In 1987, did Maine chiropractic applicants need degrees from specially accredited chiropractic colleges?

Plain-English summary

The Maine Attorney General concluded in 1987 that chiropractic-license applicants who matriculated on or after January 1, 1984 had to graduate from a college accredited by a specialized chiropractic educational accrediting agency approved by the U.S. Department of Education.

Accreditation only by a regional or institutional agency did not satisfy Section 551, even if the Department of Education also recognized that agency. The opinion distinguished specialized accreditation, which evaluated professional preparation, from regional or institutional accreditation of an institution as a whole.

The AG relied on the 1983 amendment's change from any approved national accrediting agency to a "chiropractic educational accrediting agency." The legislative history also focused on ensuring that chiropractic education met professional-training standards needed to protect public health.

Currency note

This opinion was issued in 1987. Subsequent statutory amendments, court decisions, or later
AG opinions may have changed the analysis. Treat this page as historical context, not current
legal advice. Verify current law before relying on any specific rule, deadline, or remedy
mentioned here.

Common questions

Was regional or institutional accreditation alone enough?

No. The opinion concluded that Section 551 required specialized chiropractic educational accreditation.

Did the rule apply to every historical applicant?

The opinion addressed applicants who matriculated in chiropractic college on or after January 1, 1984.

Why did the AG distinguish the two types of accreditation?

The opinion said specialized accreditation assessed preparation for a profession, while regional or institutional accreditation evaluated the institution as a total operating unit.

What did the 1983 amendment change?

It replaced the former reference to a national accrediting agency with the more specific phrase "chiropractic educational accrediting agency."

Background and statutory framework

A state representative asked whether Section 551 required specialized chiropractic accreditation or permitted regional or institutional accreditation alone.

The opinion compared the pre-1983 and amended statutory language, information from the Council on Postsecondary Accreditation, and a legislative committee report on health-profession licensing boards.

Citations discussed

• 32 M.R.S.A. § 551, the chiropractic-school graduation requirement
• Chapter 176, Part A, § 10 of the Laws of 1983, amending Section 551
• The Joint Standing Committee on Audit and Program Review's 1982 report, particularly Recommendation 39

Source

• Landing page: https://www.maine.gov/legis/lawlib/lldl/agops/agops.htm
• Original PDF: https://lldc.mainelegislature.org/Open/AG/Opinions/1987/ag_19870521.pdf

Original opinion text

Best-effort transcription from a scanned PDF. Minor errors may remain; the linked PDF is authoritative.

87-8
JAMES E. TIERNEY
ATTORNEY GENERAL

STATE OF MAINE
DEPARTMENT OF THE ATTORNEY GENERAL
STATE HOUSE STATION 6
AUGUSTA, MAINE 04333

May 21, 1987

The Honorable Marge L. Kilkelly
House of Representatives
State House Station #2
Augusta, ME 04333
Dear Representative Kilkelly:
You have requested an opinion from this Office interpreting whether 32 M.R.S.A. § 551 requires applicants for chiropractic licensure to have graduated from a chiropractic college accredited by a specialized chiropractic educational accrediting agency, as distinguished from a chiropractic ( college accredited only by a regional or institutional accrediting agency. For the reasons set forth below, it is the opinion of this Department that 32 M.R.S.A. § 551 requires that applicants who matriculated in chiropractic college on or after January 1, 1984 must be graduated from a chiropractic college which is accredited by a specialized chiropractic educational accrediting agency approved by the U.S. Department of Education. Graduation from a chiropractic college accredited only by a regional or institutional accrediting agency, albeit approved by the U.S. Department of Education, does not satisfy the requirements of section 551.
32 M.R.S.A. § 551 was amended by the Laws of 1983 (Chapter 176, Part A, § 10). Prior to the 1983 amendment, section 551 provided, in pertinent part:
The diploma of any applicant matriculating in a chiropractic college after January 1, 1974 shall show that it was granted by a chiropractic college which has been approved by a national accrediting agency, which agency has been approved by the board ....
(Emphasis added.)

