Accreditor
Oklahoma State Regents for Higher Education	Institutional Accreditor
Teacher Education Accreditation Council, Accreditation Committee	Programmatic Accreditor
Western Association of Schools and Colleges, Accrediting Commission for Schools	Institutional Accreditor

 

Regional Accrediting Agencies in the U.S.A

The United States is divided into six (6) accreditation regions. New England, Middle States, North Central, Southern, Western, and Northwest.

Seven (7) accrediting commissions operate in these regions.

When searching for a school in the United States, make sure it is accredited by one or more of these agencies. The following table lists regional accrediting agencies in the U.S.A. (US Department of Education).

Accrediting Commission for Community and Junior Colleges (ACCJC)

Accredited Institutions in:	Schools for American in Asia
California	Hawaii
Guam	American Samoa
Micronesia	Palau & Northern Marianas Islands

Western Association of Schools and Colleges (WASC)

Accredited Institutions in:	Schools for American in Asia
California	Hawaii
Guam	American Samoa
Micronesia	Palau & Northern Marianas Islands

Southern Association of Colleges and Schools (SACSCOC)

Accredited Institutions in:	North Carolina
Alabama	Florida
Georgia	Kentucky
Louisiana	Mississippi
South Carolina	Tennessee
Texas	Virginia

 

Northwest Accreditation Commission (NWAC)

Accredited Institutions in:	Washington
Alaska	Idaho
Montana	Nevada
Oregon	Utah

 

Higher Learning Commission (HLC)

Accredited Institutions in:	Wyoming
Arkansas	Iowa
Arizona	Illinois
Colorado	Indiana
Kansas	Michigan
Minnesota	Missouri
North Dakota	Nebraska
New Mexico	Ohio
Oklahoma	South Dakota
Wisconsin	West Virginia

New England Association of Schools and Colleges (NEASC)

Accredited Institutions in:
Connecticut	Maine
Massachusetts	New Hampshire
Rhode Island	Vermont

Middle States Commission on Higher Education (MSCHE)

Accredited Institutions in:
New York	New Jersey
Pennsylvania	Delaware
Maryland	The District of Columbia
Puerto Rico	The US Virgin Islands

All regional accrediting commissions review entire institutions rather than programs or schools within them.

Accredited Institutions: What You Need to Know!

 

Accredited institutions have agreed to have their institutions and programs reviewed to determine the quality of the education and training they provide. If an institution is accredited by a recognized agency, its teachers, coursework, and facilities, equipment, and supplies are reviewed on a routine basis to ensure students receive a quality education and get what they pay for.

Attending an accredited institution is often a requirement for employment and can be helpful later on if you wish to transfer academic credits to another institution.

Let's consider the state of Hawaii.

The state of Hawaii's degree-granting institutions fall into one of two categories: accredited or unaccredited.

State law explicitly defines an unaccredited institution as a "degree-granting institution" that is not accredited or is not a candidate for accreditation by at least one nationally recognized accrediting agency listed by the United States Secretary of Education.

Unaccredited Degree-Granting Institutions

The Hawaii government clearly outlines what unaccredited degree-granting institutions (UDGI) represent. UDGIs, which offer courses, programs, or degrees, or maintain a campus or an administrative, corporate, or other address in Hawaii, are subject to Hawaii's UDGI law, codified in Chapter 446E of the Hawaii Revised Statutes. Enforcement responsibility lies with the Office of Consumer Protection. Hawaii does not accredit, license, or approve any unaccredited institutions.

Chapter 446E, Subsection 5, prohibits unaccredited institutions from indicating or suggesting that the state licenses, approves, or regulates their operations. Further, they cannot offer Juris Doctor, Master of Laws, Doctor of Medicine, or equivalent degrees. Furthermore, they are prohibited from issuing any degrees unless they have a Hawaii office, a Hawaii resident employee, and 25 enrolled students in Hawaii.

