school and student characteristics and
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School and Student Characteristics and
Student Achievement Outcomes
One of the many ways that ACCSC verifies the effectiveness of its work and that of
the programs and services offered by ACCSC-accredited institutions is through
detailed analysis of school characteristics and performance data. The Commission
recently completed its analysis of the 2020 Annual Report and found once again
that its accredited institutions continue to demonstrate significant institutional and
student success through their rates of student graduation and graduate
employment attainment.
These data are important indicators and are used by ACCSC to better understand
its accredited institutions and the trends associated with career education, as well
as to develop the Commission’s accountability standards.
The information contained in this report is a summary of the key data points from
the 2019 ACCSC Annual Report and provides detailed information pertaining to
ACCSC school characteristics, student characteristics, program characteristics, and
student achievement rates and trends.
Sincerely,
Michale S. McComis, Ed.D.
Executive Director
2
Student Demographics
Overall, the analysis of the 2020 Annual Report data shows that student enrollment increased for the
second consecutive year, despite a slight decrease in the number of schools completing the 2020
Annual Report. Although the student population has increased, student demographics remain
consistent. Based upon data submitted in the Annual Report, ACCSC-
accredited institutions and their students show the following
characteristics:
75% of the schools had 300 or fewer students as of June 30, 2020.
Average enrollment as of June 30, 2020 was 276 students,
representing a 12% increase over the previous year.
The majority of institutions are in metropolitan areas with
populations of at least 250,000.
46% of the students are under the age 25 and 35% of the
students are in the age group 25-34.
Student population is almost evenly distributed with regard to
gender; the percentage of male students (53%) is still higher than the percentage of female
students (47%).
65% of classified students represent ethnic minority groups.
These figures show that ACCSC-accredited institutions continue to provide training in small school
formats and serve a large percentage of non-traditional and ethnic minority students in urban and
suburban settings.
Program Characteristics
With respect to the types of programs offered by ACCSC-accredited institutions, schools submitted
summary information for 3,816 programs in over 120 different occupational areas. Key characteristics
include the following:
44% of ACCSC-accredited institutions offer a degree program;
o 36% of all programs offered at ACCSC-accredited institutions are degree programs.
Of the 1,363 reported degree programs, 974 are associate degrees (71%), 309 are baccalaureate
degrees (23%), and 80 are master’s degrees (6%).
57% of students are enrolled in non-degree programs, 22% of students are enrolled in associate
degree programs, 19% of students are enrolled in baccalaureate degree programs, and 2% of
students are enrolled in master’s degree programs.
ACCSC-Accredited Schools serve
Metropolitan Areas
Non-Traditional and
Minority Populations
In Small School Settings
Summary of School and Student Characteristics
3
With less schools reporting data for the 2020 Annual Report, the total number of programs with
reportable enrollments represents a 5% decrease over the prior year. The most notable decrease
was in the number of associate degree programs (2% decrease) over the previous year. The
percentage of baccalaureate degree programs remained steady over the previous year. The most
notable increase was in the number of master’s degrees. The number of master’s degrees increased
by 14% (n=80) over the previous year (n=70), resulting in a 1% increase in the number of master’s
degrees as a percentage of overall degrees. Member institutions continue to assess program
offerings and adapt to the changing needs of prospective students and to meet the needs of
community employers, often discontinuing programs no longer needed by the local employment
community. The overall percentage of ACCSC degree granting institutions was 44% (a 2% decrease).
Graduate programs continue to represent a small portion of the degree offerings (6%) and degree
program enrollments (2%).
Institutional Characteristics
The number of schools reporting was 632 schools, a 4% decrease over 2019. However, total student
enrollment increased for a third year. The total student enrollment (174,375) representing a 7%
increase in enrollment over 2019.