(-
 To: Representative Marge Kilkelly - 2 -

C As noted above, in 1983, 32 M.R.S.A. § 551 was amended. It
now provides, in pertinent part:
If an applicant matriculated in a chiropractic college on or after January 1, 1984, his diploma shall show that it was granted by a chiropractic college accredited by a chiropractic educational accrediting agency approved by the United States
Department of Education . . . . (Emphasis added.)
The issue you have presented is whether section 551 requires accreditation by a specialized chiropractic accrediting agency or whether the statute permits accreditation by either specialized or regional/institutional accrediting agencies, as was the case prior to the 1983 amendment.
Significant differences exist between specialized and regional/institutional accrediting agencies. According to the Council on Postsecondary Accreditation ("COPA"), a nongovernmental organization of which both types of accrediting agencies are members, specialized and regional/institutional accrediting agencies perform different functions. Specialized accreditation usually involves occupational and professional ( schools. Specialized accreditation activities are undertaken "primarily to provide quality assurances concerning educational preparation of members of the profession or occupation." By contrast, regional/institutional accreditation involves most educational institutions chartered or licensed in the United States, and it pertains to the institution as a "total operating unit only." COPA, The Balance Wheel for Accreditation, Annual Directory, July, 1986, page 2. (Copy attached.)
The confusion regarding the interpretation of the Maine statute derives from the fact that both types of accrediting agencies are "approved by the United States Department of Education." The Department of Education recognizes both specialized and regional/institutional accrediting agencies.
("Recognition" is the term used by the Department of Education, and for the purposes of statutory interpretation, should be considered essentially the same as "approval".) Within the profession of chiropractic, the Department of Education recognizes one specialized chiropractic educational accrediting agency: the Council on Chiropractic Education. However, it recognizes different regional/institutional accrediting. agencies, such as Southern Association of Colleges and Schools, which also can accredit chiropractic colleges. The U.S.
Department of Education determines only whether a particular c-
l_JBl"f;''
 To: Representative Marge Kilkelly - 3 -

accrediting agency shall be recognized; beyond recognizing an accrediting agency as either specialized or regional/ institutional, the Department of Education does not qualitatively distinguish among them nor does it rate the extent to which or opine on whether one or the other better assesses the quality of the chiropractic education provided.
The plain language of the statute reveals that, in amending section 551 in 1983, the Legislature intended to change the then existing situation that chiropractic colleges needed only to be "approved" by any "national accrediting agency." 32 M.R.S.A. § 551 (1978). No purpose would have been served by substituting the clause "chiropractic educational accrediting agency" had the Legislature intended to permit the continued accreditation of chiropractic colleges by either specialized or regional/institutional accrediting agencies.
An examination of the legislative history of section 551 reveals a consistent legislative intent. The history regarding this amendment consists of two paragraphs which are contained in A Report of the Joint Standing Committee on Audit and Program Review for 1982, regarding the Health Profession Licensing Boards, at Recommendation 39 (on page 55), Recommendation 39. Require that an applicant for licensure by the Board of Chiropractic Examiners ( graduate from a chiropractic college accredited by an approved accrediting agency.
Currently, the statutes governing chiropractic practice require that an applicant for licensure either be a graduate of a chiropractic college accredited by an approved accrediting agency or be a diplomata of the National Board of Chiropractic Examiners. Hence, a graduate of a chiropractic college that is not properly accredited can obtain· a license in Maine.
The Committee recognizes the value of national accrediting agencies in assessing the training required to become a competent health professional. The Committee recommends that all future applicants for a chiropractic license be graduates of chiropractic colleges accredited by an approved accrediting agency. This will help ensure that the education of chiropractors in the state meets standards necessary to protect the public health.

(
 To: Representative Marge Kilkelly - 4 -

As stated in Recommendation 39, a principal purpose of the amendment to section 551 was to ensure that the accrediting agency properly assessed whether the chiropractic college provides the "training required to become a competent health professional . . . . [to] help ensure that the education of chiropractors in the state meets standards necessary to protect the public health." Therefore, an interpretation that the statute requires accreditation by a specialized chiropractic educational accrediting agency is consistent with the Legislature's expressed recognition of the ''value of national accrediting agencies" which assess the quality of the chiropractic training required to become a competent health professional. In short, while the Legislature may not specifically have provided for accreditation by a "specialized" chiropractic accrediting agency, its intent is clear and should be given full effect.
I trust this information is helpful to you. Please do not hesitate to contact this Office if we can be of further assistance to you.

