ACPE accreditation is public recognition that a professional degree program leading to the Doctor of Pharmacy degree is judged to meet established qualifications and education standards through initial and subsequent periodic evaluations. Accreditation is distinguished from licensure, which applies to individuals.

The essential purpose of the accreditation process is to provide a professional judgment of the quality of a college or school of pharmacy’s professional program and to encourage continued improvement thereof. Accreditation concerns itself with both quality assurance and quality enhancement. Those programs accredited by ACPE are published and maintained on ACPE’s website under Accredited Programs. Recognition does not imply or infer that all Doctor of Pharmacy programs are equivalent beyond meeting the expectations of the accreditation standards. Accreditation standards include both quantitative and qualitative parameters.

A professional program is evaluated on the extent to which it accomplishes its stated goals and is consistent with the concept that pharmacy is a unique, personal service profession in the health science field. In the application of these standards, literal conformity in every detail is not required beyond meeting the minimum expectations of the standards. Variations are to be expected, and superiority in certain qualities is a reality. Many college and school programs exceed the standards in one or more of the various elements comprising accreditation. In pharmacy education, as in American education generally, there is diversity, which is a potential strength. The accreditation process assures basic expectations for quality pharmacy education.

USDE Recognition

ACPE is recognized by the US Department of Education (USDE) for the accreditation and preaccreditation, within the United States, of professional degree programs in pharmacy leading to the degree of Doctor of Pharmacy, including those programs offered via distance education. ACPE’s Continuing Pharmacy Education Provider Accreditation and International Services programs do not qualify for USDE recognition.

CHEA Recognition

ACPE is recognized by the Council for Higher Education Accreditation (CHEA), which is a private, nonprofit national organization that coordinates accreditation activity in the United States. CHEA represents more than 3,000 colleges and universities and 60 national, regional and specialized accreditors.

PharmD programs accredited by ACPE are published on the ACPE website. Recognition of the Doctor of Pharmacy program in the Directory denotes a program is accredited by ACPE.

Preaccredited and Accredited Professional Programs of Colleges
and Schools of Pharmacy

The Accreditation History link below each program includes Review Period, Review Type, Board Action, and Status.  For clarification, additional explanation of the following terms is provided via the links below:

Review Type
Board Action
Status
Programs Up For Review

ACPE requires the programs it accredits to meet the expectations of all 25 standards of ACPE’s accreditation standards. Any standard the board finds to be partially compliant or non-compliant can be seen by clicking on the Detailed PharmD Accreditation History link for each College or School. The program has two years to bring the standard into compliance as per US Department of Regulation. If no standard is noted, the program is in compliance with all 25 ACPE Accreditation Standards.

Programs By Status
Programs By State
Accreditation of professional degree programs in pharmacy provides a national basis for quality assurance. For the profession, accreditation provides a means for practitioners to participate in setting of requirements for preparation to enter the profession. Accreditation also assures improvement in the professional services available to the general public since accredited programs are expected to modify their requirements to reflect advances in knowledge and practice.

ACPE Standards outline required elements for accreditation. Accreditation decisions are based upon the extent to which a PharmD program meets the expectations of ACPE Standards. During 2016, ACPE Standards are in transition from Standards 2007 to Standards 2016, which become effective July 1, 2016. Guidelines (2007) and Guidance to Standards 2016 provide further details and outline the recommendations for meeting the required standards. ACPE requires the PharmD programs it accredits to meet the expectations of all 25 standards. Any standard the board finds to be partially compliant or non-compliant can be seen by clicking on the Detailed PharmD Accreditation History link for each College or School. The program has two years to bring the standard into compliance as per US Department of Education regulations. If no standard is noted, the program is in compliance with all 25 ACPE Accreditation Standards.

