2025 Advocacy Agenda

The 2025 HLC Advocacy Agenda addresses higher education issues at the federal and state levels. HLC advocates on legislative, executive, and judicial branch issues as they pertain to HLC, accreditation, and higher education.

HLC is recognized by and operates under regulations promulgated by the U.S. Department of Education (USDE) from the Higher Education Act (HEA), which is authorized by Congress. Therefore, HLC has an interest in addressing HEA issues and the resulting federal regulations for accreditors and the institutions HLC accredits.

To support the improvement and sustainability of a strong system of higher education in the United States, HLC advocates for:

  • A student and institution-driven approach to quality assurance of higher education that considers each institution’s mission and learners by using measures for the full array of student success outcomes driven by accreditors.
  • The exploration of alternative measures of student success appropriate to institutional mission and each student’s intent.
  • Learner-centric transfer practices that improve credit mobility and save students time and money.

  • Approaches that increase postsecondary affordability and reduce debt for students.
  • Adequate resources to support student learning and outcomes including regular and stable federal and state budget allocations.

  • The rigor, consistency, and efficiency of the voluntary peer review process for students, institutions, and taxpayers.
  • Helpful, clear, and transparent information for students and the public about accreditation and institutions before, during, and after the higher education experience.
  • A more complete understanding of student success that focuses all stakeholders on the workforce, civic, social, and other benefits of higher education.

  • Policies that allow for experimentation in accreditation and for new types of credentials that can provide students with more pathways in education after high school.
  • Student financial aid reform to support innovation and new business development opportunities in accreditation and higher education that increase quality learning opportunities for students, including those opportunities offered through nontraditional providers and credentials.
  • Flexibility for accreditors to engage in innovative practices and emerging education models that support ways to transform higher education.
  • The development and recognition of reliable practices for the creation and delivery of emerging forms of credentials offered by multiple collaborators to ensure that such educational experiences are of high quality and value to learners and employers.

  • Expanding and strengthening collaboration across the Triad (the states, the federal government, and other accreditors), K12, and associations to improve communication, collaboration, and advocacy in areas of shared interest.
  • Civic engagement in higher education and the national dialogue on higher education and its benefits.

Position Statements

HLC works with other members of the higher ed community to add its voice on issues important to you, the membership.

21st Century Distance Education Guidelines  (March 2021)

These guidelines for institutional accreditors reviewing distance education were developed through a partnership among C-RAC, the National Council for State Authorization Reciprocity Agreements (NC-SARA), and the National Center for Higher Education Management Systems (NCHEMS).

Free and Open Academic Inquiry and Debate on Our Campuses Is Essential to Our Democracy and National Well-Being  (March 2022)

This statement from 93 organizations asserts higher education institutions’ commitment “to transparent intellectual inquiry and academic excellence, free speech, and civil discourse.” The statement calls on U.S. government institutions to “share and support this commitment.”

Joint Statement on Legislative Efforts to Restrict Education About Racism and American History (June 2021)

This statement, signed by 150 organizations, provides “firm opposition to a spate of legislative proposals being introduced across the country that target academic lessons, presentations, and discussions of racism and related issues in American history in schools, colleges and universities. These efforts have taken varied shape in at least 20 states, but often the legislation aims to prohibit or impede the teaching and education of students concerning what are termed ‘divisive concepts.'”

Statement of Principles on Acceptance of Credit  (May 2020)

This statement describes eight principles for managing and evaluating academic credit and assessing student transcripts impacted by the coronavirus pandemic. It was issued by the American Association of Community Colleges, Association of American Universities, American Association of State Colleges and Universities, Association of Public and Land-grant Universities, American Council on Education, and National Association of Independent Colleges and Universities.

Joint Statement on the Transfer and Award of Credit  (May 2020)

This statement offers guidelines and considerations for the development of credit transfer policies. It was issued by the American Association of Collegiate Registrars and Admissions Officers, American Council on Education, and the Council for Higher Education Accreditation.

Regional Accreditors Announce Common Framework for Defining and Approving Competency-Based Education Programs  (June 2015)

This joint statement released by C-RAC outlines the criteria that HLC and other accreditors will use in defining and approving competency-based education (CBE) programs.

Related Resource

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