School Information for Fiscal Year 2021 TOTAL
ACCREDITED SCHOOLS (as of June 30, 2021)
Main Schools 396
Branch Schools 227
TOTAL ACCREDITED SCHOOLS 623
SCHOOL CLOSURES & VOLUNTARY WITHDRAWALS (FY2021)
Closures 22
Voluntary Withdrawals 8
ADVERSE ACTIONS (FY2021)
Denials 0
Withdrawal 6
4
158,688 162,629
174,375
010,00020,00030,00040,00050,00060,00070,00080,00090,000
100,000110,000120,000130,000140,000150,000160,000170,000180,000190,000200,000210,000
2018 2019 2020
Enrollment as of June 30, 2020
Based
on
67
4 A
nn
ual R
epo
rts
Based
on
66
0 A
nn
ual R
epo
rts
Based
on
63
2 A
nn
ual R
epo
rts
300 or Less Students75%
301-600 Students16%
601-900 Students6%
901 + Students3%
Institution Size By Student Enrollment - All Schools
Based on 632 Annual Reports Submitted
Average Enrollment = 276 Students
5
Metro Level A - 1 Million or Greater
34%
Metro Level B -250,000 to 999,999
23%Metro Level C -
100,000 to 249,99918%
Metro Level D - Less than 100,000
7%
Urbanized Area -50,000 or Greater
7%
Urban Cluster - 2,500 to 49,999
11%
Distribution of All Schools by Population Area
Based on 632 Annual Reports Submitted
Average Reported Household Median Income for Population Area = $56,252
Average Reported Unemployment Rate for Population Area = 8%
1058
450
342
293
282
218
168
140
129
123
103
92
82
80
62
49
44
41
3723
0 200 400 600 800 1000 1200
Allied Health
Building & Industrial Trades
Automotive/Motorcycle/Marine
Beauty & Skin Care
Business & Business Related
Information Technology
Nursing & Health Aide
Radio, Television, Motion Pictures
Holistic Arts & Sciences
Legal & Security
Art-Commercial & Industrial
Heavy Equipment Operator & Truck Driver
Culinary Arts
Aviation
Specialized Fields
Veterinary Science & Animal Related Arts
Art-Fine
Electronics
Architecture, Engineering, & Drafting
Fashion & Interior Design
Distribution of Programs by Program Area
Based on 3,816 Programs w/Enrollments ≥ 1 for the Reporting Year
School and Student Characteristics
6
Under 2546%
25-3435%
35-4413%45 & Over
6%
Distribution of Students By Age
Based on 174,375Reported Students
Male53%
Female47%
Distribution of Students By Gender
Based on 172,323 Reported & Classified Students
7
White35%
Hispanic or Latino30%
Black or African American
24%
Asian4%
American Indian or Alaska Native
1% Native Hawaiian or Other Pacific
Islander<1%
Multiple6%
Distribution of Students By Ethnicity
Based on 152,903 Reported and Classified Students
Certificate / Diploma64%
Associate Degree26%
Baccalaureate Degree8%
Master's Degree2%
Distribution of Programs By Credential
Based on 3,816 Program Enrollment Summaries
w/ Enrollment ≥ 1
Total Percentage of Degree Programs =
8
Offers a Degree Program
44%
Does Not Offer a Degree Program
56%
Percentage of Schools Which Offer Degree Programs
Based On 632Annual Reports
1
4
5
4
15
51
19
28
35
227
32
68
109
173
217
375
0 50 100 150 200 250 300 350 400 450
Master of Public Health
Master of Education
Master of Fine Arts
Master of Arts
Master of Business Administration
Master of Science
Bachelor of Applied Science
Bachelor of Fine Arts (BFA, BGA)
Bachelor of Arts
Bachelor of Science (BS, BSN, BHS, BBA, BEng)
Associate of Arts
Associate of Applied or Specialized Business
Associate of Specialized Technology
Associate of Occupational Studies (AOS, OAD)
Associate of Science
Associate of Applied Science
Distribution of Degree Programs By Credential
974 Associate Degrees
309 Baccalaureate Degrees
80 Master's DegreesBased on 1,363 Total Reported
Degree Programs w/ Enrollments ≥ 1
9
2
155
276
301
353
2,913
234
910
2,089
30,159
1,215
1,083
2,793
11,165
9,484
12,502
98,741
Master of Public Health
Master of Arts
Master of Education
Master of Business Administration
Master of Fine Arts
Master of Science
Bachelor of Applied Science
Bachelor of Arts
Bachelor of Fine Arts (BFA, BGA)
Bachelor of Science (BS, BSN, BHS)
Associate of Arts
Associate of Applied or SpecializedBusiness
Associate of Specialized Technology
Associate of Occupational Studies (AOS,OAD)
Associate of Science
Associate of Applied Science
Non-Degree
Distribution of Student Enrollment By Program Credential
22% - Associate Degrees
19% - Baccalaureate Degrees
2% - Master's Degrees
57% - Non-
Degree Programs
Based on 3,816 Total
Reported Programs
174,375 Students
10
40017
21708
19712
14296
13246
12931
8406
8067
7764
5823
3717
3060
2876
2374
2347
2262
2243
2233
894
399
0 5000 10000 15000 20000 25000 30000 35000 40000 45000
Allied Health
Building & Industrial Trades
Automotive/Motorcycle/Marine