ACPE Standards 2016
 
Guidance Document to Standards 2016
 
2016 Rubric (Adobe PDF)
 
2016 Rubric (Word)

Accreditation Process—General

Application Process—Establishing New Programs

Self-Studies and Interim Reports

Faculty (templates are incorporated into AAMS 2.0)

IPPE/APPE (templates are incorporated into AAMS 2.0)

Enrollment (these items are incorporated into AAMS 2.0)

NAPLEX/MJPE (templates are incorporated into AAMS 2.0)

Financial

Frequently Asked Questions

The customary on-site review cycle is eight years; however, ACPE reserves the right to review programs for purposes of accreditation in a cycle of less than eight years.

  • Changes and Trends in NAPLEX® Outcomes
  • Changes and Trends in Enrollment
  • On-Time Graduation Rate
  • Financial Resources
  • Job placement/gainful employment
  • Pharmacy Curriculum Outcomes Assessment (PCOA) scores after January 2017
  • A letter will be sent to a program whose graduates obtain a percentage pass rate on the NAPLEX® lower than that represented by at least two standard deviations below the average obtained by all candidates taking that examination. This monitoring shall apply only to first-time examination candidates from ACPE-accredited programs using both calendar year and academic year data. The program must respond with steps taken to improve graduates’ performance.
  • A letter will be sent to a program whose graduates obtain a Mean Scaled Score on the NAPLEX® lower than that represented by at least two standard deviations below the average obtained by all candidates taking that examination. This monitoring of NAPLEX shall apply only to first-time examination candidates from ACPE-accredited programs using both calendar year and academic year data.
  • A letter will be sent to a program based on any other analysis indicating a negative trend in NAPLEX® outcomes. (e.g., branch campus analysis)
  • A letter will be sent to a program having a newly identified change in the first professional year enrollment larger than 20 percent over a five year period or less. Situations in which a program is deemed to be in a period of transition between professional programs will be taken into account in a review of a program’s ability to remain in compliance with the standards, particularly those addressing curricular effectiveness
  • A letter will be sent to a program based on any other analysis indicating a substantial trend affecting a program’s ability to remain in compliance with the standards, particularly those standards addressing curricular effectiveness.
  • An increase in headcount enrollment of 50 percent or more within one institutional fiscal year will be reported to the Secretary of the USDE within 30 days of ACPE’s receipt of notification of such an increase, in accord with expectations established by the USDE.
The Board will review the data provided by the American Association of Colleges of Pharmacy (AACP) which includes:
  • Matriculating class size for the first professional year of graduating class (e.g., for 2009-2010 graduates, entry class size in 2006-2007 for an academic four-year curriculum)
  • Number of graduates of the class completing the curriculum in the specified timeframe (i.e., 3 or 4 years).
  • Number of academic dismissals
  • Number of withdrawals
  • The number of academic dismissals is greater than or equal to six percent of the matriculating class size.
  • The number of students withdrawing from the program is greater than or equal to six percent of the matriculating class size.
  • The number of students with a delayed graduation is greater than or equal to fifteen percent of the matriculating class size.
  • The total attrition related to on-time graduation is greater than or equal to twenty four percent of the matriculating class size. For this purpose, attrition is the total number of students who did not graduate on time for any reason, including delayed graduation, academic dismissal, or withdrawal from the program.
  • A 10% decrease in its annual budget.
  • A program experiencing a net loss for two consecutive years.
In July of each year, ACPE will request from the college or school summary statistics of job placement/gainful employment for the cohort graduating the previous year.

This summary shall be reported as percent of graduates whose primary pursuit is: 1) employment within the profession of pharmacy; 2) employment outside the profession of pharmacy; 3) post-graduate education or residency training; or 4) other/lost to follow-up. A full accounting across these four categories (i.e., 100%) of the graduating class is expected. How and when the data are captured to prepare this summary report is at the discretion of the college or school; a brief description of the methodology used to capture the data should be included with the report.

