About Middle States Accreditation

The Mid-Atlantic Region Commission on Higher Education, doing business as the Middle States Commission on Higher Education (MSCHE), was formally incorporated under Pennsylvania Commonwealth law on March 1, 2013. From its origins in 1919 through February 2013, the Commission was a unit of the Middle States Association of Colleges and Schools and is now an independent corporation.

The Commission on Higher Education is recognized by the U.S. Secretary of Education to conduct accreditation and pre-accreditation (candidacy status) activities for institutions of higher education in Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, and the U.S. Virgin Islands, including distance education and correspondence education programs offered at those institutions. MSCHE is also recognized by the Council on Higher Education Accreditation (CHEA) to accredit degree-granting institutions which offer one or more post-secondary educational programs of at least one academic year in length in Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, the Virgin Islands, and other geographic areas in which the Commission conducts accrediting activities.

The Commission is a voluntary, non-governmental, membership association that defines, maintains, and promotes educational excellence across institutions with diverse missions, student populations, and resources. It examines each institution as a whole, rather than specific programs within institutions.

An institution of higher education is a community dedicated to students, to the pursuit and dissemination of knowledge, to the study and clarification of values, and to the advancement of the society it serves. The Middle States Commission on Higher Education (MSCHE), through accreditation, mandates that its member institutions meet rigorous and comprehensive standards, which are addressed in the context of the mission of each institution and within the culture of ethical practices and institutional integrity expected of accredited institutions. In meeting the quality standards of MSCHE accreditation, institutions earn accredited status, and this permits them to state with confidence: “Our students are well-served; society is well-served.”

To be eligible for, to achieve, and to maintain Middle States Commission on Higher Education accreditation, an institution must demonstrate that it fully meets the following Requirements of Affiliation. Compliance is expected to be continuous and will be validated periodically, typically at the time of institutional self-study and during any other evaluation of the institution’s compliance. Once eligibility is established, an institution then must demonstrate on an ongoing basis that it meets the Standards for Accreditation.

Retrieved October 2019 from https://www.msche.org/about-us/

Requirements for Affiliation

To be eligible for, to achieve, and to maintain Middle States Commission on Higher Education accreditation, an institution must demonstrate that it meets our requirements of affiliation. Compliance is expected to be continuous and will be validated periodically, typically at the time of institutional self-study and during any other evaluation of the institution’s compliance. Once eligibility is established, an institution then must demonstrate on an ongoing basis that it meets the standards for accreditation.

1. The institution is authorized or licensed to operate as a postsecondary educational institution and to award postsecondary degrees; it provides written documentation demonstrating both. Authorization or licensure is from an appropriate governmental organization or agency as required by each of the jurisdictions, regions, or countries in which the institution operates.

Institutions that offer only postsecondary certificates, diplomas, or licenses are not eligible for accreditation by the Middle States Commission on Higher Education.

2. The institution is operational, with students actively enrolled in its degree programs.

3. For institutions pursuing candidate for accreditation status or the grant of accreditation, the institution will graduate at least one class before the team visit for the grant of accreditation takes place, unless the institution can demonstrate to the satisfaction of the Commission that the lack of graduates does not compromise its ability to demonstrate that students have achieved appropriate learning outcomes.

4. The institution must communicate with the Commission in English, both orally and in writing, including all accreditation materials to support the multi-level accreditation decision-making process.

Retrieved April 2025 from https://www.msche.org/standards/fourteenth-edition/

Middle States 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.

Visit https://www.msche.org/standards/fourteenth-edition/ to review the criteria for Standard I. 

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.

Visit https://www.msche.org/standards/fourteenth-edition/ to review the criteria for Standard II. 

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.

Visit https://www.msche.org/standards/fourteenth-edition/ to review the criteria for Standard III. 

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.

Visit https://www.msche.org/standards/fourteenth-edition/ to review the criteria for Standard IV. 

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.

Visit https://www.msche.org/standards/fourteenth-edition/ to review the criteria for Standard V. 

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.

Visit https://www.msche.org/standards/fourteenth-edition/ to review the criteria for Standard VI. 

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.

Visit https://www.msche.org/standards/fourteenth-edition/ to review the criteria for Standard VII. 

Retrieved April 2025 from https://www.msche.org/standards/fourteenth-edition/

2028 Self Study

The 2028 Self-Study Team was established in April 2025 and held its initial meeting in May 2025. This work will continue until Fall 2027 when the Self-Study is submitted to Middle States, and a visiting team from Middle States comes to Ramapo in Spring 2028.

Self-Study Team Membership (pdf)

Stay tuned for upcoming announcements and the launch of our Self-Study Institute in Fall 2025!

2020 Self Study

Self-Study documents are available on the Reaffirming Our Promise Self-Study 2020 webpage at https://www.ramapo.edu/self-study/.

Program Accreditations

The Social Work Program – Originally accredited for its Baccalaureate program in 1978  by the Council on Social Work Education and reaccredited in 2016.  The Master’s program was initially accredited in 2015, reaccredited in 2018, 2021, and in 2023 the CSWE reaffirmed the accreditation of the program for eight years, ending in February 2031.

Chemistry – Originally accredited for its Baccalaureate program in 1986 by  the American Chemical Society (ACS). The program is assessed every five years.

Nursing – The Nursing Program was accredited by the Accreditation Commission for Education in Nursing (ACEN) in 2008 for its Baccalaureate and Master’s program. The Nursing Program was reaffirmed accreditation for both its Baccalaureate and Master’s programs following a review in fall 2021.  Accreditation is effective Fall 2021 through Fall 2029.

