September 26, 2021

ACICS in trouble, federal panel that oversees accrediting agencies voted to de-recognize the council


The Accrediting Council for Independent Colleges and Schools got closer to being terminated Thursday after the federal panel that oversees accrediting agencies voted to de-recognize the council, the largest national accreditor that oversees many for-profit colleges.

The National Advisory Committee on Institutional Quality and Integrity (NACIQI) soon will pass its decision back to the U.S. Department of Education, which last week recommendedshutting down ACICS and will have 90 days to decide the accreditor’s fate. An appeal by the accreditor and lawsuits could follow.

Once the decision is finalized, and if a court doesn’t block it, the 245 colleges ACICS accredits, which enroll up to 800,000 students, would have 18 months to find a new accreditor. Depending who you ask, that process either will be a mad scramble or an easy transition, at least for colleges with solid track records.

Either way, the decision to nix an agency that last year served as a gatekeeper for $4.76 billion in federal financial aid is an extraordinary move.

Link to article:


Court’s decision that struck down a portion of the “state authorization rule


for profit education

Many in the industry are celebrating a federal appeals court decision that tosses out portions of the U.S. Department of Education’s controversial “program integrity” rules.

In a unanimous opinion handed down Tuesday, a three-judge panel of the U.S. Court of Appeals for the District of Columbia Circuit upheld a lower court’s decision that struck down a portion of the “state authorization rule,” agreeing that colleges had not been given enough time to review it. The ruling also requires the department to revise regulations barring “misrepresentation” in college recruiting and to explain portions of a rule limiting the commissions colleges can pay to student recruiters.

The appellate court’s decision comes almost a year after a federal judge threw out a requirement that colleges offering online programs in other states seek approval from each of those states but upheld the department’s misrepresentation and incentive-compensation rules. The Association of Private Sector College and Universities, which represents for-profit colleges, appealed that decision last July.

To ready complete article on the chronicle:

Crossing to the Dark Side? An Interview-Based Comparison of Traditional and For-Profit Higher Education

american enterprise institute

American Enterprise Institute recently published a paper on comparison between for profit education and non-profit education.


In the past year, for-profit higher education providers have
been thrust into the spotlight. The fastest growing postsecondary
sector has come under unprecedented scrutiny
from policymakers, regulators, and the media. Critics
have zeroed in on a range of concerns, from perceived
dubious recruiting tactics and overblown promises about
students’ future employability to excessive student debt
and problematic default rates. For their part, for-profits
have deployed a formidable lobbying apparatus to argue
that their efforts are being unfairly maligned with applesto-
oranges comparisons that do not do justice to the
important education access they provide to previously
underserved students.
Largely missing from the debate, however, has been a
more detailed look at how traditional and for-profit institutions
differ in important areas like administration,
instructor experience, mission and governance, data collection
and use, and student recruitment and retention.
This paper is an effort to get beyond sensationalized headlines
and examine these questions from the point of view
of individuals who have moved from the traditional to the
for-profit sector—or kept a foot in both. These insiders
highlighted a variety of characteristics they say distinguish
the for-profits where they work from the nonprofit institutions
with which they are also familiar.

Trial, Error, and Measurement. Perhaps the biggest appeal
of for-profits for those who have joined the sector is that
they are relatively new postsecondary institutions—works
in progress in which experimentation is encouraged and

Rethinking the Faculty’s Role.

Practical Instruction and Student Support.

Click Here to read the complete paper

Exclusive Invitation ForProfit EDU group members to attend The Capital Roundtable’s conference on Private Equity at a discount

ForProfitEDU would like to extend an exclusive invitation to you to attend The Capital Roundtable’s conference on Private Equity Investing in For-Profit Education Companies, being held on Thursday, January 12 in New York City.

As a partner, we have the privilege to put your name on our VIP list, allowing you to register for a special rate of $995 — $400 off the standard registration price.

This day-long conference is being chaired by Chris Hoehn-Saric, Senior Managing Director at Sterling Partners, and features 20 experts.

For registration or inquiries, just call Anna Fagan at 212-832-7300 ext. 0, or email her at Please be sure to mention our name””.

For more details, click link below:

I hope to see you on January 12 for what promises to be a great day.

Have a Wonderful Holiday!

P.S. Since we expect this conference to attract a strong attendance, please register as soon as possible to reserve your seat.

Where do opportunities for innovation exist in education in the new decade?

Repost from our linkedin group…much more there join the group by clicking the linkedin button top right of website.

The tradition classroom is changing. People have ever increasing demands on their time. Finding new ways to deliver a traditional education is a growth area for innovation in education.

Textbooks are continuing (and need to continue) to move into electronic formats and to digital device usage by faculty and students–such as Kindle and Sony Reader or Kindle for PC, etc.

It appears as if both of you are in agreement that the mode of delivery is the key place for innovation. I definitely agree that the mode of deliver will be extremely important. However, I believe strongly that access is only the first phase of the education revolution and that a second phase will include a combination of access and quality in terms of the level and types of educational opportunities that are afforded using these new methods.I believe that the area of remediation for the large number of students who are currently not able to obtain a high school diploma holds promise. In addition, there will also be opportunities in regard to those who are seeking a post-secondary education but who do not have the necessary skills to do so. A third area that ties in to both your idea of service delivery and the idea of access to content is the need for providing new methods and also increased access to quality curriculum (at an affordable price) for those who are choosing to home school their children. Delivery methods in the form of on-line programming has already made more diverse resources available to parents. However, there is is need for these parents to receive more and better options for receiving a standardized curriculum that can ensure that they are meeting quality indicators as highlighted by colleges and universities.

All of this being said, I think that access to digital is one way to deliver content while improving quality. Delivery of textbooks using this medium will definitely save schools money, time and resources. However, if we can also deliver varied types of content in more updated and non-traditional ways using digital media then that takes it one step further. With this in mind, I believe that the digitizing of actual teaching in such a way as to tie in immediate feedback in the form of assessments is the next big wave. While I do believe that there is no replacement for a real life human being, the fact of the matter is that schools currently teach to the middle leaving many students fall behind. This lends itself to remediation as being the area where opportunity exists. After that we can begin to look at challenging those that are on the high end although I am noticing that these students are gaining greater access to distance learning courses offered by colleges and universities (and only time will tell if that fills this area of need). Regardless, we will need to think outside the box to provide digital teaching opportunities.

Any thoughts?


To add to my previous post, role playing programs, situational lessons, traditional curriculum and assessment that all respond to the needs of the learner all have possibilities under this umbrella. If there is an interactional component then it will work (think Wii). I also believe that distance education that enables students to solicit responses from a teacher and/or other students that are in another part of the globe (think Cisco commercials that ran repeatedly during the Championship Bowl game) all fit the bill of increasing opportunities for those who have traditionally fallen through the cracks or who are being home schooled. The combination of new and varied delivery methods (as you indicated) along with the ability to deliver increased levels of complex educational content is the key in my humble opinion.

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BMO Back to School Conference..dont miss it!

Senior Research Analyst Jeff Silber will lead this annual investor conference, showcasing leading companies in the for-profit education industry.  It’s a whose who in ForProfit EDU, in NYC Sept. 17th

click here to register:

Experts say Online learning give students a “modest but statistically meaningful difference” in learning performance


Recently a 93-page report on online education, conducted by SRI International for the Department of Education, has delivered an interesting conclusion: “On average, students in online learning conditions performed better than those receiving face-to-face instruction.”  The New York times reported the article here: New York Times