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The NASAD grants accreditation to independent institutions of higher education that offer art and design courses. Founded in 1944, the NASAD currently accredits approximately 333 institutions. To become accredited by the NASAD, a degree-granting institution must meet several basic eligibility requirements, such as having previously graduated a class of students and demonstrating commitment to the evaluation of its organization and programs. The standards for accreditation set by the NASAD concern several institutional aspects: the purpose and mission of the school; its size and scope, including enrollment figures; financial resources; school administration; faculty and staff; libraries; and facilities and other resources. Specific guidelines are outlined for curriculum coverage within the scope of art and design, as well as for two-year, undergraduate and graduate programs, specific majors, and combined disciplines.

The NASM has overseen the educational standards of schools offering music programs since 1924. It currently boasts a membership of approximately 644 institutions. The NASM uses peer review for determining eligibility for institutional membership and accreditation. It employs set expectations for the broad scope of undergraduate and graduate degree programs including music performance, composition, jazz studies, theater, and music education. Each is examined for relevance and difficulty of the coursework, degree requirements, admissions policies, and other factors. When evaluating a school for institutional membership, the NASM utilizes standards that are designed to “paint a picture” of the music department and its programs, and how it achieves its mission and goals.

The NASD was founded in 1981 to oversee undergraduate and graduate dance programs within the United States. There are currently 77 NASD-accredited member institutions. Dance schools go through a lengthy process of evaluation by the NASD's Commission on Accreditation during which they must present evidence of adherence to NASD standards. Additionally, prospective institutions are required to clearly articulate their artistic and educational goals, possess sound financial resources, maintain an administration, faculty and facilities ideally suited for their roles. Institutions must follow specific rules when developing their coursework and the structure of their programs of study.

Formed in 1965, the NAST practices accreditation procedures that focus on ensuring that theater programs in the U.S. train future performers using the best practices and resources available. The standards set by the NAST are like those followed by the other arts associations, with specifications that cover the unique qualities of theater programs. Faculty, support staff, and graduate teaching assistants must be competent and well qualified for work in theater. Similarly, an institution's library must provide sufficient print and electronic resources for research in theater and be widely accessible to students. Institutions seeking accreditation through the NAST must demonstrate that their programs contain all necessary components for the specific type of degree offered, from acting to stage management.

First granted recognition from the U.S. Department of Education in 1995, the Montessori Accreditation Council provides trustworthy analysis of programs that instruct teachers on delivering the Montessori method to elementary and secondary school students. The Council's stated mission is to, “develop and uphold academic standards, serve as a point of contact for stakeholders and the public, and unite all accredited Montessori teacher education programs under one umbrella.” A prospective institution must complete a self-study, which serves as written documentation of its performance. This documentation, as well as information gathered during a site visit, is reviewed by MACTE staff members who prepare an analysis report for the accreditation committee. The committee then decides to grant or deny accreditation. Institutional qualities that the MACTE looks for include credentialed faculty, an appropriate program length, and a syllabus that covers the breadth of Montessori education.

The NCATE is an authorized agency for the accreditation of education programs for elementary and secondary school teachers. Since its founding in 1954, the goal of the Council has been to provide assurance to the public of the quality of teacher preparation in the U.S. Currently, the NCATE accredits 670 colleges of education. The standards established by the NCATE help to keep teacher education programs up-to-date and in a continuous state of improvement. The Council considers the following factors: curriculum that covers the knowledge and skills for successful teaching; access for students to practical, hands-on field experiences; exposure to diversity; assessment of programs; and quality and stability of resources and personnel. Acceptable objectives, standards and methods in each of these areas, from the measurement of a teacher candidate's ability to go out in the profession and teach to the level of education required of program faculty, are outlined by the NCATE.

The TEAC gives merit and prestige to bachelor's and graduate degree holders preparing to teach grades K-12. The TEAC serves the educational community by building confidence in U.S. educational institutions, from small liberal arts schools to large universities, and by providing a method for accountability to the public. There are several submissions required for TEAC accreditation: a brief on the school's adherence to the TEAC standards; a survey of faculty and students; an audit and interview with the school's administration; and a full case analysis of all information gathered. As part of its process, TEAC evaluates evidence of learning among teacher candidates, the quality control system for the curriculum, and faculty commitment to program improvement.