( cc: Senator John E. Baldacci, Senate
Chair of Business Legislation Committee
Representative Carol M. Allen, House
Chair of Business Legislation Committee
Board of Chiropractic Examiners f.

.J
. ,, ···.,·,•.;' '.'. ,.·· . . .·
-i
·.'. ., _,;,·' ..... ·'·1 '·1'l: { ~ . • ,.., • .\ •'

... ·.
' , . ·,. ·.. '
··. ,··.

I '

I

.· Annual Directory .i,
:.:._· July 1986
' •. ' ;. : • ,, t •, .~ ~ :.~ -}
.I : f \
..
., :,
.t

·.' Council on ·
. _· ·· Postsecondary Accreditation·
 ' .
.•.
As the "balance wheel for accreditation," COP A
unites and balances the interests of recognized ac, crediting bodies and national postsecondary organ, ,·
'. '' izations in relation to national (as opposed to federal) interests in· accreditation and in relation to the improvement of postsecondary educational quali, ty. The Council mediates both federal and state concerns and helps to educate federal and state in, terests on the positive contribution of accredita, tion. In addition, it helps to protect the integrity of the accrediting community and of legitimate ac, crediting bodies by insuring that only those organ, izations which meet the high standards developed and agreed upon by the accrediting and academic ,.·'
...
communities are recognized.

:"~ :·. ~
... '~
.••, I

:\: .
. •\ '.

(
I
The Council on Postsea>ndary Accreditation One Dupont Circle, N. W ., Suite 305
Washington, D.C. 20036
Telephone: (202) 452-1433
;
CONTENTS
• I
'
The Accrediting Process
1--

Role of the Council on
Postsecondary Accreditation

COPA Office
5----- rn
11

COPA Board of Directors

Standing Committees
15
Executive Committee
Committee on &cognition
Committee on the Public Interest

Organization Chart
18

Accrediting· Bodies Recognized by COPA 20 Assembly of Institutional Accrediting Bodies Assembly of Specialized Accrediting Bodies

Non,Accrediting Members
34
Assembly of National Postsecondary
Educational 0,-ganizations

Publications
36

.I
( i

·.,·· '
---l
~

1

THE ACCREDITING PROCESS

Accreditation is a system for recognizing educational in-' stitutions and professional programs affiliated with those in, stitutions for a level of performance, integrity, and quality which entitles them to the confidence of the educational community and the public they serve. In the United States this recognition is extended primarily through nongovern, mental, voluntary institutional or professional associations.
These groups establish criteria for accreditation, arrange site visits and evaluate those institutions and professional programs which desire accredited status, and publicly designate those which meet their criteria.
In most other countries, the establishment and maintenance of educational standards is the responsibility of a central government bureau. In the United States, how, ever, public authority in education is constitutionally re, served to the states. The system of voluntary nongovern, mental evaluation, called accreditation, has evolved to pro- mote both regional and national approaches to the deter, mination of educational quality. While accreditation is basically a private, voluntary process, accrediting decisions are used as a consideration in many formal actions - by governmental funding agencies, scholarship commissions, foundations, employers, counselors, and potential students.
Accrediting bodies have, therefore, come to be viewed as quasi-public entities with certain responsibilities to the many groups which interact with the educational community.
In America, accreditation at the postsecondary level per, forms a number of important functions, including the en, couragement of efforts toward maximum educational effec, tiveness. The accrediting process requires institutions and programs to examine their goals, activities, and achievements; to consider the expert criticism and sugges- tions of a visiting team; and to determine internal pro- cedures for action on recommendations from the accrediting

