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Explore a range of online doctoral programs, including Ph.D. degrees, that offer accelerated paths, reduced residency requirements, and flexible online learning options.

Find Your School in 5 Minutes or Less

Many schools have rolling admissions, which means you can start a program in a few weeks!

Many degree programs fall under the title of doctorate, including Doctor of Philosophy degrees or Ph.D.

These Ph.D. degree programs are available in a variety of subjects and are intended to help students understand their specialty in the abstract and as a school of thought and theory rather than strictly as a practice.

Institutions that offer the best programs typically have exceptional funding, prestigious reputations, top-of-the-line research facilities, and abundant academic resources.

When selecting one of the shortest online doctoral programs or easiest online Ph.D. programs, you can access more info by visiting the links provided in each school description to ensure that you find the best program for you!

The easiest isn't always the shortest nor the shortest the easiest.

1-year Online Doctoral Programs | 18 Month Doctorate Programs Without Dissertation | Shortest Doctoral Programs Online and On-campus | Easiest Ph.D. to Get Online | Easiest PhD to Get (Traditional) | Free PhD Programs Online

Doctorate Degree vs PhD

Ph.D. programs focus more on the theoretical and abstract aspects of their respective fields of study to understand it as a school of thought rather than just a practical application.

Usual doctorate programs tend to be more practical in their study and focus on the application of knowledge rather than understanding more abstract perspectives.

Ph.D. degrees are often offered in the same fields that have standard doctoral degrees available usually offered in fields such as engineering, mathematics, natural sciences, social sciences, and humanities.

Doctorate programs are made up of advanced coursework, research projects, or thesis work almost strictly for practical application. Such degrees will get you ready to teach at the university level or help you advance to the leading edge of your field researching, serving, and creating.

Ph.D. and Doctorate degrees can often achieve the same ends and should be considered more or less equal in weight.

1 Year Ph.D. Programs Online

Chatham university.

Chatham offers a 1-year online DNP program for working nurses seeking advanced leadership roles. The intensive curriculum covers care delivery models, quality improvement, evidence-based practice, and informational systems. The program features synchronous online classes and immersive clinicals at sites nationwide. Students collaborate virtually with renowned faculty.

Within 12 months, students complete 36 credits and 1,000 clinical hours. Graduates can sit for Family Nurse Practitioner certification. Nurses with a BSN can enter the accelerated program. Applicants need an active RN license. This online DNP empowers nurses to rapidly earn doctoral credentials while working. It prepares graduates to advance as clinical, executive, research, and teaching leaders.

Breyer State Theology University

Breyer State Theology University offers a 1-year online PhD in Grief Counseling through its Department of Ethereal Studies. This accelerated program is tailored for working professionals seeking to advance their bereavement therapy career. The curriculum covers advanced grief counseling theories and interventions for diverse populations. Students gain expertise in areas like trauma-informed care, healing rituals, afterlife philosophies, and continuing bonds.

The online format combines asynchronous learning with live classes in an intimate cohort overseen by esteemed faculty. Students complete their dissertation in just one year. Graduates earn a PhD from BSU's pioneering metaphysical psychology department. This flexible doctoral program prepares students to progress their counseling practice or pursue academic research roles.

American International Theism University

American International Theism University (AITU) offers one-year online doctoral degrees for working professionals. Accelerated PhD tracks include Philosophy of Islamic Studies, Business Administration, Education, Finance, and Grief Counseling. Professional doctorates prepare leaders in Divinity, Sacred Music, Spiritual Psychotherapy, and more. The online programs blend video lectures, discussions, and immersive retreats. Curricula explore metaphysics, ethics, and wisdom traditions across faiths.

Within 12 months, students complete doctoral coursework, exams, and a dissertation overseen by distinguished faculty. Applicants should hold a relevant master's degree and background in theological studies or social sciences. These intensive online doctoral programs allow students to rapidly earn advanced credentials through flexible study with global peers. Graduates pursue roles driving innovation in spiritual care, research, and leadership.

Online Doctorate Programs That Might Interest You

15-18 month doctorate programs without dissertation, boston university.

Boston University offers a Post-Professional Doctor of Occupational Therapy degree program that can be completed in 18 months. The program consists of 10 courses, which are about 33 to 37 credits. Students may concentrate on various areas and can then choose what else they would prefer to learn to complete their credit requirements.

This is a fully online degree program that accelerates each semester’s worth of class to take only seven weeks to complete with new courses starting every September, January, and May. The program is available to doctoral students who have completed an accredited occupational therapy program. There are foundation courses, which include evidence-based practice and health care management, but no dissertation is necessary whereas a doctoral project is still required.

