The Task Force of the ASA offered no explanation for why SACS had NO required Learning Outcomes, other than to
say that "while these frameworks are intended to serve as guidelines for institutions, they are very broad and leave colleges
and universities with considerable latitude to develop their own individual response to them." (p. 11)
But even with this loose and fuzzy "guideline," SACS has not been willing to address Learning Outomes more specifically.
As recently stated in SACS' Interim Report to the Secretary, "The Commission's expectations in the area of student achievement
do not involve bright lines ..." (June 2007).
The fact that SACS has not yet made Learning Outcomes part
of the accreditation process clearly demonstrates how badly it lags behind its regional association peers.
