school and student characteristics and

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


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


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



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



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



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


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


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


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

school and student characteristics and

Documents