Public universities need their own accreditor.

These institutions are the backbone of American higher education. They serve the largest share of students by far, and state-supported colleges and universities play an outsize role in providing economic mobility for Americans of all backgrounds. I’ve spent my entire career working on behalf of public universities, most recently as president of the Association of Public and Land-grant Universities. I know the enormous good they do for their students and for society at large. We have the best publicly supported system of higher education in the world. We can and must continue to improve it.

I also understand why our public institutions will benefit from an accreditor that aligns with their mission and their public obligations. They need an accreditor that offers true peer review and a disciplined focus on improving student outcomes. They need an accreditor familiar with the mechanics of state oversight, able to promote academic quality while also being more efficient by eliminating redundant bureaucracy in the accreditation process.

The Commission for Public Higher Education was formed earlier this year to answer those needs. Established by a consortium of six public university systems—the State University System of Florida, the University System of Georgia, the University of North Carolina System, the University of South Carolina System, the University of Tennessee System and the Texas A&M University System—the aim of CPHE is to offer public universities across the country an alternative to the regional accreditors that have long dominated higher education, each claiming a geographical monopoly that lumped together for-profit schools, bespoke private colleges and open-access public institutions under the same set of rules and regulations.

I agreed to serve as chair of the Board of Directors for CPHE because I believe there’s a need for innovation in accreditation. We are seizing the opportunity to improve institutional accreditation by focusing on outcomes, as well as streamlining the process by taking advantage of the considerable oversight that public institutions are subject to at the state level. An accreditor purpose-built by public institutions, for public institutions, can promote academic quality while driving innovation in student success and eliminating unnecessary costs in the legacy model of accreditation.

There is clearly enthusiasm for the vision behind CPHE. Ten diverse institutions have already signed on to join CPHE’s initial cohort (full list below), and the commission is fielding additional inquiries from across the country. We’ve just issued a call for public university faculty and administrators to join our first group of peer-review teams, and we look forward to pioneering a new model of more straightforward and more transparent accreditation review.

University leaders and state policymakers nationwide see the value in a streamlined approach to accreditation that shifts the focus from inputs and operational minutiae to meaningful outcomes for students and taxpayers.

The legacy approach to accreditation is plagued by the need for each accreditor to serve the huge diversity of institutional missions and governing structures that underlie the American system of higher education. Trying to impose the same set of criteria and procedures on every institution, from small private colleges to huge public flagships, has led to decades of ineffective oversight and wasted effort. There is little or no evidence that institutional accreditation has driven quality improvements across the sector, while it is abundantly clear that it has imposed arbitrary and opaque regulatory demands on institutions that already are subjected to multiple layers of oversight as public agencies.

Institutions like Georgia State University, where I served more than a decade as president, are closely scrutinized by their governing boards, by state regulators and legislative bodies, by auditors and bond ratings agencies. They have public disclosure and consumer protection requirements above and beyond what is demanded of private and for-profit colleges. I have firsthand experience with how costly and cumbersome accreditation reviews divert institutional resources that would be better spent supporting student success, and I am confident a public-focused accreditor can streamline reporting and compliance costs without compromising oversight.

An accreditor attuned to the nuances of public oversight can add value by focusing on academic quality and student success, using a process of peer review to promote continuous improvement through the dissemination of best practices and innovations. That’s why CPHE’s accreditation standards are tailored toward public purpose and academic excellence, with provisions for measuring student learning, promoting academic freedom and intellectual diversity, and driving continuous improvement of student outcomes.

At core, the purpose of accreditation is to reassure students and taxpayers that universities are delivering on their promise to provide a quality education that leaves students better off. An accreditor tightly focused on that public mission can go a long way in shoring up the trust that higher education needs to thrive.