(
I body. Since accreditation status is reviewed on a periodic basis, recognized institutions and professional programs are encouraged to maintain continuous self-study and improve, ment mechanisms. u£ pn>gram m ugnt ot the seH,study and adds judgments ~ Institutional Accreditation is granted by the re( -~ based on its own expertise and its external perspective. and national accrediting commi88ions of schools an"'····· The team prepares an evaluation report, which is reviewed lege11, which collectively serve most of the institutions by the institution or program for factual accuracy.
.1. chartered or licensed in the United States and its posses- The original self-study, the team report, and any response
sions. These commissions and associations accredit total the institution or program may wish to make are forwarded
operating units onlz.
to the accreditation commiNion. The review body uaes
these materials as the basis for action regarding the ac,
\ ' Specialized Accreditation of profe88ional and occupa, creditation status of the institution or program. Negative
tional schools and programs is granted by c-ommi88ions on actions may be appealed according to established pro- accreditation set up by national profe88ional organizations cedures of the accrediting body. in such fields as bu11ine88, dentistry, engineering, and law. Although accreditation is generally granted for a specific Each of these groups has its distinctive definitions of term (e.g., five or ten years), accrediting bodies reserve the eligibility, criteria for accreditation, and operating pro, right to review member institutions or programs at any time cedures, but all have undertaken accreditation activities for cause. They also reserve the right to review any primarily_ to provide quality assurances concerning educa:, substantive change, such as an expansion from under, tional preparation of members of the rofession or occupa, graduate to graduate offerings. Such changes may require t1on. any o t e speda i.zed accrediting ies w1 con, prior approval and/or review upon implementation. In this sider requests for accreditation reviews only from programs way, accrediting bodies hold their member institutions and affiliated with institutions holding comprehensive ac, programs continually responsible to their educational peers, creditation. Some specialized bodies, however, accredit pro- to the constituents they serve, and to the public. fessional programs at institutions not otherwise accredited.
These are generally independent institutions which offer only the particular specified discipline or course of study in ~ ~ ; : , • . y....~ .;;·:•• ." · · i-;,,.,w~~

 '·     .                     question.                                                        Accreditation's Functions

....
. '••

Throughout the evolution of its procedures, the aims of postsecondary accreditation have been and are to:
Procedures in Accreditation
• foster excellence in postsecondary education through The accrediting proce88 is continuously evolving. The the development of uniform national criteria and trend has been from quantitative to qualitative criteria, guidelines for assessing educational effectiveness; from the early days of simple checklists to an increasing in, terest and emphasis on measuring the outcomes of educa, • encourage improvement through continuous self,
tional experiences.
study and review;
i
The proce88 begins with the institutional or program,
•,:;i matic self-study, a comprehensive effort to measure pro, • a88Ure the educational community, the general public,
' J
'. t,•·.
.... gress according to previously accepted objectives. The self, and other agencies or organizations that an institution
study considers the interests of a broad cross-section of or program has clearly defined and appropriate objec, constituencies - students, faculty, administrators, alumni, tives, maintains conditions under which their trustees, and in some circumstances the local community. achievement can reasonably be expected, is in fact ac, The resulting report is reviewed by the appropriate ac, complishing them substantially, and can be expected

( crediting commi88ion and serves as the basis for evaluation by a site•visit team from the accrediting group. The site, visit team normally consists of professional educators (facul, ty and administration), specialists selected according to the to continue to do so;

• provide counsel and assistance to established and developing institutions and programs; and

;
,~
•·.~
.

:. ·,· ; .. :., .

.·11J;:r;~.~}:··•···.
' ••.•,I
''·.·::
'

         ,·       ....'                   '"\i\\1_ ' . ... { .·                                                                                                         ·,.J -.

4
5

• endeavor to protect institutions against en, ROLE OF THE COUNCIL ON POST croachments which might jeopardize their educational SECONDARY ACCREDITATION effectiveness or academic freedom.

. ; Postsecondary education in the United States derives its The Council on Postsecondary Accreditation (COPA) is a
strength and excellence from the unique and diverse nongovernmental organization that works to foster and character of its many individual institutions. Such qualities facilitate the role of accrediting bodies in promoting and in- are best sustained and extended by the freedom of these in, suring the quality and diversity of American postsecondary stitutions to determine their own objectives and to experi, education. The accrediting bodies, while established and ment in the ways and means of education within the supported by their membership, are intended to serve the framework of their respective authority and responsibilities. broader interests of society as well. To promote these ends, Public as well as educational needs must be served . COPA recognizes, coordinates, and periodically reviews simultaneously in determining and fostering standards of the work of its member accrediting bodies, and the ap- quality and integrity in the institutions and such specialized propriateneu of existing or proposed accrediti'_'lg bodies and programs as they offer. Accreditation, conducted through their activities, through its granting of recogrution and per, nongovernmental institutional and speciamed organiza, formance of other related functions. tions, provides a major means for meeting those needs.