Nursing & Health Aide
Radio, Television, Motion Pictures
Art-Commercial & Industrial
Business & Business Related
Aviation
Beauty & Skin Care
Information Technology
Holistic Arts & Sciences
Veterinary Science & Animal Related Arts
Heavy Equipment Operator & Truck Driver
Culinary Arts
Specialized Fields
Legal & Security
Art-Fine
Electronics
Architecture, Engineering, & Drafting
Fashion & Interior Design
Enrollment by Program Area
Based on 3,816 Total Reported Programs174,375 Students
11
Background Regarding the ACCSC Student Achievement Standard
The Commission first promulgated the quantitative student achievement standards in 1998 based
upon several studies conducted by the Center on Education and Training for Employment at the
Ohio State University. During 2002, the Commission engaged in a comprehensive study of the
student achievement requirements promulgated in 1998 and the associated processes of data
collection and verification. The Commission continues to review comparative data and make
adjustments to the methodology for the analysis of student achievement outcomes in order to
ensure sound data collection and analysis.
As part of its ongoing commitment to assessing student achievement in its accredited schools and
the tools used to do so, during the 2015 Annual Report year, the Commission conducted an 11-year
longitudinal study of the graduation and employment rates report from 2005 to 2015 in the ACCSC
Annual Report. The Commission noted that longitudinal data showed little variation from ACCSC’s
benchmark review using three-year rolling increments. Thus establishing the stability, predictability,
and reliability of the rates used in establishing ACCSC’s benchmark rates.
Also, as part of its systematic program of review, the National Center for Higher Education
Management Systems reviewed ACCSC’s student achievement standards, practices, and the
longitudinal study and found that “[t]aken together, these features provide considerable confidence
in the soundness and appropriateness of ACCSC’s general approach to establishing quantitative
performance criteria on selected student outcomes measures.”
Previously, the Commission re-calculated student achievement benchmark rates every three years
using a rolling average. Because the longitudinal data and study show no significant variation from
the current benchmarks (with one exception), the Commission
established the results of the 11-year longitudinal study as the basis
for its new student achievement rates. The one exception is in
programs 24 months in length or longer. This group of programs
exhibits the largest variability and range of graduation rate
outcomes. Once that variability was controlled for, the rate
stabilized at 40%, which the Commission believes is an appropriate
trigger for further monitoring in these longer programs. The
established rates are semi-permanent meaning that while the
Commission will continue to study and assess the reported rates
of student achievement regularly, the Commission does not intend to adjust the rates unless the
data suggest that an adjustment is warranted. A review of the most recent three-year data (2018-
2020) found the graduation benchmarks continue to be consistent with the longitudinal study.
With regard to the employment rate, the Commission’s 11-year longitudinal data and study yielded
a 70% benchmark, which the Commission adopted. The employment rate for all programs was
previously 70% and was only lowered due to the impact of the economic recession. The data show
that employment rates overall have risen and thus found resetting the employment rate benchmark
at 70% to be appropriate.
A review of the most recent
three-year data (2018-2020)
found the graduation benchmarks
continue to be consistent with
the longitudinal study.
Student Achievement Outcomes
12
While graduation and employment rates play an integral role in an institution’s on-going
programmatic and institutional assessment plan, an additional area that demonstrates student
learning outcomes includes pass rates on licensing/certification examinations required for
employment. The Commission has collected licensure/certification examination pass rate data
through the Annual Report over the 11-year period and now requires schools to demonstrate a
minimum 70% pass rate on licensure/certification examinations for those programs where a
governmental entity requires students to pass the examination as a condition of employment.
