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  • 4 policy trends that should be on college leaders’ radars in 2026

    4 policy trends that should be on college leaders’ radars in 2026

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    While 2025 may be in the rearview mirror, the policy upheaval that defined the year is not. Higher education experts warn that more disruption lies ahead as the Trump administration continues efforts to reshape the sector, wielding tools ranging from civil rights investigations to regulatory changes. 

    College leaders should brace for more federal government pressure, including through novel avenues, such as accreditation. And they should also expect continued attacks on diversity, equity and inclusion efforts. 

    Below, we’re rounding up four big policy shifts we’ll be watching — and some expert predictions on how they’ll unfold — for the year ahead. 

    Accreditation steps into a limelight it’s not used to

    On the campaign trail, President Donald Trump called college accreditors a “secret weapon” in a war against a higher education system he painted as being rife with “Marxists maniacs,” an unfamiliar level of scrutiny for the field. 

    “It’s not just unusual for Trump, but unusual for any presidential campaign to have a whole speech dedicated to accreditation,” said Jon Fansmith, senior vice president for government relations at the American Council on Education. “It’s generally kind of a quiet corner of policy.”

    As president, Trump signed an executive order in April to reopen reviews of new accreditors at the U.S. Department of Education while blasting existing accreditors’ DEI standards. The order mandated that accreditors require institutions to use program data on student outcomes “without reference to race, ethnicity, or sex.”

    At the same time, the order called for requiring “intellectual diversity” in faculty — a term left undefined in the order but often used as code on the right for hiring more conservatives. 

    The Education Department followed up with guidance aimed at easing the path for colleges seeking to switch accreditors and plans to reshape accreditation regulations this spring. 

    Beyond policymaking, the Trump administration has occasionally sought to pressure institutions through their accreditors. 

    In July, two federal agencies notified Harvard University’s accreditor that the Ivy League institution may no longer meet its accreditation standards. 

    That was based on the administration’s claims that Harvard was “deliberately indifferent” to the harassment of Jewish and Israeli students on its campus claims that a federal judge has found failed to justify funding freezes the government deployed to pressure policy changes at Harvard. 

    The administration used a similar tactic with Columbia University’s accreditor, prior to inking a deal with the university to settle its Title VI investigations. 

    Some accreditors have made changes favored by the Trump administration. The WASC Senior College and University Commission, New England Commission of Higher Education and American Psychological Association have permanently or temporarily dropped DEI standards for institutions.

    The stakes for institutional and academic independence are high. “They’ve been trying to force institutions to adopt policies and make choices that align with their viewpoints, and that’s a big problem,” Fansmith said. He added that the country has never used accreditors “as a tool for implementing the political views of the party in power.”

    More practical questions hang in the air about the Trump administration’s plans, including its push to recognize new accreditors. 

    “Would they have the same standards applied to them as they would for other accreditors?” asked Nasser Paydar, president of the Council for Higher Education Accreditation, which lobbies for the sector. “That’s a big unknown.” 

    He noted that accreditors would welcome additional competition given the size of the higher ed field. “There’s room for it

    Paydar also pointed to the administration’s emphasis on student and graduate outcomes. 

    “The department is indicating they want to make sure accreditors focus on student outcomes. It’s wonderful,” he said. But he also pointed to different student outcomes among different types of colleges and programs. The country needs teachers and social workers, for example, but they tend to earn less.

    Specifics about how the administration plans to incorporate outcome standards into accreditation remains unknown. “We want to find out as to how they’re planning to do this because whatever that is is going to influence how universities behave and going forward,” Paydar said. 

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