Frontier Nursing University

The Maryville University of St. Louis offers a Doctor of Nursing (DNP) program that is available online. The DNP program requires students to complete a total of 33 credit hours, including 18 to 20 months for completion. Many students in the online DNP program are working as nurses in the field, and this affords them a flexible program that allows many students to achieve their academic goals while active in the healthcare industry.

This course is an online program that does not require a GMAT or GRE. It may have a waiting list, but unlike other programs, it does not require clinical hours. The Doctorate in Higher Education Leadership is an online program that offers personal coaching throughout the process. It is a cohort learning method with online education, and students might need a bit more time to complete it.

Maryville University

Maryville University offers online doctoral degrees tailored for working professionals. Programs available fully online include Doctorates in Higher Education Leadership, Educational Leadership, Nursing Practice, Health Administration, Physical Therapy, and Occupational Therapy. The EdD programs prepare graduates for leadership and faculty roles in education. The DNP equips nurses for advanced clinical and executive practice.

Health Administration focuses on healthcare organizational development, quality, and finance. Licensed PTs and OTs can pursue clinical doctorates while working. Courses blend live online classes and self-paced learning. Programs leverage cutting-edge virtual labs and simulations. With a relevant master's degree, students can earn an accredited doctorate from Maryville University online to advance their careers.

24 Month Doctorate Programs

University of north carolina – chapel hill.

One option is to earn an online Ph.D. in Nursing, while another option is to earn their Medical Degree at the same time as their  Master of Business Administration , but the Transitional Doctoral Program in Physical therapy may be earned in 24 months fully online. This part-time program provides online learning courses to help licensed physical therapists enhance their skills and gain access to higher career options. Some credits can be earned through workplace applications.

Grand Canyon University

Grand Canyon University offers over a dozen online doctoral degrees tailored for working professionals. GCU provides online EdD tracks in Organizational Leadership, Higher Education Leadership, and K-12 Leadership. Other doctorates cover psychology, nursing, business, and more. Programs blend asynchronous and live virtual classes focused on applying concepts. Specialized tracks allow customization.

Online students get personalized faculty support and access to robust digital resources. Within 2 years (or less), learners complete coursework, residencies, exams, and a dissertation to earn an accredited doctoral degree from GCU. With flexible and practical curricula, GCU enables busy professionals to obtain doctorates fully online and further their careers.

Liberty University

Liberty University offers a Doctor of Education degree program that can be completed fully online. The minimum time to earn the degree is about 30 months for completion of all 54 credits. The courses are each 8 weeks long and no dissertation is required. The Doctor of Education degree program provides a curriculum that focuses on developing innovative programs, as well as a capstone project.

University of West Georgia

The University of West Georgia offers several online doctoral degree options for working professionals seeking advanced training. UWG provides online doctorates in School Improvement, Nursing Education, Professional Counseling and Supervision, and Higher Education Administration. The EdD programs focus on data-driven leadership strategies and developing administrative expertise.

The DNP prepares nurses to improve care systems and patient outcomes. Coursework blends synchronous evening classes and self-paced learning for flexibility. Experiential projects allow application to careers. With a relevant master's degree, students can earn an accredited doctorate fully online from UWG to advance as leaders in their field.

Shortest Ph.D. Programs Online and On-campus

Obtaining a Ph.D. can be a long-term commitment and many doctoral programs can take over five years to complete. To help busy working professionals looking to jumpstart their careers and those looking to begin their careers at a high level, this list serves as a simple reference guide, compiling information on some of the shortest doctoral programs in the country.

These online degree programs operate in full-time, part-time, fully online, or hybrid formats.