Additionally, unaccredited institutions are prohibited from accepting tuition or other payments unless they are in complete compliance with all the provisions of Chapter 446E. Unaccredited institutions are prohibited from claiming that they have applied for future accreditation.

Under Hawaii law, unfair acts or practices are subject to fines of not less than $500 but no more than $10,000 for each violation.

Quality Assuring Agencies

 

The Secretary of the United States Department of Education recognizes select accrediting agencies as reliable authorities regarding the quality of education or training offered by the institution or programs they accredit. Accreditation by a recognized accrediting agency is part of the requirements for institutions to participate in federal student aid programs.

The Secretary and the department are not responsible for accrediting institutions of higher education. Accrediting agencies accredit institutions, colleges, and universities, as well as programs.

It is important to understand that accrediting agencies may voluntarily seek recognition from the Secretary only if the schools and institutions they accredit need the Secretary's recognition to participate in certain federal programs, such as federal student financial aid programs.

An accrediting agency that meets the Department's criteria for recognition is considered a reliable authority for measuring the quality of education or training provided by the institutions it accredits in the United States and its territories.

Unrecognized Accrediting Agencies

These are agencies that have not had their accreditation standards reviewed by the United States Department of Education. Reasons why an agency may be unrecognized are:

• Some agencies may be working towards recognition with the Secretary
• Others may not meet the criteria for recognition

Although these accrediting agencies are unrecognized, that does not mean they lack high-quality standards. Likewise, because the Secretary does not recognize an accrediting agency does not mean that the institutions accredited by that agency do not provide a quality education.

It is important to understand the positions taken by the respective territories regarding accrediting agencies or quality assurance bodies locally, regionally, and internationally.

Understanding Legitimate Institutions and Accrediting Bodies

The Colorado Department of Higher Education defines degree or diploma mills and accreditation mills as follows:

• Degree/Diploma Mills are organizations whose only purpose is to take your money. They are "dubious providers of educational offerings or operations that offer certificates and degrees that are considered bogus."
• Accreditation mills are "dubious providers of accreditation and quality assurance or operations that offer a certification of quality of institutions that is considered bogus."

To guide your identification of a mill, the Council of Higher Education developed a series of questions to help determine whether an institution is a diploma/degree mill or an accreditation mill. The questions are as follows:

Diploma/Degree Mills

• Can degrees be purchased?
• Is there a claim of accreditation when there is no evidence of this status?
• Is there a claim of accreditation from a questionable accrediting organization?
• Does this operation lack state or federal licensure or authority to operate?
• Is little, if any, attendance required of students?
• Are few assignments required for students to earn credits?
• Is a very short period of time required to earn a degree?
• Are degrees available based solely on experience or resume review?
• Are there few requirements for graduation?
• Does the operation charge very high fees as compared with average fees charged by higher education institutions?
• Alternatively, is the fee so low that it does not appear to be related to the cost of providing legitimate education?
• Does the operation fail to provide any information about a campus or business location or address and rely, e.g., only on a post office box?
• Does the operation fail to provide a list of its faculty and their qualifications?
• Does the operation have a name similar to other well-known colleges and universities?
• Does the operation make claims in its publications for which there is no evidence?

Accreditation Mills

• Does the operation allow accredited status to be purchased?
• Does the operation publish lists of institutions or programs they claim to have accredited without institutions and programs knowing that they are listed or have been accredited?
• Are high fees for accreditation required as compared to average fees from accrediting organizations?
• Does the operation claim that it is recognized (by, e.g., USDE) when it is not?
• Are there few, if any, standards for quality published by the operation?
• Is a minimal period of time required to achieve accredited status?
• Are accreditation reviews routinely confined to submitting documents and do not include site visits or interviews of key personnel by the accrediting organization?
• Is "permanent" accreditation granted without any requirement for subsequent periodic review?
• Does the operation use organizational names similar to recognized accrediting organizations?
• Does the operation make claims in its publications for which there is no evidence?