The Commission continues to refine protocols intended to give both schools and the Commission a
framework for the review and assessment of student achievement rates and to provide a framework
for assessing rates that are above benchmarks and above average as well as below benchmark rates.
ESTABLISHED BENCHMARK GRADUATION RATES
Program Length
in Months
Average Rates of Graduation
Demonstrates Acceptable
Student Achievement
Standard
Deviation
Established Benchmark
Graduation Rates
1-3 92% 8% 84%
4-6 84% 11% 73%
7-9 72% 12% 60%
10-12 69% 14% 55%
13-15 64% 14% 50%
16-18 62% 15% 47%
19-23 61% 18% 43%
24+ 53% 13% 40%
ESTABLISHED BENCHMARK EMPLOYMENT RATE
Program Length
in Months
Average Rate of Employment
Demonstrates Acceptable
Student Achievement
Standard
Deviation
Established Benchmark
Employment Rate
All Programs 78% 8% 70%
13
Analysis of the 2020 Annual Report Data
As the total number of schools reporting data decreased in 2020, the number of programs with
reportable graduation and employment rates also decreased from the previous year (-1.5%). The
majority of the decrease in number of overall programs with reportable rates is found in programs
with lengths 19-23 months (-14%). The program length of 24 months and longer had the greatest
increase (7%). Nominal differences over the previous year were seen in the remaining program-
length categories. The overall graduation rate reported by ACCSC-accredited institutions in the 2020
Annual Report are consistent with the data reported for previous years. Since 2015, the average
graduation rate for all programs, regardless of length held steady at 69%. The analysis of graduation
rates continues to show that program length has a strong
influence on program graduation, i.e., as length increases
graduation rates decline. This correlation is consistently the
most substantial and significant relationship found in the
Commission’s student achievement data and allows the
Commission to evaluate programmatic performance within
a context of program length comparability.
For the 2020 Annual Report year the graduation rates for
all program-length groupings remained stable over the
past three years. In addition, a review of data for a five-year
period found very little variability in reported graduation
rates by program length. For the 2020 Annual Report, of particular note is the continued stability of
the reported graduation rate for programs 24 months and longer. The reported graduation rate of
57% for programs 24 months and longer in length, while a slight decrease from the 2019 AR (-1%),
continues to be 4% higher than the reported rate in 2016. The student achievement outcomes for
longer programs are an area that the Commission continues to monitor with keen interest. To assist
schools and the Commission with monitoring longer programs, the 2020 Annual Report collected
retention data to help schools identify areas or particular points in a longer program where a student
may drop out and allowing for early intervention to increase retention. A more detailed analysis of
retention data will be conducted as comparative data become available. Analysis of the three-year
data for employment rate found the reported rate of 76% is consistent for the three-year period.
The rate of 76% over the three-year period continues to be the highest reported employment rate
since 2012. This is consistent with the trends noted in the longitudinal study.
While graduation and employment rates play an integral role in the overall assessment of the
effectiveness of an instructional program, an additional area that demonstrates student learning
outcomes includes pass rates on licensing/certification examinations required for employment. The
Commission collects licensure/certification examination pass rate data through the Annual Report
and implemented, effective July 1, 2015, the requirement that schools demonstrate a minimum 70%
pass rate on licensure/certification examinations for those programs where a governmental entity
requires students to pass the examination as a condition of employment. Review of the major areas
The reported employment rate of 76%
is consistent for the three-year period
and continues to be the highest
reported employment rate since 2012.
This is consistent with the trends noted
in the longitudinal study.
2020 Annual Report and Fiscal Year 2021 Activities
14
requiring licensure for employment such as allied health, nursing, cosmetology, massage therapy,
and truck driving found the average pass rate has consistently exceeded 70% for the past three years.
Overall, the student graduation and graduate employment attainment rates demonstrate that
ACCSC-accredited institutions graduate a significant number of students and that a significant
number of students attain training-related employment after graduation. Out of 4063 programs with
reportable graduation and employment rates, 81% (n=3297) meet or exceed benchmark in the
respective program length grouping and 78% (n=3160) of the programs meet or exceed the
benchmark for graduate employment. The Commission encourages its institutions to avoid using
the benchmark rates as a goal for graduation and employment but as an assessment starting point
and goal setting baseline. Institutions should continue to set the highest attainable goals with regard
to student success and the rates of graduation and employment.