• Baylor University - online EdD in Learning and Organizational Change, 54 credits, 36 months
• Maryville University - online Doctor of Nursing Practice (Online DNP), 20 months, no GRE or no GMAT requirement
• University of Dayton - online Doctor of Education (Ed.D.) in Leadership for Organizations, 36 months, 60 credits
• Capella University - online Doctor of Philosophy in Counselor Education and Supervision, 0 max transfer credits, 60 credits, CACREP accredited
• Franklin University - online Doctor of Business Administration (DBA), 58 credit hours, transfer up to 24 hours of previously earned credit, 36 months + 1 year for dissertation
• Walden University - online Ph.D. in Forensic Psychology, up to 53 credits, fast-track option, earn MPhil at the same time
• Frontier Nursing University - online Doctor of Nursing Practice, MSN with DNP, 675 clinical hours for MSN plus 360 additional for DNP
• Boston University - Online Post-Professional Doctor of Occupational Therapy, PP-OTD, 33-37 credits
• University of Florida - online MSN to DNP, 35 credits, five semesters
• Gwynedd Mercy University - Accelerated Executive Doctorate of Education ABD (All But Dissertation) Completion Program, online EdD , 27 credit hours, 18 months
• Duquesne University - Online Doctor of Nursing Practice (DNP), 35 credit hours
• The College of St. Scholastica - Transitional Doctor of Physical Therapy, online tDPT, 16 credits
• Liberty Univesity - Doctor of Ministry, online DMin, 30 credit hours, 24 months
• University of Florida - Doctor of Nursing Practice, MSN to DNP, 35 credits, 5 semesters
• University of North Dakota - Post-Master's Doctor of Nursing Practice, online DNP, 36 credit hours, 5 semesters
• Seton Hall University - Doctor of Nursing Practice, online DNP, 31+ credits for post-MSN students, 73-79 credits for post-BSN students
• Regis University - Doctor of Nursing Practice, online DNP , 28-33 credit hours, 8-week terms
• Georgia State University - Curriculum and Instruction EdD, Educational Leadership EdD, on-campus EdD, 54 credit hours
• Bowling Green State University   - Technology Management, web-based Ph.D., 66 credit hours
• Hampton University - Doctor of Philosophy in Educational Management, online Ph.D., 60 credit hours
• Indiana University of Pennsylvania - Safety Sciences, online Ph.D., 54 credit hours
• East Carolina University   - Doctor of Nursing Practice, hybrid online DNP

Easiest Ph.D. Programs Online & On-Campus

To be sure, at the Ph.D. level, no program could be considered "easy," but there are certain programs designed to be "easier" than others. Generally, education, humanities, and the social sciences are considered the easiest fields in which to pursue degrees.

With that in mind, our list of the easiest Ph.D. programs includes schools and programs that offer significantly reduced residency requirements, accelerated courses, credit transfers, and integrated dissertation colloquia.

The rankings below display schools with accreditation from at least one of the six regional accrediting agencies , and all offer at least one virtual Ph.D. degree. Accredited online Ph.D. programs are also organized according to the U.S. News and World Report and Forbes Magazine rankings.

Easiest Online Ph.D. Programs & Online Doctoral Programs

• WALDEN UNIVERSITY - 156 Online Doctoral Programs
• REGENT UNIVERSITY - 81 online doctorate degrees, 6 Ph.D. programs online
• HAMPTON UNIVERSITY - 5 online doctoral degree programs
• UNIVERSITY OF FLORIDA - 8 online doctoral degree programs
• UNIVERSITY OF MISSOURI - 4 online doctorate programs
• COLORADO STATE UNIVERSITY - 3 online Ph.D. programs, 1 online doctoral program
• UNIVERSITY OF NORTH DAKOTA - 12 online Ph.D. programs, 3 online doctoral programs
• NOVA SOUTHEASTERN UNIVERSITY -  10 online doctorate programs, 8 online Ph.D. programs
• LIBERTY UNIVERSITY -  19 online Ph.D. programs, 16 online doctorate programs

Easiest Ph.D. to Get (Traditional)

The easiest doctorate degree can vary depending on your interests, skills, and strengths. However, here is a list of doctorate degrees that are mentioned as potentially less difficult to obtain:

• Business Administration: This program focuses on business development, design, methods, tools, and professional ethics. A Ph.D. in Business Administration can be a good choice for professionals looking to advance their careers in business.
• Counseling: A doctorate in counseling allows you to specialize in areas such as human behavior, social psychology, counseling supervision, or specific therapy approaches. This degree can lead to advanced career opportunities in healthcare and social services.
• Criminal Justice: This program equips you with research skills and the ability to analyze data in the field of criminal justice. It can open doors to various career paths, including emergency management, forensic departments, and information security sectors.
• Education: A doctorate in education focuses on enhancing educational research skills and preparing for leadership roles in educational institutions. It can lead to administrative positions in universities, professional departments, or elementary and secondary schools.
• Healthcare Administration: This program prepares you for leadership roles in the business aspect of the medical industry. It covers topics such as policies, ethics, group management, hospital administration, and advanced patient care.
• Human Services: A doctorate in human services prepares you for leadership positions within organizations that help underserved populations. It focuses on policies, legislation, rights, ethics, and protocols for serving within human services organizations.
• Management: This program provides practical skills applicable to various industry settings. It covers areas such as financial management, system management, conflict management, and human resources management.
• Public Administration: A doctorate in public administration develops managerial and strategic planning skills for administrative roles in different industries. It offers coursework in ethics of management, public policy, strategic planning, performance management, employee evaluation, and economics of administration.
• Public Health: This program equips you with advanced training and research skills for the healthcare industry. It focuses on leadership and management roles in public health, emphasizing innovative thinking and communication mastery.
• Public Policy: A doctorate in public policy focuses on theory, ethics, research, and practice in public service programs. It prepares you to analyze and propose policies to improve communities and societies.
• Psychology: A doctorate in psychology combines research skills with professional practice. It can lead to careers as addictions counselors, applied researchers, professional consultants, or clinical psychologists.
• Theology: A doctorate in theology explores divine and spiritual traditions through academics, research, and religious studies. It can lead to careers as professors, social service managers, private school teachers, or directors of religious education.