If you answer "yes" to most questions in each case, students and the public need to take this matter seriously.

What does Accreditation Mean?

The pursuit of knowledge requires prospective learners to understand the tertiary education landscape regarding accreditation, degree/diploma mills, accreditation mills, accrediting agencies, and accredited institutions. We will discuss each area in separate blog posts to simplify the information for better understanding.

Today, we will look at the meaning of accreditation.

What is Accreditation?

According to the U.S. Department of Education, accreditation is a voluntary, non-governmental process in which an institution and its programs are evaluated against quality standards. 

The Maryland Higher Education Commission further reiterates that accreditation is a voluntary process, but adds that it is a self-regulatory, peer-review process adopted by the educational community. Institutions of higher education have voluntarily entered into associations to evaluate one another in accordance with each institution's stated goal. Non-accredited institutions must demonstrate that they possess specific "characteristics of quality" before they are allowed to become members of the association of accredited institutions.

Types of Accreditation

There are three types of accreditation: institutional, programmatic, and specialized.

Institutional accreditation – this means an entire college or university is accredited. This type of accreditation can be given by either a "regional accreditation agency" or a "national accreditation agency." The United States is divided into six (6) regions, each with its regional accrediting body. There are also several national accrediting bodies for specialized types of colleges.

Specialized and Programmatic accreditation – there are specific specialized professional programs accredited independently of their parent institution. These specialized accrediting bodies depend on programs such as the International Association for Management Education.

However, the only legitimate accrediting organizations are those recognized by the United States Department of Education.

Understanding what accreditation means will help you appreciate the process and its constituents and make an informed decision.

The Psychology of Motivation

The Psychology of Motivation: How to Stay Focused in Online Learning

Most learners feel that staying motivated in an online course is like running a marathon with no finish line, but you can apply the science of motivation to sustain focus and progress. By structuring clear, achievable goals, leveraging immediate feedback, shaping your environment for fewer distractions, and connecting tasks to personal meaning, you build habits that carry you through lulls and setbacks, keeping your attention where it matters.

Understanding Motivation

You face a unique challenge: the average completion rates of online courses are roughly 5–15%, so sustaining momentum matters more than ever. Break the marathon into measurable segments—daily micro-goals, weekly milestones, and visible progress bars—to turn slow, steady effort into consistent forward motion. Leverage accountability (study partners, calendar blocks) and immediate feedback loops (quizzes, quick reflections) to convert abstract targets into concrete behaviors you can track and optimize.

Intrinsic vs. Extrinsic Motivation

You likely respond differently to intrinsic drives—curiosity, mastery, meaningful projects—than to extrinsic rewards like grades, badges, or certificates. Self-Determination Theory shows autonomy, competence, and relatedness fuel intrinsic motivation, which predicts longer persistence. Use extrinsic incentives to bootstrap engagement (deadline nudges, small prizes), then design tasks that emphasize personal growth and real-world application, ensuring your interest is sustained beyond short-term rewards.

The Impact of Mindset on Learning

Adopting a growth mindset, as outlined by Carol Dweck's research, changes how you interpret struggle: setbacks become feedback rather than proof of fixed ability. In online settings that lack in-person cues, viewing effort as a path to development makes you more likely to attempt more complex modules, seek feedback, and engage in spaced practice—behaviours that consistently separate passively enrolled learners from those who finish and master material.

Practiceable techniques reinforce mindset shift: label mistakes as data, write process-focused goals (e.g., "complete two practice problems daily"), and study in 25-minute focus sprints with 5-minute breaks. Track three small wins per session and review weekly progress to see growth; when you repeatedly notice incremental gains, your interpretations align with growth-oriented beliefs and motivate continued effort.

