The Distance Learning Accreditation Board (DLAB) is a service of its parent, the United States Distance Learning Association (USDLA). DLAB officially commenced its activities in December 2004.

Since its founding in 1987, USDLA has consistently emphasized the importance of professional growth within the distance education community. The DLAB program is a logical next step toward that goal, both by advancing the industry and enhancing USDLA.

Disclaimer:  The United States Distance Learning Association (USDLA) does not accredit, endorse, or speak to the quality of any program for any institution.  The student has sole responsibility to verify the claims of any institution's accrediting service and / or agency that are NOT recognized by the United States Department of Education.  (U.S. DOE). 

For more information on Accreditation, please visit the U.S. Department of Education at http://www.ed.gov/admins/finaid/accred/index.html?src=qc.

For U.S. DOE Regional Accrediting Agencies visit:  http://www.ed.gov/admins/finaid/accred/accreditation_pg7.html

For U.S. DOE National Institutional and Specialized Accrediting Bodies visit:  http://www.ed.gov/admins/finaid/accred/accreditation_pg8.html

For U.S. DOE Accrediting Agencies Recognized for Title IV Purposes visit:  http://www.ed.gov/admins/finaid/accred/accreditation_pg10.html#TitleIVRecognition

IMPORTANT:  According to the USDLA Bylaws, the United States Distance Learning Association reserves the right to not accept or cancel membership at any time for any reason.

By reviewing and accrediting distance learning institutions, USDLA provides leadership and guidance that will improve the distance learning profession. DLAB especially focuses on these aspects:

•	Evaluating effectiveness in distance learning.
•	Evaluating the quality of institutions: accreditation of educational institutions, programs, or courses of study.
•	Providing information on quality assurance of distance learning by means of its publications, website, and other communications.

DLAB is guided by its Accreditation Advisory Committee which is composed of top professionals in education, quality assurance, business and intergovernmental agencies. DLAB operates under the auspices of the USDLA Board of Directors and its Executive Committee.

The DLAB accreditation program is for the distance learning component of degree-granting institutions in the US or abroad. DLAB is a structured accreditation with the self-study, on-site peer review, etc., typically found in such a program.

DLAB is ideal where degree programs cross national boundaries and there may be questions of comparability. DLAB is ideal for schools wishing to excel in distance learning. Achieving DLAB accreditation is a noteworthy accomplishment.

Format: DLAB accreditation is based on the institution’s successful completion of a detailed self-study and on-site visit by a peer-review team.

Term: Once accreditation is awarded, it is valid for five years subject to the institution’s remaining in good standing with DLAB.

Estimated time interval: 6-12 months from date of application

The core of the DLAB program is the ten Principles of Best Practice for Distance Learning. Subsumed under the Principles are fifty-five evidences of compliance. The evidences can be adjusted to fit an institution’s particular mission and structure.

The Principles focus on the following areas:

• Mission
• Standards
• Integrity
• Student enrollment and admission
• Human resources
• Learning environment
• Teaching and learning
• Student support
• Program evaluation
• Third-party relationships.

Distance learning courses and programs must be guided by goals and objectives that fit appropriately within the provider’s mission and expertise. Participants—administrators, faculty, staff, and students— must have a good understanding of their role in the program.

The provider must articulate a standard for educational quality and consistently apply that criterion throughout the institution, independent of geographic location or means of delivery.

All obligations must be disclosed to students from the outset. The provider’s non-discrimination policy must be clearly stated. The provider’s operations must be characterized by integrity and be consistent with the laws, regulations, and policies of the locales in which it operates.

Participants in distance learning programs must be treated ethically. Specifically, pertinent information about costs, enrollment, cancellation, grades, transcripts, student services, and educational resources must be furnished to students. Students institution-wide are to be treated equitably in terms of admission, student status, and program completion.

The distance learning provider must have sufficient qualified staff to operate its program. Their activities are to be supervised and evaluated as a regular activity of the provider. Staffing will vary with the circumstances but should always include a core of qualified distance learning practitioners.

The provider’s infrastructure must support sound pedagogy, both technically and academically. While good technology is a must, also included are resources such as library, counseling, student aid, and so forth. These should be comparable to that used by in-residence students and available throughout a student’s enrollment.

Distance learning courses and programs must be pedagogically sound. They must be compatible with the technology and attuned to the nature and needs of the participants.

Students are to have access to such support services as needed for maximum benefit from their courses. This support must be disclosed in advance of registration. Should it become unavailable at any time, students have the right to withdraw without penalty.

Distance learning courses and programs must be routinely evaluated. All of those with a stake in the program should be included at various points in the evaluation process. The responses give focus to the continuous improvement cycle.

The vital role of third parties in delivering a quality educational experience must be acknowledged through written agreements detailing roles, expectations, and obligations. The provider’s success is often contingent upon the effectiveness of its contractors.