The ABHE Standards and Policies Manual defines an institution of biblical higher education as an institution of “higher education in which the Bible is central, and the development of Christian life and ministry is essential. A biblical higher education requires of all students a substantial core of biblical studies, general studies, and ministry formation experiences, and integrates a biblical worldview with life and learning. An institution of biblical higher education offers curricula that fulfill its overriding purpose to equip all students for effective witness in and for the Church and the world.”

Institutions of biblical higher education are distinctive in their commitments to education that is biblical, transformational, experiential, and missional. Located across North America, biblical higher educational institutions have distinctive and diverse histories, ethnicities, and doctrinal and denominational affiliations. Their common commitments, however, mark the movement more deeply and distinctively than its diversity. Biblical higher education institutions are committed to education that is academically rigorous—challenging students to develop critical thinking skills and leading them in the formation of a biblically grounded Christian worldview. While institutions may differ in particulars, the educational philosophy for biblical higher education revolves around a common center. These institutions engage intentionally and pervasively in…

…biblical higher education—education that involves extensive and serious study of the text of God’s eternal Word, not in a posture of detachment and skepticism, but in a posture of discipleship and submission, seeking to understand the will of God so that we may conform to it, and the plan of God so that we may join Him in bringing about its fulfillment. This engagement with Scripture ensures that the formation of a Christian worldview issues not only from sincere devotion to Christ, but also from a comprehensive grasp of biblical teaching and a well-honed and increasing ability to bring sound theological thinking to bear upon a broad spectrum of academic disciplines in the humanities and fine arts, social and behavioral sciences, and natural and information sciences.

… transformational higher education – education that calls us to explore the moral and ethical implications of what we are studying. In so doing, we apply what we are learning from God’s Word, appropriate and collaborate with the work of God’s Holy Spirit in the process of developing personal values and virtues worthy of His adopted children and are formed through deep engagement with a community of fellow Christ-followers. Such transformational higher education is validated not by a life orientation toward self-actualization or self-fulfillment, but rather by a posture of submission and self-denial, living out Kingdom values and Gospel priorities before a watching world.

… experiential higher education – facilitating hands-on ministry, service-learning, and intercultural study opportunities. Such experiences help us to discover and develop our own distinctive God-given gifts, passions, and sense of calling as well as to exercise and grow the life, ministry, and leadership skills required for passionate and proficient service.

… and missional higher education – an authentically biblical worldview compels all believers, regardless of present or future occupation, to understand their personal vocation within the context of history’s destiny—the day when the kingdoms of this world have become the Kingdom of our God and of His Christ. Recognizing that in the 21^st-century, Christianity may enjoy cultural hegemony neither in North America nor abroad, our education involves acquiring and exercising tools for cultural exegesis and engagement in addition to the tools of biblical exegesis. Biblical higher education institutions seek to encourage and equip graduates to take part according to their unique gifts, passions, and callings in the global cause of proclaiming through word and deed the Gospel of salvation through Jesus Christ alone.

Institutions of biblical higher education (sometimes referred to as Bible colleges or universities) and Christian liberal arts colleges, such as those who are members of the Council for Christian Colleges and Universities, have many similarities. Each emphasizes the importance of recognizing the Lordship of Christ over every aspect of thinking, living, and working. Each seeks to help students to develop a Christian worldview and to cultivate Christian values and character. Each emphasizes the importance of a godly faculty who teach both by word and by example. Institutions of biblical higher education and Christian liberal arts college and universities are quite diverse, so it is dangerous to over-generalize. Nevertheless, there are a few ways in which biblical higher education institutions tend to differ from Christian liberal arts institutions:

• Regardless of the variety and diversity of their educational program offerings, institutions of biblical higher education generally require students to complete substantially more course work in biblical and theological studies than Christian liberal arts institutions. A typical ABHE institution requires 30 or more semester hours of Bible. A typical Christian liberal arts college or university requires 6-12 semester hours of Bible.
• The majority of biblical higher education program offerings (majors and minors) tend to center around biblical and theological studies and vocational ministry professions, though many also offer programs in the arts and sciences and marketplace professions. The majority of Christian liberal arts college and university educational program offerings tend to center around the arts and sciences and marketplace professions, though many also offer some programs in biblical and theological studies or ministry professions.
• Institutions of biblical higher education typically emphasize preparation for ministry engagement, regardless of major. Christian liberal arts institutions have tended to place a stronger emphasis on equipping students to think and live “Christianly” in marketplace careers or professions.
• A higher percentage of students at institutions of biblical higher education are likely to be pursuing some type of church-related service than at a Christian liberal arts college or university. That is not to say that all, or even a majority, of biblical higher education graduates enter ministry employment, but even those who do not enter ministry employment are equipped biblically and theologically and are motivated for a life of gospel preoccupation, even if they do not pursue a lifelong church occupation.
• ABHE accredited institutions require students to be involved in ministry formation experiences. Many Christian liberal arts colleges and universities encourage ministry involvement, but most do not require it, nor do they offer formal ministry training, supervision, and evaluation.

Just as there are false institutional claims to accreditation, there are false (or at least unrecognized) accrediting agencies. Accrediting agencies in North America may be recognized in one of two ways:

1. The U.S. Department of Education (USDE) provides federal recognition for higher educational accrediting agencies. The recognition process involves rigorous documentation of compliance with legal and regulatory requirements, on-site inspections and observation of accreditation processes, and a public hearing conducted by a national citizens’ review panel. USDE recognition may be granted for up to five years at a time and must be renewed upon expiration.
2. The Council for Higher Education Accreditation (CHEA) provides non-government recognition of accrediting agencies through a board of elected higher education leaders. CHEA recognizes only accrediting agencies in which the majority of institutions are degree-granting.

The Association for Biblical Higher Education (formerly the Accrediting Association of Bible Colleges) has been in existence since 1947, making it one of the older and more experienced accrediting bodies. ABHE has maintained recognition by the U.S. Department of Education as an institutional accrediting agency since the Department began recognizing accrediting agencies in 1952. ABHE’s most recent USDE renewal of recognition occurred in 2022. ABHE’s scope of recognition with USDE includes institutions in the U.S. and U.S. territories that offer undergraduate certificates, associate degrees, baccalaureate degrees, graduate certificates, and master’s degrees, including the accreditation of educational programs offered via distance education and direct assessment. The agency’s scope of recognition with the U.S. Department of Education does not include doctoral education, correspondence education, or programmatic accreditation.

ABHE was a charter member of CHEA’s predecessor when it was formed in 1975 and has maintained continuous recognition with CHEA since that time. ABHE’s scope of recognition with CHEA includes institutions and programs in the United States, Canada, and related territories that offer certificates, diplomas, associate, baccalaureate, or graduate degrees (master’s and doctoral) aimed at preparing students for Christian ministries through biblical, church-vocational, and general studies.

There are two categories of accrediting agencies, institutional and programmatic:

…INSTITUTIONAL accreditation means that the accreditation granted applies to the institution and all academic programs it offers.

…PROGRAMMATIC accreditation means that the accreditation granted applies to specified programs. Programmatic accreditation is often associated with specific professions (e.g., law, business, medicine, physical therapy, art, music.).

ABHE is recognized by the U.S. Department of Education (USDE) as an institutional accreditor and by the Council for Higher Education Accreditation (CHEA) as both an institutional and programmatic (Bible and ministry) accreditor.

In 2020, the U.S. Department of Education discontinued the recognition of regional accreditation as a separate classification of accreditors. All institutional accrediting agencies have been evaluated on the same federal standards since 1952; consequently, the Department concluded that there should be no distinction between institutional accreditors based on regional or national scope.

The U.S. Department of Education maintains a directory of Accrediting Agencies Recognized for Title IV Purposes. Only these accrediting agencies are approved as gatekeepers for institutions seeking to participate in Title IV Federal Student Aid programs of the Higher Education Act. Less than 40% of recognized accrediting agencies are approved Title IV gatekeepers. ABHE is a recognized Title IV gatekeeper.

ABHE is also one of five recognized, faith-related accrediting agencies, and one of just two that accredit only Christian institutions of higher education. All graduates of ABHE institutions must complete a Bible/Theology Core (the equivalent of 30 semester credit hours for a bachelor’s degree) and practical ministry formation as part of the educational experience.