Other Areas of Analysis
Employment Verification
Effective January 1, 2014, the Commission instituted a requirement that initial and renewal applicants
engage an independent third-party auditor to verify at least 50% of the school’s most recently
reported employment data that is reviewed during the on-site evaluation process. The purpose of
the requirement is a) to assess the school’s compliance with Section VII (B)(1)(b), Substantive
Standards, Standards of Accreditation and whether the school has “verifiable” records of employment
and b) to ensure that the institution’s records can be relied upon in making decisions about a school’s
compliance with the Commission’s student achievement standards and benchmarks. As stated in the
Standards of Accreditation, the Commission places a high level of reliance on the accuracy of the
information and data provided by institutions in the accreditation process and the institution has the
burden of demonstrating compliance with accrediting standards. The requirement of the
independent third-party audit facilitates further self-evaluation, improvements in operational
procedures, and assists schools in meeting the burden of demonstrating on-going compliance with
accrediting standards.
For the 2021 Fiscal Year, as of April 2021, there were 62 Virtual Visits conducted for Renewal of
Accreditation or Initial Accreditation where the school had graduates prior to the on-site evaluation
(a branch many not have graduates in its first Renewal of Accreditation). The summary of
employment verification results are found in Table 1.
Table 1
Employment Verification Results FY2021 (through April 2021)
Students Available for Sample 7987
Number Percent
Students Sampled 4609 57.7%
Verified as Correct 3839 84%
Verified but Different 187 4%
Unable to Verify 522 11%
Verified as Not Correct 61 1%
15
Review of the results show that an independent auditor was able to verify that 88% of the students
sampled were correctly classified as employed in field by the schools (Students “Verified but
Different” are employed in field, but may have different job titles and/or start dates of employment
from that which was recorded initially). The 11% classified as “Unable to Verify” may also be employed
in field; however, the independent auditor was unable to contact the graduate or the employer after
multiple attempts or the verification required additional access to a third-party provider such as the
Work Number. In such instances, the school has opportunity to provide additional information to
the on-site evaluation team. As only 1% of the sample reported as “Verified as Not Correct”
demonstrates, it appears that ACCSC member schools continue to be diligent about on-going efforts
to provide accurate employment statistics.
Student Surveys
On-site evaluation teams conduct student surveys during each on-site evaluation. The student
surveys provide important information about how students feel about processes and procedures,
services, faculty, and educational resources. In addition, the surveys seek to determine how students
feel about their overall decision to attend the school and if they would recommend the school to a
friend. Surveys are administered electronically either in the classrooms while the on-site evaluation
team is on campus or via email at the time of the visit. The areas of review include the following:
Admissions; Financial Aid; Academic Progress; Student Services; Faculty; Library/Learning Resource
System; Facilities; Training and Equipment; and Distance Education (if applicable). For schools
offering programs via hybrid distance education or programs offered 100% online, the survey
includes questions about the admissions process and information about distance education
requirements and expectations, as well as faculty interaction.
Over the timeframe of review, 802 surveys were administered with 67,293 responses. All areas of
evaluation consistently found that the majority of the respondents were very satisfied with each area
of review. Due to the pandemic, beginning in the Summer of 2020 on-site evaluations moved to a
virtual evaluation, with a limited number of evaluations conducted. However, the year-over-year
results are consistent, as noted in Table 2 below.
Average results for the period 2016 through 2020 show that 93% of the students felt good about
their decision to attend the school and 90% would recommend the school to a friend. In addition,
those same average results show that more than 90% of respondents expressed satisfaction in every
other area of the survey, with the exception of training and equipment which yielded an 88%
satisfaction rate.
With regards to distance education, overall the students expressed satisfaction with the admissions
process, information provided, and the faculty. It is noted that there was a slight drop in 2020;
however, as many students were suddenly required to move to an online environment due to the
pandemic, that may have impacted the results. ACCSC will continue to monitor student satisfaction
in this area. The results of the student surveys show that ACCSC member schools embrace the
Hallmarks of Quality and strive to provide students a pathway of educational achievement.