Common Barriers to Motivation

High dropout rates—MOOCs average 5–15% completion—reflect a mix of internal and external barriers. Internal issues like waning self-efficacy, unclear learning goals, and decision fatigue collide with external factors such as poor course structure and competing priorities. When you miss momentum early, that single lapse often snowballs into avoidance; many learners regain traction only after setting micro-deadlines or joining cohort-based accountability groups.

Psychological Triggers for Motivation Loss

Boredom, perfectionism, and delayed rewards reliably erode motivation: hyperbolic discounting makes tomorrow’s certificate feel less valuable than tonight’s leisure. Performance anxiety reduces your willingness to engage, while minor setbacks—like a low quiz score—can trigger learnt helplessness. Framing progress with weekly milestones and visible, immediate feedback combats these triggers by leveraging the goal-gradient effect: you work harder as the end feels nearer.

The Role of the Environment and Distractions

Frequent interruptions and a cluttered study environment fragment your attention; research indicates it can take roughly 23 minutes to fully resume a task after an interruption. Device notifications, multitasking tabs, and an ambiguous workspace signal your brain that deep focus isn’t expected, lowering sustained effort. Creating predictable, minimal-distraction conditions raises the baseline for productive sessions and reduces the chance that a single ping derails your study rhythm.

Practical changes often produce outsized gains: designating a single desk or corner for studying, muting non-imperative notifications, and batching communications into two 30-minute blocks per day. Short, focused sprints—25-minute Pomodoro intervals with 5-minute breaks—help maintain energy and prevent decision fatigue. If you’re prone to drifting, use site blockers, ambient noise apps, or noise-cancelling headphones to protect blocks of uninterrupted time and preserve the momentum you build in each session.

Setting Effective Goals

You should translate the marathon of online learning into a series of runnable sprints: define weekly milestones (e.g., complete 3 modules), assign time blocks (4×45-minute sessions), and set clear success metrics (pass each module quiz at 80%+). Concrete targets turn vague effort into measurable progress, helping you sustain momentum across a course that otherwise stretches into an open-ended timeline.

SMART Goals Framework

You can use SMART to make goals actionable: Specific— finish Module 2 readings and exercises; Measurable— score ≥85% on the module quiz; Achievable — schedule three 45-minute study blocks this week; Relevant—links to your promotion goals; Time-bound— complete by Friday. Framing goals this way raises your odds of follow-through by converting ambition into disciplined steps.

The Importance of Short-term vs. Long-term Goals

You benefit from a dual-horizon approach: short-term goals (daily/weekly) create frequent wins and immediate feedback, while long-term goals (monthly/quarterly) preserve direction, like finishing a 12-week specialization to qualify for a new role. Balance both so weekly accomplishments—complete two lessons, ace the quiz—feed the larger objective without letting the distant deadline feel overwhelming.

For practical structure, break a 12-module course into 12 weekly targets and micro-goals: 30–45-minute daily sessions, 3 practice problems per session, and a weekly quiz target of 80%+. If your long-term aim is career-related (promotion in six months), align weekly skill metrics to employer criteria so each short-term win compounds toward the 6-month outcome.

Routines and Habits for Success

Anchor your study around consistent cues—same time, place, and pre-study ritual—to convert effort into automatic behavior. Research shows habit formation averages about 66 days, so plan routines you can sustain: morning review, midday problem set, and evening recap. Use calendar blocks and alarms to protect those windows and track streaks to maintain momentum through slow periods of an online course.

Building Consistent Study Routines

Set specific session lengths (25–50 minutes), a fixed start time, and three micro-goals per session to prevent drift. For example, schedule 45-minute sessions at 6:30 a.m. Mon/Wed/Fri for lecture review and a 25/5 Pomodoro for practice problems on other days. Log each session in a habit tracker and aim for 10–12 sessions weekly to build automaticity within two months.