If a program has met any of the criteria for annual monitoring follow up in three or more years within any five-year period, and has not previously appeared before the Board to discuss previous annual monitoring concerns, the Board will invite representatives of the program to meet with the Board.
ACPE’s definition of substantive change includes, but is not limited to:
  • Any change in the established mission or goals of the institution or college/school;
  • Curricular change that represent a significant departure in either content or method of delivery, from those that were offered during the program’s previous accreditation cycle including:
    • Any change in the established mission or goals of the institution or college/school;
    • Curricular change that represent a significant departure in either content or method of delivery, from those that were offered during the program’s previous accreditation cycle including:
    • Development of a non-traditional Doctor of Pharmacy program
    • Development of a joint delivery of program agreement
    • Use of distance learning technologies or other unique methodologies to deliver a substantial portion of the curriculum (e.g., 25% or higher);
    • A substantial change in enrollment in the professional program (defined as 20% or more in one year or cumulatively over two consecutive years);
    • A substantial change in the number of clock or credit hours required for successful completion of the program;
    • A significant change in the length of the program;
    • The establishment of an additional geographic location at which substantial portions of the program are offered;
    • A substantial change in faculty composition or size;
    • Change in the legal status, governance, or ownership of the program;
    • Changes in financial resources that could affect the quality of the program;
    • Changes in leadership;
    • Changes in organizational structure;
    • Change in status with other accrediting agency; and
    • Any other changes that the Dean feels require notification of ACPE

Licensing, NAPLEX and FPGEE Questions

Please contact the National Association of Boards of Pharmacy (NABP) at:
1600 Feehanville Drive
Mount Prospect, Illinois 60056
Phone: (847) 391-4406
FAX: (847) 391-4502
E-mail: custserve@nabp.net
Web: www.nabp.net

Questions Regarding Admissions to ACPE Accredited Programs

Preaccreditation – A newly instituted Doctor of Pharmacy program of a College or School of Pharmacy maybe granted one of two preaccreditation statuses, depending upon its stage of development. In the instance of a newly founded College or School of Pharmacy, the program progresses through both statuses. The standards are the same as those employed for accredited status, however, preaccreditation involves, in large measure, planning in accord with standards and provision of reasonable assurances for a quality outcome.
  • Precandidate – A new program that has no students enrolled but that meets the eligibility criteria for accreditation may be granted Precandidate accreditation status.  The granting of Precandidate status indicates that a college or school’s planning for the Doctor of Pharmacy program has taken into account ACPE standards and guidelines and suggests reasonable assurances of moving to the next step, that of Candidate status.  Granting of Precandidate status brings no rights or privileges of accreditation.  Full public disclosure by the college or school of pharmacy of the terms and conditions of this accreditation status is required.
  • Candidate – Following achievement of Precandidate status, and once students have enrolled in a new program, but the program has not had a graduating class, the program may be granted Candidate status. The granting of Candidate status denotes a developmental program that is expected to mature in accord with stated plans and within a defined time period. Reasonable assurances are expected to be provided that the program may become accredited as programmatic experiences are gained, generally, by the time the first class has graduated. Graduates of a class designated as having Candidate status have the same rights and privileges as graduates of an accredited program.
Accreditation – The professional degree program of a college or school of pharmacy is granted accreditation if it has been demonstrated to the satisfaction of ACPE that the program complies with accreditation standards, including the appropriateness of the program’s mission and goals, the adequacy of resources and organization to meet the mission and goals, outcomes which indicate that the mission and goals are being met, and the reasonable assurance of the continued compliance with standards.

Accreditation with Probation – A professional program of a College or School of Pharmacy that has been granted accreditation and is subsequently determined to be in non-compliance with a standard or standards will be given the accreditation status of probation. Due notice of this action, indication of the area(s) of non-compliance, and the time period within which the program is expected to bring itself into compliance with standards (not to exceed two years) are given. Graduates of a program in a probationary status retain all the rights and privileges associated with an accredited program. Probation is not an adverse accreditation action.