The Liaison Committee is a part of the American Medical Association and a nationally recognized organization that accredits medical programs leading to the M.D. degree. An institution seeking accreditation from the Liaison Committee must submit information in a database to be used as the basis for self-study. That information must detail the institution's educational program, faculty, resources, and other elements of the school, and must include the involvement of its students. Representatives from the LCME schedule and conduct an on-site visit to measure institutional compliance with set standards. A report is then submitted which is used to determine accreditation status. Accreditation standards include such elements as the structure and scope of the curriculum, pre-medical admissions requirements, and availability of student resources like health services and financial aid counseling.

The Commission is officially recognized by the U.S. Secretary of Education and is obliged to the public to improve nursing healthcare through the continuous regulation of nursing programs. An institution seeking accreditation is required to conduct a self-study assessment that evaluates its strengths and weaknesses, and details the measures the school intends to take for improvement. A peer evaluation team visits the program site to better understand how the institution meets the accreditation standards and to make note of any discrepancies in the self-study assessment. After the site visit, the program responds with additional information. The Commission then analyzes all documentation and a decision on accreditation rendered. Accredited institutions are thereafter periodically reviewed for continued adherence to Commission standards.

To gain approval from the ABA, a school will submit an application that provides evidence of its readiness to start the approval process. Next, the institution completes a self-evaluation report that addresses the points laid out in the ABA Guidelines. The report is delivered to the Standing Committee for review. The school is contacted if more information is needed. A team of representatives then carries out an on-site evaluation of the program and institution. The results of the on-site evaluation and the self-evaluation report are reviewed by the Approval Commission, who submits a recommendation to the Standing Committee. The Standing Committee conducts its own analysis and submits its recommendation to the ABA's House of Delegates for a final decision.

Accreditation of college and university programs offering education in funeral services and mortuary science is granted through the American Board of Funeral Service Education Committee on Accreditation. The Board's established standards cover the administrative, logistical, sanitary, and ethical practices of the funeral service profession to ensure that individuals practicing in the field provide the highest quality service to the public. These standards apply to several institutional factors, such as a complete curriculum that includes clinical experiences and labs, and ensures that an institution's organization and administration fully support the programs it has established. Schools must train students to be active members of their community and concerned participants in the relationship between the profession and bereaved families. Further standards concern practical issues like finances, faculty member credentials, and the availability of facilities and library resources to support training.

COMTA is an agency responsible for evaluating the quality of programs and educational institutions that teaching massage therapy, bodywork and skin care. Since 2002, the U.S. Department of Education has recognized the COMTA as an expert in setting and enforcing standards for safe and effective practice in these healthcare fields. The accreditation process is based largely on a self-study report, completed by the prospective institution, which evaluates several determined areas of operation for compliance and improvement. The institution's mission and objectives must be consistent and clearly defined. Curriculum and instruction must be designed to meet stated objectives and stay current with the expectations of the profession. The COMTA provides specific guidelines regarding structure and content of curriculum, and requires courses on basic business practices as well as medical terminology.

Since 1969, the NACCAS has overseen the practices and procedures of postsecondary schools and departments of cosmetology. Approximately 1,500 institutions are currently accredited. Standards employed by the NACCAS concern how a school sets the goals of its curriculum and assesses itself for improvement. Instructors hired by the institution are expected to meet state teaching requirements. Institutions must maintain adequate instructional space and technologies that facilitate learning, as well as student services such as orientation programs and procedures for handling student complaints.

In addition to upholding the values of their communities, religious education accrediting agencies help maintain and improve the curriculum and programs of colleges and universities offering religious degrees. The Association for Biblical Higher Education Commission on Accreditation (ABHE) focuses on accrediting programs that teach biblical ministry and leadership at the undergraduate level. The ABHE currently accredits approximately 200 postsecondary institutions in North America. The ABHE's Comprehensive Integrated Standards are designed to help determine whether a theological school may become accredited. Programmatic Accreditation Standards are used to analyze biblical education programs for institutions with a broader scope. These standards cover a wide range of subjects and include the following: institutional commitment to planning and course development that addresses student needs; truthful and transparent communication by the institution with the public; and specific requirements for the number of semester hours of the Bible/theology component of a degree program.

The goal of the Commission on English Language Program Accreditation (CEA) is to provide a means for controlling the level of quality in the teaching and administration of English language programs. Founded in 1999, the CEA is the only nationally recognized accrediting agency for such programs in the U.S. and has expanded its mission to include foreign accreditation of schools as well. The established standards for granting or denying accreditation concern certain key aspects of a prospective school. For example, the curriculum must be consistent with the program's mission, have clear objectives and expected outcomes, and use instructional tools and methods that achieve stated objectives. Faculty members must have experience relevant to the teaching of their courses and must demonstrate a mastery of English. The length and structure of the program is expected to be appropriate for higher education.