Objectives and Activities

COPA seeks to accomplish the following major objec- tives:

• Recognize accrediting bodies that accredit institu, tions and programs of postsecondary education on the basis of demonstrated need and specified standards related to accrediting policies and practices;

• Provide national leadership and understanding m speaking for postsecondary accreditation by:

D Cultivating a broad understanding of accredita, tion,
0 Serving as a spokesman for accreditation at the na, tional level, and
D Interacting with interested parties such as educa,- tional institutions, foundations, government agen, cies, and other organizations and groups on mat, ters of accreditation;

• Provide services to accrediting bodies, postsecondary educational institutions, and the public by:

( i
D Assisting in improving the general accrediting pro- ceu, as well as the policies and practices of recognized accrediting bodies,
 ...........,,I
7

D Facilitating coordination among accrediting bodies, accountability, student consumer protection, validity and D Encouraging, sponsoring, and conducting research reliability of standards, educational outcomes, self- relating to the understanding and improvement of regulatory initiatives, eligibility for public funds, and non•
accreditation,
traditional and continuing education.
D Publishing research findings and other information , on accreditation, including annual lists of recog,
nized accrediting bodies and the institutions and mr:a n z
programs which they accredit, and
Research Projects and Publications
D Engaging in such other activities as may be desirable in serving colleges and universities, the In addition to the Balance Whal fc,r Accreditation, regular
accrediting community, and the public.
COPA publications include:

• a monthly bulletin sent to all COPA-recognized ac•
Constituents
crediting bodies and interested constituents;

COPA is primarily concerned with:
• a quarterly newsletter mailed to the chief executive
officers of all accredited institutions;
• the approximately S,000 institutions of postsecond, ary education, currently accredited or seeking ac, creditation, which look to COPA to bring order and • an annual directory of institutions and professional value to the overall accrediting process; programs which are accredited, or are candidates for accreditation, by COPA-recognized accrediting • the SO accrediting bodies which have met established bodies; and standards for recognition by COPA and with whom COPA works to coordinate and improve nongovern• • a biennial factbook of information about the organiza•
mental accreditation;
tion and procedures of COPA-recognized accrediting
bodies.
• the major presidential higher education organizations; and
In an effort to improve methcxls and techniques of ac• • the public, as individual consumers of education and crediting as a vehicle for improving postsecondary educa• as a collective source of public funds supporting tion, COPA establishes, promotes, or directs research pro- education. The public, and the public's represen• jects which are published either as technical reports, policy tatives in government, have traditionally depended statements, or occasional papers. upon nongovernmental accreditation as an indication COPA also sponsors funded projects related to accredita• that institutions and programs of postsecondary tion - e.g., "Accreditation Common Data Base Project," education meet certain established minimum stan,
dards of educational quality.
funded by the Ford Foundation; "Assessing Long Distance
Learning Via Telecommunications," funded by the Fund for the Improvement of Postsecondary Education; •• A Case
COPA also has a responsibility to serve the broader in• Study Report on Military Base Education," funded by the terests of the educational community and the society of Department of Defense; and "Assessing Nontraditional which it is a part. In particular, COPA recognizes the need Education," fund~d by the W. K. Kellogg Foundation. for maintaining an awareness of the changing environment of postsecondary education and for encouraging increasing• ly relevant indicators of educational quality. In support of this goal, COPA concerns itself with such current issues as
--------------,.
~
,.....-:-

