Last Updated on August 5, 2025 by Bertrand Clarke

In a surprising development, the New England Commission of Higher Education (NECHE), a key accrediting body for colleges and universities in the Northeast, has proposed a significant overhaul of its accreditation standards, sparking heated debate across the higher education landscape. The commission’s draft, released in early August 2025, suggests removing explicit references to “diversity,” “equity,” and “inclusion” (DEI) from its guidelines, replacing them with language emphasizing “student success for all.” This shift, open for public comment until October 15, 2025, and slated for a vote by member institutions in December, could reshape how colleges approach institutional priorities if implemented on July 1, 2026. While NECHE insists the change clarifies its focus on measurable student outcomes, critics argue it risks diluting commitments to addressing systemic inequities in higher education.

A New Focus on Student Success

NECHE’s proposed standards aim to streamline accreditation criteria, moving away from what some administrators describe as “politically charged” terminology. The current standards, which include five mentions of DEI across nine major areas, have guided institutions in fostering inclusive environments. However, the draft replaces these terms with phrases like “success for all students,” emphasizing measurable outcomes such as graduation rates, retention, and career readiness. NECHE officials argue this shift aligns with feedback from member institutions seeking clearer, action-oriented guidelines that prioritize tangible results over broad ideological commitments.

The proposal comes at a time when higher education faces increasing scrutiny over its role in preparing students for a rapidly changing workforce. Data from the U.S. Department of Education shows that only 60% of first-time, full-time students at four-year institutions graduate within six years, with significant disparities for underrepresented groups—Black students, for instance, have a graduation rate of 46%, compared to 67% for white students. NECHE’s leadership contends that focusing on “student success for all” will encourage institutions to address these gaps through data-driven strategies, such as targeted academic support and mentorship programs, rather than symbolic DEI initiatives that may lack measurable impact.

“This isn’t about abandoning inclusion,” said Dr. Margaret Ellison, a NECHE spokesperson, in a recent statement. “It’s about ensuring every student, regardless of background, has the resources to thrive. We want standards that cut through rhetoric and drive results.” The commission points to successful models at institutions like the University of Massachusetts, which has boosted retention rates by 10% since 2020 through programs like peer mentoring and early intervention for at-risk students.

A Growing Trend Among Accreditors

NECHE’s proposal is not an isolated move. Across the country, accrediting bodies are reevaluating DEI language in response to shifting political and legal landscapes. In March 2025, the Association to Advance Collegiate Schools of Business (AACSB) replaced “diversity and inclusion” with “community and connectedness” in its standards, citing federal pressure and a desire to focus on broader institutional goals. Similarly, the American Bar Association (ABA) extended a pause on its DEI requirements through August 2026, following an executive order from President Donald Trump in April 2025 that criticized accreditors for promoting “unlawfully discriminatory” practices. The Western Association of Schools and Colleges (WSCUC), after initially considering dropping DEI language in December 2024, retained it following pushback from member institutions but launched a review to ensure compliance with federal law.

These changes reflect a broader tension in higher education. Since the U.S. Supreme Court’s 2023 ruling against race-conscious admissions, institutions have faced legal challenges to DEI programs, with 22 states passing anti-DEI legislation by mid-2025, according to the Chronicle of Higher Education. The Trump administration’s recent executive orders have further intensified scrutiny, threatening to revoke federal recognition for accreditors with DEI-focused standards. NECHE’s proposal, while not explicitly citing these pressures, aligns with a trend of accreditors seeking to avoid conflict with federal and state authorities.

Critics Cry Foul

The proposed changes have drawn sharp criticism from faculty, students, and advocacy groups who see the removal of DEI language as a step backward. The National Association of Diversity Officers in Higher Education (NADOHE) issued a statement calling the move “deeply concerning,” arguing that explicit DEI commitments are essential for addressing systemic barriers faced by marginalized students. “Words matter,” said NADOHE president Dr. Paulette Granberry Russell. “Removing ‘diversity, equity, and inclusion’ risks signaling that these values are no longer priorities, especially at a time when underrepresented students face growing challenges.”

Data underscores these concerns. A 2024 report from the American Council on Education found that Black, Hispanic, and Native American students are 15% less likely to feel a sense of belonging on campus compared to their white peers, a factor linked to lower retention rates. Programs explicitly tied to DEI, such as cultural resource centers and bias training, have been shown to improve campus climate, with 68% of students at DEI-focused institutions reporting positive experiences in a 2025 Gallup survey.

At a recent virtual town hall hosted by NECHE, faculty from institutions like Boston University and Dartmouth College voiced frustration. “This feels like capitulating to political pressure,” said Dr. Aisha Carter, a sociology professor. “DEI isn’t just a buzzword—it’s a framework for ensuring students from marginalized backgrounds aren’t left behind.” Students, too, have mobilized, with campus organizations like the Black Student Union at Northeastern University launching petitions to preserve DEI language, gathering over 5,000 signatures by August 5, 2025.

Supporters See Opportunity for Clarity

Not everyone opposes the change. Some administrators and faculty argue that the term “DEI” has become a lightning rod, distracting from substantive efforts to support students. Dr. James Thornton, provost at a small liberal arts college in Connecticut, welcomes the shift. “The term DEI has been weaponized,” he said. “Focusing on student success allows us to prioritize measurable outcomes—like closing graduation gaps—without getting bogged down in political debates.”

Thornton points to data-driven initiatives as evidence of progress. For example, Bridgewater State University, a NECHE-accredited institution, implemented a “Success for All” program in 2023 that increased graduation rates for first-generation students by 8% through targeted financial aid and academic coaching. Supporters argue that NECHE’s proposed standards could encourage similar innovations by focusing on outcomes rather than terminology.

The Bigger Picture

The debate over NECHE’s proposal reflects broader questions about the role of accreditation in higher education. Accreditors like NECHE oversee federal funding eligibility, impacting over $150 billion in annual student aid. Their standards shape institutional priorities, from curriculum design to campus policies. By reframing its guidelines, NECHE aims to balance accountability with flexibility, allowing institutions to adapt to local contexts while meeting federal requirements.

However, critics like Jeremy Young of PEN America warn that removing DEI language could erode institutional autonomy. “Accreditors are supposed to uphold educational quality, not bend to political winds,” Young said in a recent interview. He argues that vague standards risk leaving colleges vulnerable to external pressures, particularly in states with anti-DEI laws.

As the October 15 deadline for public comments approaches, NECHE faces a delicate balancing act. The commission has pledged to consider feedback carefully, with a final decision expected in December 2025. If approved, the new standards could set a precedent for other accreditors, potentially reshaping how colleges address equity and inclusion for years to come.

What’s Next?

For now, the higher education community awaits the outcome of NECHE’s review process. Institutions are already preparing for potential changes, with some, like the University of New Hampshire, hosting forums to gather input from students and faculty. Meanwhile, advocacy groups are rallying to influence the vote, emphasizing the stakes for underrepresented students.

As the debate unfolds, one thing is clear: NECHE’s proposal is more than a semantic shift. It’s a flashpoint in a larger struggle over the values and priorities of higher education in a polarized era. Whether the new standards will foster greater student success or undermine efforts to address systemic inequities remains to be seen, but the conversation is far from over.