16
Table 2
Percentages of Students Expressing Satisfaction with School Services in Selected
Areas
2016 2017 2018 2019 2020 Average
Admissions 95% 95% 94% 94% 95% 95%
Financial Aid 93% 92% 92% 93% 94% 93%
Academic Progress 93% 95% 94% 94% 94% 94%
Student Services 91% 93% 92% 92% 91% 92%
Faculty 93% 94% 94% 94% 94% 94%
Library/LRS 89% 92% 91% 90% 89% 90%
Facilities 92% 95% 93% 93% 93% 93%
Training/Equipment 86% 91% 88% 88% 89% 88%
Distance Education Not Available 92% 88% 91% 88% 90%
Feel Good about Attending 93% 94% 93% 93% 93% 93%
Recommend to a Friend 89% 92% 90% 90% 90% 90%
Community Service
ACCSC member schools recognize the importance of engaging with the local community through
service initiatives. Each year member schools report the number of hours that faculty, staff, and
students devote to Community Service projects and activities organized by the school as part of the
Annual Report. As noted in Table 3 below, ACCSC member schools support the local community
through volunteer hours. Over the five-year period, more than 60% of member schools participated
in 1,075,864 hours of community service. Even during the pandemic, 63% of the schools participated
in over 170,000 hours of community service.
Table 3
Community Service Hours
Annual
Report Year
Number of Schools
Reporting Hours
Percent of Total
Schools Reporting
Number of Hours
Reported
2016 403 62% 199,254
2017 373 60% 208,766
2018 432 64% 205,799
2019 447 68% 288,308
2020 398 63% 173,737
At the Professional Development Conference, ACCSC recognizes institutions that have made
outstanding contributions to their local communities. In selecting a winner for this award, the
Commission considers several compelling aspects, such as the scope of community service initiatives;
the impact of the service initiatives on the school's education programs; the level of commitment of
a school to its community; and a demonstration of how the initiative touched the personal lives of
school personnel, students, or community members.
17
The 2021 Excellence in Community Service award winner is Concorde
Career College located in Aurora, CO. The school’s faculty and staff
are given time off to engage in community service activities with their
students. Activities extend over many areas, including monthly service
opportunities at Children’s Hospital, serving meals at rescue shelters,
and assisting with local Special Olympics events. As an allied health
school, Concorde Career College was uniquely positioned to assist
with COVID-19 vaccination distribution, providing a large space for
vaccination clinics with students assisting in the entire process at the
school and other community clinics.
The 2021 Excellence in
Community Service award winner
is Concorde Career College
located in Aurora, Colorado
18
69% 69% 69%
17% 17% 17%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2018 2019 2020
2018-2020 Average Graduation Rates - All ProgramsAnnual Report Data
Average CompletionRates - All Programs
Standard Deviation
N=2,454Programs
N=2,2454Programs
N=2,604Programs
93%
84%
75%
69%
64% 63% 63%
57%
6%
11% 12%14% 15%
18% 17%21%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Average Graduation Rates By Program Length Groups - 2020
Average 2020Graduation RatesBy ProgramLength Groups
StandardDeviation
Based on Data
Reported for 2,454
Programs
N=
11
6
N=
12
7
N=
51
3
N=
63
9
N=
31
0
N=
32
7
N=
21
1
N=
21
1
Average Program Length = 13.5 months
Average Graduation Rate for All Programs = 69%
Student Achievement
19
92% 92% 93%
6% 6% 6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2018 2019 2020
2018-2020 Average Graduation RatesPrograms 1-3 Months in Length
Average GraduationRate - Programs 1-3Months
Standard Deviation
N=114 N=123 N=116
85% 84% 84%
11% 12% 11%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2018 2019 2020
2018-2020 Average Graduation Rates Programs 4-6 Months in Length
Average GraduationRate - Programs 4-6Months
Standard Deviation
N=136 N=128 N=127
20
75% 76% 75%