Yes. ABHE accredits all levels of postsecondary education—from undergraduate certificates and associate degrees to doctoral degrees. Approximately two-thirds of ABHE accredited institutions offer graduate education. Prior to 2004, ABHE accredited only undergraduate theological and ministerial study programs. Council for Higher Education Accreditation (CHEA) recognition for all programs through the doctoral level was granted to ABHE in 2007. U.S. Department of Education (USDE) recognition for master’s degrees and graduate certificates was granted in 2020. Because of the difference in the two recognitions, doctoral programs at some ABHE institutions may not be eligible for Title IV loans.

In 2004, ABHE members voted to adopt new Programmatic Accreditation Standards. Programmatic accreditation applies to biblical, theological, and ministerial programs, divisions, or schools within liberal arts or comprehensive institutions. Institutions that pursue programmatic accreditation are required to subscribe to the Association’s tenets of faith, provide evidence of institutional accreditation by a recognized agency, document appropriate state or provincial approvals to offer eligible programs, and demonstrate that their mission statement encompasses programs of preparation for church or ministry vocations. Furthermore, the programs submitted for accreditation must comply with the Association’s curricular standards, as related to Bible/theology, general studies, and ministry formation requirements.

ABHE’s Commission on Accreditation accredits institutions and programs of biblical higher education in Canada, the United States, and related territories. ABHE intentionally limits its accreditation activities to institutions whose main campuses are located in the U.S., Canada, or related territories. ABHE accreditation does apply to international branch campuses and additional locations of U.S. and Canadian institutions.

ABHE is a long-standing member of the International Council for Evangelical Theological Education (ICETE), a theological education affiliate of the World Evangelical Alliance. The Council is a global community comprised of seven regional Member Associations involved in the quality assurance of evangelical theological education of more than 850 theological schools across the world, representing 113 countries and 80,000 students. ICETE advances quality and collaboration in global theological education to strengthen and accompany the church in its mission. For more information on ICETE or one of the regional associations, visit the ICETE website.

Not necessarily. Institutions are not required to accept credits from another, regardless of accreditation status. It is the prerogative of the receiving institution to determine whether and which credits will transfer. That said, colleges should not practice discrimination or engage in arbitrary practices with regard to transfer credits.

The Council for Higher Education Accreditation (CHEA), the Association of Collegiate Registrars and Admissions Officers (AACRAO), and the American Council on Education (ACE) have developed a statement entitled the Joint Statement on the Transfer and Award of Credit (available on the CHEA website). This statement represents the perspective that the accredited status of a program or institution should assist, not hinder, students in the transfer process and is based on three important considerations:

• Accredited status of an institution is an important, but not the sole factor, to consider in transfer of credit decisions.
• Considering transfer requests serves students and the public. The public interest and students are best served when institutions commit to at least consideration of transfer requests, not rejecting such requests out of hand.
• Accepting transfer credits is the responsibility and prerogative of institutions.

The Statement offers seven considerations to help colleges and universities implement credit award policies that lead to greater student success:

1. Standards for evaluating and awarding credit for prior learning should be the same, regardless of where the prior learning took place.
2. Credit award decisions must be applied consistently and equitably for all students.
3. Policies should aim to maximize the amount of credit applied to fulfill requirements on the path to a chosen degree or credential.
4. Policies and practices must be reasonable, transparent, and easily understood.
5. Institutions should remove unnecessary obstacles that prevent students from accessing their transcripts.
6. The award of credit should not be denied based on the type of accreditation of the sending institution, provided that the institution’s accreditor is, and remains, recognized by the Council for Higher Education Accreditation or the U.S. Department of Education.
7. Accreditors should ensure their accreditation standards are consistent with efforts to create more transfer friendly policies and with the principles of this joint statement.

If you believe that you or someone you know has been treated unfairly with regard to transfer credit, you are welcome to solicit our help in seeking fair consideration of your work.

No. If you earned a degree from an institution which has subsequently become accredited, it does not automatically mean that your degree is “accredited.” That said, many college and university registrars and admissions officers are inclined to look more favorably upon work completed at an unaccredited institution if it subsequently becomes accredited, particularly if the accreditation took place soon after the degree was earned.

You can easily verify whether a college is accredited by a recognized agency through the CHEA or U.S. Department of Education directories of recognized accrediting agencies and institutions. Beware of unsubstantiated claims of accreditation by agencies not recognized by CHEA or ED.