Teacher Education – Accredited in 2013 by the Teacher Education Accreditation Council (TEAC), the Teacher Certification program is approved by the State of New Jersey.  In May 2021, the educator preparation provider (EPP) at Ramapo College of New Jersey (RCNJ) was issued full accreditation by the Council for the Accreditation of Educator Preparation (CAEP). Programs fully accredited by CAEP include: Teacher Education (initial-level), Master of Arts in Special Education (MASE; advanced-level), and Master of Arts in Educational Leadership (MAEL; advanced-level). Accreditation is effective Spring 2021 through Spring 2027.

Business School – In December, 2010, the Anisfield School of Business earned accreditation for its undergraduate business program through AACSB International – The Association to Advance Collegiate Schools of Business. AACSB International accreditation represents the highest standard of achievement for business schools.  AACSB reaffirmed accreditation of the Anisfield School of Business in January, 2016 following a successful Continuous Improvement Review as recommended by the peer review team that visited the School in the Fall of 2015. Another successful peer review in Fall of 2020 resulted in AACSB reaffirming accreditation for Ramapo College and the Anisfield School of Business in January, 2021.

Abridged List of Institutional Memberships

The American Association of State Colleges and Universities (AASCU) & the American Democracy Project (ADP)  AASCU is a Washington-based higher education association of nearly 400 public colleges, universities and systems whose members share a learning and teaching-centered culture, a historic commitment to underserved student populations and a dedication to research and creativity that advances their regions’ economic progress and cultural development.

The American Democracy Project (ADP) is a network of more than 250 state colleges and universities focused on public higher education’s role in preparing the next generation of informed, engaged citizens for our democracy.

Andrew Goodman Foundation Partner Network     The Andrew Goodman Foundation supports youth leadership development, voting accessibility, and social justice initiatives on campuses across the country with mini-grants to select institutions of higher learning and other financial assistance to students.

Association of Governing Boards of Universities and Colleges (AGB)     The Association of Governing Boards of Universities and Colleges (AGB) is the premier organization centered on governance in higher education.

Engage NJ     Engage NJ is a higher education presidents’ coalition focused on civic engagement in New Jersey, with a shared commitment to fostering civically and and community-minded student leaders.

Coalition for College    The Coalition for College is a group of more than 150 distinguished colleges and universities across the U.S. that joined together to increase students’ access to higher education. Coalition’s diverse member schools are united in their mission to support lower-income, under-resourced, and/or first-generation students; to provide responsible financial aid; and to bolster students’ success in college—and beyond.

Council for Advancement and Support of Education (CASE)    The Council for Advancement and Support of Education is the global association for professionals in advancement—alumni relations, communications, development, marketing, and advancement services—who share the goal of championing education to transform lives and society.

The Council of Public Liberal Arts Colleges (COPLAC)       COPLAC is a national alliance of leading liberal arts colleges in the public sector. Ramapo College is a founding member of COPLAC. COPLAC serves both external and internal constituencies. It communicates to state and federal policy makers the vital importance and benefits of providing students with comprehensive public higher education in the liberal arts and sciences.

Mahwah Regional Chamber of Commerce      The MRCC is organized to advance the general welfare and prosperity of the greater New Jersey/New York region so that its citizens and its business community may prosper. All reasonable means to secure these ends may be exercised. Particular attention and emphasis shall be given to the business, social, civic, cultural, and educational interests of the region.

Meadowlands Regional Chamber of Commerce     The Meadowlands Chamber is a dynamic forward thinking business service organization whose sole purpose is dedicated to the success and business growth of its members. As it focuses on this task it also finds itself as a community catalyst. It advocates for a positive economic atmosphere that improves the quality of life in the greater Meadowlands region for all who live and work there.

National Association of College and University Business Officers (NACUBO)     The National Association of College and University Business Officers (NACUBO) is a membership organization representing more than 1,900 colleges and universities across the country. NACUBO specifically represents chief business and financial officers through advocacy efforts, community service, and professional development activities. The association’s mission is to advance the economic vitality, business practices, and support of higher education institutions in pursuit of their missions.

The New Jersey Association of State Colleges and Universities (NJASCU)     The New Jersey Association of State Colleges and Universities (NJASCU), based in Trenton, is a nonprofit higher education association serving New Jersey’s seven state colleges and universities. The Association is a nongovernmental entity created by the State Legislature [NJSA 18A:64-45 et seq.] in 1985 to advance and support public higher education in New Jersey. NJASCU’s primary mission is to advocate higher education as a public good and the collective value of the state colleges/universities in serving the public interest and the State of New Jersey.

NJ Alliance for Action    The New Jersey Alliance for Action, founded in 1974, is a non-partisan and non-profit association representing thousands of business, labor, government, utility, education, professional and other New Jersey leaders. The Alliance’s mission is to improve New Jersey’s economy and create jobs by promoting environmentally friendly capital construction and infrastructure investment.

NJEDGE    NJEdge serves as a member-owned, nonprofit provider of high performance optical fiber networking and internetworking, Internet2, and a vast array of best-in-class technology solutions for cybersecurity, educational technologies, cloud computing, and professional managed services. Edge provides these solutions to colleges and universities, K-12 school districts, government entities, hospital networks and nonprofit business entities as part of a membership-based consortium. Edge’s membership spans New York, New Jersey, Pennsylvania, Delaware and Virginia. Edge’s common good mission ensures success by empowering members for digital transformation with affordable, reliable and thought-leading purpose-built, advanced connectivity, technologies and services.