lt.i··zszrrM
A1111embly of National Postsecondary Educational
Founding: Organizations includes the major presidential higher
education organizations which do not sponsor accreditation COPA was organized in January 1975 through the but which currently participate in COPA: the American merger of the Federation of Regional Accrediting Commis- Association of Community and Junior Colleges, the sions of Higher Education (FRACHE) and the National American .Association of State Colleges and Universities,
Commission on Accrediting (NCA). FRACHE
the American Council on Education, the Association of
(1964•1975) represented the nine postsecondary commis- American Colleges, the Association of American Univer• sions of the six regional accrediting associations. NCA sities, the .Association of Governing Boards, and the Na, (1949•197S), founded by the national institutional higher tional A880Ciation of State Universities and Land-Grant - education organizations, recognized and monitored Colleges. specialized or programmatic accrediting groups. The .Assemblies provide a forum for member groups to ex, The new COPA organization was expanded beyond the change views, debate issues and make recommendations for original constituency of FRACHE and NCA to include action to the Board of Directors which governs the Council. four national groups accrediting approximately 1,000 The 19-member COPA Board represents institutional specialized· institutions: the American Association of Bible and specialized accreditation, national associations of col- Colleges, the Association of Independent Colleges and leges and universities, and the public. The composition of Schools, the National Association of Trade and Technical the Board includes:
Schools, and the National Home Study Council. It also con• tinued on its board of directors representatives of the institution-based national associations involved in NCA, • Three members elected by the Assembly of Institu• which endorsed COPA as the lead organization for tional Accrediting Bodies; establishing policies and practices in postsecondary ac•
creditation.
• Three members elected by the Assembly of Special,
ized Accrediting Bodies; lii!ilill/1--71-
Organization
• Three members elected by the Assembly of National
Postsecondary Educational Organizations;
In 1981, the major groups concerned with and involved in accreditation were reorganized into three constituent • Three chief executive officers or chief academic of, assemblies, which meet concurrently twice each year. ficers of accredited institutions, elected by the Board;
These are:
• Three public representatives from outside the • the Assembly of Institutional Accrediting Bodies academic accrediting community, elected by the
(AIAB),
Board;and

• the Assembly of Specialized Accrediting Bodies • Four ex officio members including:
(ASAB), and
0 the Chairman of the Assembly of Institutional Ac• • the Assembly of National Postsecondary Educational crediting Bodies, Organizations (ANPEO). '
0 the Chairman of the Assembly of Specialized Ac, The members of the Assembly of Institutional Ac• crediting Bodies,

( crediting Bodies include the nine regional commissions and five national associations which accredit total institu• tions. The Assembly of Specialized Accrediting Bodies comprises the 36 specialized accrediting groups. The 0 the Chairman of the Assembly of National Postsecondary Educational Organizations, and 0 the President of the Council.
 ~

The COPA Board meets twice a year, in April and Oc, COPA OFFICE tober. It delegates to a five-member Executive C.Ommittee responsibility for overseeing COPA operations and for recommending appropriate action to the full Board. In addi, COPA's daily activities are conducted by a full,time staff tion to the Executive C.Ommittee, C.Ommittee on Recogni, in Washington which handles the organizational operations tion, and C.Ommittee on the Public Interest, the Board may of the C.Ouncil. Present COPA staff members are: establish other committees and assign their duties as it deeme necessary to carry out the functions of the Board or Richard M. 'Millard, PY.e.ric:knt the C.Ouncil. Such groups include the Professional Develop, Marjorie Peace Lenn, Di-rector, Pro.feuion41 Senricu ment C.Ommittee, COPA/State Higher Education Exec, Gloria Chernay, Direcurr, Constituent Senricu utive Officers Liaison C.Ommittee, and committees working Janet D. Froom, CoordindtOr, Public Affairs to develop C.Ouncil policy on particular issues of concern. Donald B. Kaveny, Executive Assistant to the President Theresa Branch and Barbara L. Ross, Secretaries

Please direct all inquiries to:
Financing
C.Ouncil on Postsecondary Accreditation
One Dupont Circle, N.W., Suite 305
COPA is primarily supported by annual dues and Washington, D.C. 20036 assessments paid by COPA-recognized accrediting bodies Tel. (202) 452-1433 and the seven national postsecondary organizations. As a nonprofit organization, COPA deals in services to its con, stituents. The larges.t percentage of its expenditures is for personnel and costs associated with the work of the Board and its various committees and task forces.

Summary

With the creation of COPA, postsecondary education for the first time has a national coordinating organization designed to help' maintain the balance of the total ac, crediting process, monitor its relationship to government in• terests, and increase the awareness and understanding of the various publics concerned with the soundness of in• stitutions and their programs.
With a constituency that includes all types of education beyond high school, it is the most broadly representative of the national education associations.