12% 12% 12%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2018 2019 2020
2018-2020 Average Graduation Rates Programs 7-9 Months in Length
Average GraduationRate - Programs 7-9Months
Standard Deviation
N=520 N=517 N=513
69% 68% 69%
13% 14% 14%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2018 2019 2020
2018-2020 Average Graduation Rates Programs 10-12 Months in Length
Average GraduationRate - Programs 10-12Months
Standard Deviation
N=662 N=617 N=639
21
64% 65% 64%
14% 14% 15%
0%
10%
20%
30%
40%
50%
60%
70%
2018 2019 2020
2018-2020 Average Graduation Rates Programs 13-15 Months in Length
Average GraduationRate - Programs 13-15Months
Standard Deviation
N=334 N=335 N=310
63%61%
63%
18% 18% 18%
0%
10%
20%
30%
40%
50%
60%
70%
2018 2019 2020
2018-2020 Average Graduation Rates Programs 16-18 Months in Length
Average GraduationRate - Programs 16-18 Months
Standard Deviation
N=372 N=330 N=327
22
61% 61%63%
17% 17% 17%
0%
10%
20%
30%
40%
50%
60%
70%
2018 2019 2020
2018-2020 Average Graduation Rates Programs 19-23 Months in Length
Average GraduationRate - Programs 19-23 Months
Standard Deviation
N=271 N=245 N=211
57% 58% 57%
19%17%
21%
0%
10%
20%
30%
40%
50%
60%
70%
2018 2019 2020
2018-2020 Average Graduation Rates Programs 24 Months and Greater in Length
AverageGraduation Rate -Programs 24+Months
Standard Deviation
N=195 N=197 N=211
23
76% 76% 76%
14% 13% 14%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2018 2019 2020
2018-2020 Average Employment Attainment RatesAnnual Report Data
Avg. EmploymentRates - AllPrograms
StandardDeviation
N=2,604 Programs N=2,454 ProgramsN=2,492 Programs
65%
70%
75%
80%
85%
90%
95%
100%
2018 2019 2020
Licensure Pass Rate by Program Area
Allied Health
Holistic Arts & Sciences
Aviation
Beauty & Skin Care
Building Construction & IndustrialTrades
Heavy Equipment Operator & TruckDriver
Nursing & Health Aid
24
Accreditation Activities
911 11
6
28
7
11
4
10
12
0
5
10
15
20
25
30
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Activity Data Initial Applications
Initial Applications Received Initial Applications Accepted
In FY2021, initial applications include new school applications and applications from schools seeking to transfer to ACCSC from another
accreditor.
101
8693 92
100108
83 85
111117
0
20
40
60
80
100
120
140
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Activity DataRenewal Applications
Renewal Applications Received Renewal Applications Accepted
Annual Comparative ACCSC Activity Data
FY 2017-FY2021
25
124 6 7
0
88 85 87 87
33
65
30
46
28
00
10
20
30
40
50
60
70
80
90
100
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Activity DataAccreditaton On-Site Evaluations
Initial On-Site Evaluations Renewal On-Site Evaluations Unannounced On-Site Evaluations
See Virtual Visit information below.
9
1612
23
1
33
23
711 1116
22 21
51
20
10
20
30
40
50
60
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Activity Data Substantive Change On-Site Evaluations
New Facility On-Site Evaluations New Program On-Site Evaluations
Other (Change of Control + Change of Location)
“Other” visits in FY2020 were impacted by the
increase in the number of on-site evaluations
for schools that underwent a change of control.
26
*Includes Virtual Visits as noted below.
Virtual Visit Activities
Due to restrictions on travel because of the pandemic, all on-site evaluations were cancelled
effective March 15, 2020. As such, the Commission approved the process to conduct virtual on-
site evaluations with plans to conduct corresponding on-site evaluations once travel is again
feasible. As there are no comparative data to date, a table representing the number of virtual visits
that occurred FY2021 is provided below.
Virtual Visits FY2021
Q1 FY2021
Q2 FY2021
Q3 FY2021
Q4
FY2021 Year-to-
Date
Virtual Visits
Orientation 4 0 4
Initial 0 0 1 0 1
Renewal 7 17 32 33 89
Substantive Change 1 2 7 36 46
In conjunction with Virtual Visits, the Accreditation Department provided training for 111 Team
Leaders and Education Specialists since July 2020.