135 Colleges and Schools with accreditation status
  • 125 Colleges and Schools with full accreditation
  • 7 Colleges and Schools with Candidate status
  • 3 Colleges and Schools with Precandidate status
353 Continuing Education Providers with Accreditation Status

4 Continuing Education Providers who have inactive status

3 Continuing Education Providers who have probation status

The many varieties of distance learning share the common element of a student who is geographically separate from an instructor, with limited opportunities for face-to-face interaction. As a result, educational content, activities and communication are delivered in text, graphic, audio or video formats either electronically or using physical media such as paper, CD ROM or video tape. The earliest form of distance learning was the correspondence course delivered by mail. Today, distribution through the Internet has become increasingly popular. Most contemporary distance learning employs simple approaches such as presenting text and graphics on web pages or broadcasting classes on-line using video and audio. No existing technology is robust enough to teach all pharmacy content, skills and values at a distance, so distance-learning programs must build in opportunities for face-to-face interaction between students, faculty, practitioners and patients.

Distance learning allows the school to go to the students, if family, work or finances make it impossible to attend a traditional, brick-and-mortar institution. The scheduling flexibility of some distance-learning programs makes them suitable for part-time students. In fact, distance learning has been popular for many years in some non-traditional Doctor of Pharmacy (Pharm.D.) programs developed for practicing pharmacists with baccalaureate (B.S.) degrees. Distance-learning programs that offer a Pharm.D. to entry-level students, however, are a completely new occurrence.

While distance learning has much to offer place-bound students, some educational experiences may be lost. Going away to school exposes students to life experiences that help to shape interpersonal and coping skills. Daily interaction with pharmacy faculty and peers may assist in developing values and skills for socializing students into the profession. On the other hand, practice environments are continually changing, so distance learners may actually be developing social skills for health-care settings of the future, where interactions between professionals and patients are likely to take place through distance communication as well as face to face.

Learning from a distance is not for everyone, but if you or someone you know has the interest, self-discipline and motivation to succeed in a distance-learning program in pharmacy, then contact colleges or schools with distance-learning pathways to see if one is right for you. A list of ACPE-accredited colleges and schools with distance-learning pathways is on this website.

All Doctor of Pharmacy programs accredited by ACPE are offered by an institution housing the college or school of pharmacy, or by an independent college or school of pharmacy that has achieved accreditation by a regional/institutional accrediting agency recognized by the U.S. Department of Education. Graduation from a Doctor of Pharmacy program holding candidate or accreditation status is a requirement for licensure in all 50 states and U.S. jurisdictions. ACPE is the sole accreditor of the Doctor of Pharmacy programs in the United States. You can be assured that if a Doctor of Pharmacy program holds ACPE accreditation, it is not housed within a ‘degree mill’ or the institution is accredited by an ‘accreditation mill.’ A thorough discussion of ‘degree mills’ and ‘accreditation mills’ can be found on the website of the Council for Higher Education Accreditation.

Questions about Establishing a New Program

  • Application for Precandidate Status
  • Flow Chart for New Schools
  • Precandidate Threshold Documents
A new program application fee is required for initial review by ACPE. This fee includes coverage of the cost of an on-site staff consultation, which should occur between the time of initial submission of the application and the June meeting of the ACPE Board of Directors. The fee is non-refundable and expires after one year.
Note: ACPE reserves the right to adjust fees should circumstances dictate.
First-time submissions of new applications will only be accepted in the spring of a given year, approximately 18 months prior to the planned matriculation of the first students into a new program. The initial draft application (three hard copies) and the application fee are due by January 15, and the final version (6 copies plus a single PDF version of the entire application on a flash drive) is due by April 1 in order to be considered by the Board at a June meeting. If authorized, an on-site evaluation will be conducted in the fall, and the report from the review would go to the Board for consideration at the following January Board meeting.

Any program considering an application for a new college or school of pharmacy is highly encouraged to consult ACPE staff well before an initial application is submitted.

Evaluator Site Training Workshop

February 16-17 – Chicago, IL
September 25-26 – Chicago, IL
*Registration Open Soon

Professional Degree Program Self-Study Workshop

August 5-6 – Chicago, IL
August 21-22 – Chicago, IL
*Registration Open Soon