I
(
 •=18_ _ _ _ _ _ _ __
I

The Council on Postsecondary Accreditation THE BOARD (19)
EIICtlll 1111n1berl: 3 from AIAB. 3 from ANPEO, 3 from ASAB, 3 executive/chief academic officers of accredited institutions (elected by Boardl, 3 public represen- tatives. Ex-Offic:itl Members: Chairmen of the 3 Assemblies and the President o· the Council.
I
T

                               I            CENTRAL OFFICE*                            I                               I     STANDING COMMITTEES                               l

President
Executive Committee
Director. Professional Services
Committee on the Public lnterat
Director, Constituent Services
Committee on Recovnition
Support Staff
I
I
Auambly of Institutional Assembly of Specialized Assembly of National Postsecondary
Accrediting Bodies· AIAB (14) Accrediting Bodies · ASAB (38) Educational Organizations • ANPEO (7)

                 NATIONAL                                                       Committn on Alild Health Educ. & Accrld. (AMAi             An.. Ass'n of Community & Jr. Collgn

.•'
:' ".' Amir. Ass'n of Bible Colllgn Nat'I Architectural Accrld. Board A1111r. Ass'n of St111 Colleges & Universities
Au'n of lndeplndant Colleges & Schools N■t'I Assoc. of Schools of Art & Dnign Amer. Council on Education
Nat1 Home Study Council Amer. Assembly of Colle,jate Schools of Busilml Ass'n of American Colleoes
Au'n of ThloloQical Schoals

• Council on Chiropractic Educ.
  Ass'n of American Universities
  Nat'I Ass'n of Trade & Tldricll Schoals Amer. Council for Constna:tion Educ. Ass'n of Governing Boards of Univlrsities & CaleQn
  Amer. Dental Au'n
  Nat'I Ass'n of St■te Universities & land-Grant Collegn
  REGIONAL
  Amer. Oiet■tic Ass'n
  Conwnission on Higher Educ. • Middl Stain Ass'n of Accr■d. Board for Envin-ino & T■chnology
  CoHean & Schools
  Socilty of Amer. Foresters
  Commission on lnstitutionl of Higher Educ•• NIW Accrlld. Camm. on Educ. lor 111■1111 Semca Admit.
  England Ass'n of Schools & Colleges
  Amer. Horne Economics Ass'n
  Commission on Vocational, Ttehnical, Career Institutions Foundation for Interior Design Educ. Rnnrch
  NIW England Au'n of Collegn & Schoola
  Accr■d. Council on Educ. in Journalilm ■nd Mm
  Commission on Institutions of Higher Educ. · NQr1II Communic■tion
  Central Ass'n of Collgn & Schools
  Amer. Society of llndsc■p■ ArchitlCIS
  Commission on Coleges • Northwnt Ass'n of Schools Amer. Bar Ass'n

~
& Colleges
Ass'n of Amer. law School&
Comminian on Collgn • Southlrn Ass'n of Collgn A1111r. libr11y Au'n
& Schools
Accrlld. Bur■■u of Health Educ. Schools
Commission on Occupational EIMl!ion Institutions • liaison CommittH on Medical Educ. IAMA. AAMCI
Soothlm Ass'n of Collgn & Schools
Nat'I Au'n of Schools of Music
Accrlld. Commiaaion for Community & Jr. Colllgu • Council on Accrlld. of Nun■ Anntt.lia Educlt'I
Wnt.-n Ass'n of Schools & Colleges
Progr■ms/Schools
Accrlld. Commission for Senior Colleges & Univa'aitin N■t'I l■IQIII for Nursing
· Wntam Ass'n of Schools & Colleges
Amer. Optometric Ass'n
Amer. Dst10p1thic Ass'n
Amer. Cound on Pharmyticll Educ.
Amer. Physical Therapy Als' n
AIIW. Podiatric Medictl Ass'n
A1111r. Psychological Ass'.f
Council on Educ. for Pubft H■alth
Au'n of Advanced Rabbilic1I and T■lmudic Schools

(
Council on Rlh■bilit■tion Educ.
Council on Social Worli Educ.
An.. Sp■■ch·LIIIQUIQI-Hl■ring Au'n
N1t'I Council for Accred. of T11Ch11 Educ.
I·
Amer. Vet■rin■ry Medical Ass'n
••it