Class Action Lawsuit Filed Against Illinois School of Health Careers Alleges Misrepresentations Regarding Accreditation, Eligibility to Sit for CNA Exams

Current and former students of the Illinois School of Health Careers (“ISHC”) have filed suit against ISHC and its parent, Forefront Education, Inc., alleging the school misrepresented the nature of the its Patient Care Technician Program (“PCT Program”). As set forth in their complaint, the plaintiffs allege that ISHC and Forefront made various misrepresentations, including representations regarding the nature of the school’s accreditation and the eligibility of PCT Program graduates to sit for state board exams to become Certified Nursing Assistants (“CNA”). Plaintiffs plan to seek class action status. According to the Chicago Tribune, plaintiff’s counsel Thomas Zimmerman indicates plaintiffs will seek at least $5 million in damages. The Chicago Tribune also reports that in a June 2, 2010 letter, Forefront’s president, David Mohr, indicated that “unauthorized and wrong” information had errantly been disseminated, but that Forefront remained committed to ensuring the students at issue “have an opportunity to sit for the CNA exam.”
 

One Accreditor's Opinion

A United States District Court judge argued that accrediting agencies should be “afforded great deference in their interpretation of their substantive rules,” when he recently upheld an agency’s decision to strip a small Presbyterian college of its accreditation as a result of the significant debt the institution has accumulated. St. Andrews Presbyterian College, an institution of about 800 students in rural North Carolina, sued the Southern Association of Colleges and Schools in late 2007, arguing that the accrediting agency “denied it common law due process” and that the agency “failed to follow its own procedures in removing St. Andrews’ accreditation.”

SACS had placed the college on warning and probation prior to its 2007 decision to remove accreditation, advising St. Andrews’ officials that their institution was not in compliance with certain aspects of the agency’s “Principles of Accreditation.” Namely, the accreditor found that the college did not have “a sound financial base and demonstrated financial stability.” Students can receive federal student aid only if they attend colleges that are accredited, and St. Andrews has managed to maintain eligibility only because of its lawsuit.

Throughout the process leading to its loss of accreditation, St. Andrews officials argued that SACS did not provide adequate notice of its compliance requirements, calling them “so vague that they give no notice to the college as to what it must do to bring itself in compliance.” Officials further argued that the institution was not offered any benchmarks to determine compliance, referring to SACS’s standards as a “moving target” determined by the “subjective opinions of varying peer evaluators.”

SACS officials, on the other hand, argued that even though the agency’s requirement that all institutions have a “sound financial base” and a “demonstrated financial stability” are not determined by objective criteria, the agency’s standards are anything but “vague.” They further stated that it would be “unwise to adopt a universal definition for financial stability,” given the “wide variety of institutions” SACS accredits.

United Stated District Court Judge William S. Duffey, Jr., of the Northern District of Georgia, writes in his opinion that accrediting agencies like SACS “are to be afforded great deference” in their rulings and that “these interpretations should be upheld unless ‘clearly erroneous.’ ” He further notes that “the weight of authority” allows SACS to “maintain flexible standards” to evaluate myriad institutions. Dismissing the arguments of St. Andrews, Duffey states that “SACS’ compliance requirements are not impermissibly unspecific” but “provide sufficient notice to member institutions and thus do not violate common law due process standards.”

Elsewhere in his ruling, Duffey backs away from judicial review of SACS’ decisions again by noting that its “interpretation of its requirements for financial stability and a sound financial base is entitled to deference.” He emphasizes a hand-off approach when the court considers accreditation cases. “The court will not act as a ‘super-accreditation’ body to evaluate whether SACS’ accreditation decision was right or wrong, or whether the court would have ultimately reached a different conclusion,” Duffey writes. “The court necessarily concludes the process was fundamentally fair and that the college was allowed to present sufficiently complete information about its financial condition and operations. That St. Andrews disagrees with SACS’ conclusions and determination does not demonstrate that it was denied due process.” [Inside Higher Ed]

 

Call for Board Engagement

College governing boards need to get more involved in the accrediting process at the institutions they serve, helping to preserve a longstanding system of self regulation and peer review that is not without its critics, two major advocacy organizations said today. The Association of Governing Boards of Universities and Colleges and the Council for Higher Education Accreditation released a joint statement today, urging boards to play an integral role in the accreditation process.

“Beyond the heightened individual, societal, and economic pressures for accountability, American higher education remains collectively responsible to the broader public good,” the statement reads. “As such, governing boards can assure policy makers and the public that the unique U.S. higher education enterprise is operating with integrity and stability, is delivering high-quality academic programs, and is worthy of its autonomous authority and self-regulation by demonstrating their engagement in the accreditation process.”

The accreditation movement, which began for institutions and programs about 100 years ago, has emerged as academe’s standard measure for assuring academic quality. Even so, the process has become a familiar target for critics who say it fails to effectively assess learning outcomes and needs greater oversight from outside academe. Former U.S. Education Secretary Margaret Spellings called the current accreditation model “insular” and “clubby,” leaving institutions “accountable to no one but themselves.”

The push for more accountability in higher education has led to the development of a series of new tools, including the Voluntary System of Accountability and the Collegiate Learning Assessment. Those tools can be an important companion to accreditation, but not a replacement, Eaton said.

The AGB/CHEA statement lays out a series of suggestions for both governing boards and chief executive officers. Included in the recommendations are the establishment of an ongoing orientation or accreditation education program for board members; a review of key elements of an institution’s accreditation self study; and participation in the accreditation process. Chief executive officers are also advised to inform the board of specific governance-related criteria that will be evaluated during the accreditation process. [Inside Higher Ed]

 

Accreditation Discrimination

For several years, federal policy makers have been battling intensely over whether colleges discriminate in their transfer of credit policies against students from institutions that are accredited not by one of the six regional accrediting agencies, but instead by what are known as "national" accreditors. National accreditors focus on specific types of institutions rather than on colleges in a region, and by and large they are newer and less established than the regional accreditors.

In that skirmishing, most of the attention focuses on for-profit colleges, both because a majority of the national accrediting agencies focus on for-profit career-related colleges and because those institutions are growing and politically muscular. But several of the national accreditors work with faith-based institutions, and they, too, complain that their students sometimes face discrimination when they try to transfer their academic work because the receiving colleges say they accept credit only from regionally accredited institutions.

Being accredited by an agency that is recognized by the U.S. Department of Education is essential if a college wants its students to qualify for federal financial aid, as the government provides grants and loans only to students at such institutions. The federal government grants recognition to accreditors using a process in which a federal panel reviews their work every five years and makes recommendations to the education secretary, who rules thumbs up or down. Both types of accreditors, national and regional (and a third category, programmatic, but that's a story for another day) earn their recognition through the very same process, using the same standards. [Inside Higher Ed]