Middle States Accreditation
The accreditation process provides an opportunity for the College to demonstrate its ongoing commitment to academic excellence, student achievement, and institutional effectiveness. Through a rigorous self-study and collaborative engagement across campus, Medgar Evers College has reflected on its strengths, identified areas for growth, and outlined strategies to advance its mission.
Accreditation by Middle States ensures that the College meets the highest standards of higher education and continues to provide students with an enriching, supportive learning environment. The upcoming visit will also highlight how Medgar Evers College is fulfilling its mission of fostering educational equity, innovation, and social justice.
The College looks forward to welcoming the Middle States visiting team April 12–15, 2026 and sharing the many ways it continues to grow, evolve, and deliver on its promise to serve students and the wider community.
Middle States
“The Middle States Commission on Higher Education (MSCHE) is a global institutional accreditor recognized by the United States Secretary of Education since 1952. As an accreditor and member of the regulatory triad, MSCHE assures students and the public of the educational quality for its over 500 institutions of higher education. The Commission’s accreditation process ensures institutional accountability, self-appraisal, improvement, and innovation through peer review and the rigorous application of standards within the context of institutional mission.”
Middle States “Standards for Accreditation and Requirements of Affiliation serve as an ongoing guide for institutions considering application for membership, candidate institutions seeking initial accreditation, and accredited institutions striving for reaffirmation through engaged self-reflection and peer evaluation.”
The 2023-2026 Middle States Self-Study
Medgar Evers College is accredited by Middle States Commission on Higher Education (MSCHE). Every eight years Medgar Evers College is required to reaffirm our accreditation. To demonstrate that Medgar Evers College of the City University of New York meets the Standards for Accreditation and the Requirements of Affiliation of the Middle States Commission on Higher Education (MSCHE), MEC launched a comprehensive institutional self-study in 2023. Medgar Evers College will host a Middle States Commission on Higher Education visit in Spring 2026.
Self-Study Process and Engagement
The Self-Study process was inclusive, collaborative, and evidence-based. As part of the MSCHE self-study process, Medgar Evers College engaged in a thorough and reflective examination of its strengths, challenges, and opportunities, aligned with the Standards for Accreditation. This approach involved input from stakeholders across the College, to assess institutional effectiveness, confirm adherence to the College’s mission, and to uphold its commitment to integrity and continuous improvement. The Self-Study process was led by Dr. Shirley Daniels, professor of Nursing, and Chair of the Self-Study, and Dr. Ken Hoyte, Associate Provost/Assistant Vice President of Assessment, Accreditation, and Institutional Effectiveness, and the College’s ALO, and the MSCHE Steering Committee, along with standard-focused working groups responsible for data collection, analysis, and reflection. Membership of the Steering Committee and the working groups can be found in Appendix A and includes faculty, staff, administrators, and students. This approach enhanced institutional understanding of compliance, effectiveness, and areas for continued development, consistent with MSCHE’s emphasis on integrity, transparency, and continuous improvement. This approach ensured a systematic and collaborative self-study process, designed to accurately reflect the College’s strengths as well as areas for growth.
Mission
Medgar Evers College (CUNY) a four-year culturally diverse institution birthed out of the Black community of Central Brooklyn, is rooted in social justice, dedicated to increasing the upward mobility of its students and producing graduates who are civically engaged and prepared to provide leadership to address issues from local to global concern. It does so through:
RIGOROUS INNOVATIVE SCHOLARLY EXPERIENTIAL
R
Rigorous Curricula
High standards anchored in depth and academic excellence.
I
Innovative Teaching & Learning
Forward-thinking practices that ignite curiously and engagement.
S
Scholarship
Pursuit of knowledge through inquiry, research and discovery.
E
Experiential Learning
Real-world engagement that transforms understanding into action.
The MSCHE Standards for Accreditation
Standard I: Mission and Goals
The institution’s mission defines its purpose within the context of higher education, the students it serves, and what it intends to accomplish. The institution’s stated goals are clearly linked to its mission and specify how the institution fulfills its mission.
Standard II: Ethics and Integrity
Ethics and integrity are central, indispensable, and defining hallmarks of effective higher education institutions. In all activities, whether internal or external, an institution must be faithful to its mission, honor its contracts and commitments, adhere to its policies, and represent itself truthfully.
Standard III: Design and Delivery of the Student Learning Experience
An institution provides students with learning experiences that are characterized by rigor and coherence at all program, certificate, and degree levels, regardless of instructional modality. All learning experiences, regardless of modality, program pace/schedule, level, and setting are consistent with higher education expectations.
Standard IV: Support of the Student Experience
Across all educational experiences, settings, levels, and instructional modalities, the institution recruits and admits students whose interests, abilities, experiences, and goals are congruent with its mission and educational offerings. The institution commits to student retention, persistence, completion, and success through a coherent and effective support system sustained by qualified professionals, which enhances the quality of the learning environment, contributes to the educational experience, and fosters student success.
Standard V: Educational Effectiveness Assessment
Assessment of student learning and achievement demonstrates that the institution’s students have accomplished educational goals consistent with their program of study, degree level, the institution’s mission, and appropriate expectations for institutions of higher education.
Standard VI: Planning, Resources, and Institutional Improvement
The institution’s planning processes, resources, and structures are aligned with each other and are sufficient to fulfill its mission and goals, to continuously assess and improve its programs and services, and to respond effectively to opportunities and challenges.
Standard VII: Governance, Leadership, and Administration
The institution is governed and administered in a manner that allows it to realize its stated mission and goals in a way that effectively benefits the institution, its students, and the other constituencies it serves. Even when supported by or affiliated with a related entity, the institution has education as its primary purpose, and it operates as an academic institution with appropriate autonomy.