237
318
170
196
140
0
50
100
150
200
250
300
350
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Activity Data Total On-Site Evaluations*
Increase in FY2018 due to additional on-site evaluations for Transitions Schools.
27
Commission Activities
Member Services Activities
23 18
9 8 12
143 139148
129
75
65
84
121 124
88
134
106
140
108
72
0
86
24
2 00
20
40
60
80
100
120
140
160
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Activity DataCommission Actions
Initial Applicants Renewal Applicants Substantive Changes
Other Actions Transition Schools
400
232277
231
604
375 7 21 6
0 7 2 11 4
278281 284 281
878
0
100
200
300
400
500
600
700
800
900
1000
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Activity DataMember Services Activities
Accreditation Workshop Attendance Team Leader Training
Education Specialist Training Professional Development Conference
FY2017 Workshop Attendance: Increase due to transition schools
entering the accreditation process.
FY2021 Workshop Attendance: Virtual workshops allowed for more
school personnel to attend.
FY 2021 PDC Attendance: Virtual conference allowed for greater
participation.
28
Institutional Review and Development Activities
Institutional Development
* As of July 1, 2020, the U.S. Department of Education regulations changed, allowing the Commission to assign senior staff review
of more substantive change applications, thus reducing the number of Level II Subchanges requiring Commission review.
*FY2021 numbers impacted by the increase in the number of Applications for Initial Distance Education (356) and
Applications for Expansion of Distance Education (252) as schools modified delivery modes to accommodate instruction
due to the pandemic and planning for change post-pandemic.
106
393
171204 199
46
350
9568
13570
181
117 83
2912
42
17 1413
0
50
100
150
200
250
300
350
400
450
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Activity DataSubstantive Change Applications Received by Catagory*
Non-Degree Programs Degree Programs
Other Level II Subchanges New Facilities (Branch Part II + Satellite + DE Facility)
702
1630
1010
802
1651
0
200
400
600
800
1000
1200
1400
1600
1800
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Activity DataTotal Substantive Change Applications Received*
FY2018 Impacted by Transition
Schools
FY2018 Impacted by
Transition Schools
29
Institutional Review
*The variation of Employment Verification Requests are due to the timeframe for review of the random employment
verification sample conducted each year. Due to the pandemic, the random employment verification process was
suspended in FY2021. It will be resumed in FY2022.
35
45 40 35 3655
2010 17 14
143159
209189
44107
3712
67
140
100
200
300
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Data ActivityExternal Review
Complaints Received Complaints Forwarded to Committee/Panel
Media Reports/Agency Notices Received Media Reports/Agency Notices Forwarded to Committee
84
0
4
17
91 4 3
4
101
88
57
98
2
113
4752 56
44
0
20
40
60
80
100
120
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Data ActivityInternal Review*
Significant Growth Cohort Default Rate
Employment Verification Information Requested Employment Verification Actions
Throughout FY2020, there
was a slight increase in the
number of agency notices
from state licensure boards.
30
*The FY2021 number of Total Financial Statements Received is higher as schools who received extensions for statements
originally due June 30, 2020 and December 31, 2020 due to the pandemic submitted audits later in the fiscal year.
116105
114
31
46
231
112
150
83
17
4 2 3 10 3
14 817
57
77
3958
23 31
0
50
100
150
200
250
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Data ActivityProgress Committee
Outcomes Reporting Annual Report Review
Refunds Program Advisory Committee
Other Reports
310 313281 275
806
14 17 6 11 15
45 67 103
131 119
327
214172
109 101
0
100
200
300
400
500
600
700
800
900
FY2017 FY2018 FY2019 FY2020 FY2021
FY2017-FY2021 Comparative Data ActivityFinancial Review*
Total Financial Statements Received Initial Applicants
Financial Agency Notices Financial Statement Review
Prior to FY2020, numbers included Progress
Reports reviewed at the Commission level
and by Progress Committee. Now numbers
reflect only those reviewed by Progress
Committee
Accrediting Commission of Career Schools and Colleges
2101 Wilson Blvd., Suite 302
Arlington, VA 22201
703.247.4212 tel
703.247.4533 fax
www.accsc.org
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