The Power of Rewards and Incentives

Use immediate, tangible rewards to reinforce effort: a 10-minute walk after a Pomodoro, a favorite snack after completing a module, or 30 minutes of streaming when you hit a weekly streak. Variable rewards (random bonus treats) can boost engagement like a variable-ratio schedule does in behavior studies, keeping you returning even when tasks feel repetitive.

Design a tiered reward system: micro-rewards after each focused session, medium rewards for weekly streaks, and larger rewards for milestone achievements (finishing a course unit). Try gamified apps like Habitica or a simple points-to-reward chart—earn 5 points per session, redeem 20 for a dinner out. Immediate rewards within minutes increase reinforcement strength, while escalating incentives sustain long-term commitment.

Techniques to Enhance Focus

Break study time into focused blocks: try Pomodoro (25/5) or 50/10 deep-work sessions, silence notifications, and use blockers like Freedom or StayFocusd. Staying motivated in an online course can feel like a marathon with no finish line in sight; structured sessions help you convert that endurance into measurable progress and maintain steady momentum.

Mindfulness and Concentration Techniques

Use short mindfulness practices to reset attention: 3–5-minute box breathing (4-4-4-4), a 5-minute body scan before a quiz, or a single-focused attention exercise between modules. Brief routines improve sustained attention and reduce task-switching. Apps like Headspace or Insight Timer offer guided exercises you can slot after each Pomodoro to restore focus quickly.

Time Management Strategies

Structure your weekly plans with measurable targets: block calendar slots (e.g., 2×60-minute sessions Monday/Wednesday), set micro-goals like "finish one 20-minute lecture", and batch related tasks (watch lectures one day, do quizzes another). Use deadlines and accountability partners to convert your vague intentions into on-schedule completion.

Run a one-week time audit with RescueTime or Toggl to identify genuine study windows, then shift low-value scrolling into two 15-minute breaks and reclaim 1–2 hours daily for focused work you can use for core modules. Pair implementation intentions ("If a notification appears, then mute for 50 minutes") with external deadlines—join a small cohort or set public milestones to boost your follow-through; cohorts often raise completion rates compared to solo learners.

Tools to Support Online Learning

Your toolkit should include a scheduler, a task manager, a focus timer, and a site blocker. Google Calendar handles weekly time-blocking, Notion or Trello breaks modules into 3–5 actionable tasks, and Freedom or Cold Turkey blocks distracting sites during sessions. Pair 25/5 Pomodoro cycles with RescueTime metrics so you convert vague study intentions into measurable minutes and steady weekly progress.

Digital Tools for Productivity

Trello Kanban boards and Notion databases let you map syllabus milestones and subtasks, create cards for readings, quizzes, and projects, and assign due dates. You can block 30- to 90-minute study windows in Google Calendar and track real effort with Toggl or RescueTime, whose weekly reports reveal where your minutes are going so you can reallocate focus.

Apps for Habit Tracking and Motivation

Habitica turns tasks into RPG rewards, Streaks lets you track up to 12 daily habits, Forest grows a virtual tree for uninterrupted focus, and Beeminder adds financial stakes if you miss goals. These apps give you visible streaks, immediate rewards, and penalty-backed accountability that strengthen habit loops and reduce motivation lapses.

Pick 1–3 microhabits you can complete daily—15 minutes of reading, 10 minutes of review, and then you combine tools: run 25-minute Forest/Pomodoro focus sessions, log time in Toggl, and display streaks in Streaks or Habitica for social reinforcement. Consider a small Beeminder pledge (for example, $5/week) to add loss aversion, and export monthly progress to Sheets so you can spot patterns and adjust targets.

Conclusion

Summing up, you sustain focus in online learning by setting clear goals, breaking tasks into manageable sessions, using intrinsic and extrinsic rewards, optimizing your study environment, and tracking progress to reinforce momentum. By applying evidence-based strategies and adjusting tactics when attention wanes, you make motivation predictable and controllable, turning the perceived marathon into a series of achievable steps that keep your commitment steady.