Please note that the difficulty of a doctorate degree can vary depending on individual circumstances, personal strengths, and the specific requirements of each program. It's important to thoroughly research and consider your own interests, skills, and career goals before deciding on a doctorate program.

Free Ph.D. Programs Online (Fully Funded)

According to Best-Universities.net .

• Brown University - Fully-funded Ph.D. program in computer science
• University of Houston-Downtown - Full scholarship program for online doctorate
• Devry University - Comprehensive scholarship program for online degrees
• University of Maryland-Baltimore County - Full scholarship program for online undergraduate and graduate degrees
• Wilson Community College - Full scholarship program for community college students
• University of Leeds - Up to 30 fully-funded online Ph.D. programs
• University of the Witwatersrand - Comprehensive scholarship program for online bachelor's or master's degrees
• The University of Texas at Dallas - Full scholarship program for online bachelor's, master's, or doctoral degrees
• University of Strathclyde - Full scholarship program for online undergraduate or master's degrees
• Emory University - Fully-funded online Ph.D. program in economics
• New York University - Fully-funded Ph.D. program in childhood education
• University of Pennsylvania - Fully-funded online Ph.D. program in educational leadership and policy

If you're not looking for an accelerated program , the list below displays some of the best traditional Ph.D. programs in the country, according to Study.com.

Best Ph.D. Programs in the U.S.

Guide to Online Doctorate Degrees

Fewer positions requiring this advanced level qualification and reduced competition for such job opportunities among job seekers are some of the reasons behind the few doctoral graduates.

With technological advancements in almost all areas of life, acquiring education, a significantly advanced level of education has become more accessible.

Graduate students now do not have to attend physical classes to pursue their dreams of developing and advancing their skills.

You can pursue your doctorate in the comfort of your home or even your office. There was a 20% growth in students granted doctorate degrees between the 2009/2010 and 2019/2020 academic years, according to NCES. This growth has been attributed in part to online Ph.D. programs and the streamlining of modern universities.

Online Ph.D. programs are a relatively newer idea and online schooling in general has greatly increased access, flexibility, and convenience.

Students typically complete these degrees soon after completing a Master’s degree in the same area. As such, and with bachelor's degrees being necessary stepping stones, students can expect their journey from primary school to a Ph.D. to take about nine years, barring any accelerated tracks and failed classes.

Cost of an Online Doctoral Degree Program

When choosing any doctoral degree program, it is crucial to evaluate the costs and salary after attending. Even though online Ph.D. courses may usually be cheaper than on-campus learning, secondary schooling is rarely cheap and not every field will allow you to make back the cost in a reasonable amount of time.

Tuition, materials, technology, transportation, housing, and groceries should all be factors brought into account when deciding whether or where to attend, and in what field you can find the most success and fulfillment.

Below are the annual tuition rates of different institutions as reported by the National Center for Education Statistics (NCES).

• Private-For profit institutions- $18,200
• Private-Not for-profit institutions- $37,600
• Public institutions- $9,400

Choosing an Online Doctoral Degree Program

Since doctoral programs require considerable investments of money and time, it is important to consider every factor before deciding on a school or program. Take some time to consider the marketability, cost, and difficulty of each program and your own interest in the subject. To reach your career and educational goals, do your best research.

How Long Does it Take to Get a PhD

The length of a Ph.D. program can vary, but it typically takes 3 to 6 years to complete.

• A Ph.D. program typically takes 5 to 6 years in the United States.
• A Ph.D. program typically takes 3 to 4 years in the UK and many other European countries.

The actual length of a Ph.D. program can be influenced by many factors, including the nature of the research, the student's progress, the advisor's availability, and funding considerations.

• Some students may finish in less time, while others may take longer.
• Part-time Ph.D. programs are also available, which can take longer to complete.

Here is a table summarizing the length of Ph.D. programs in different countries:

Top 50 doctorate-granting institutions ranked by the total number of doctorate recipients, by sex: 2020

Tied institutions are listed alphabetically.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates.

Doctorate recipients from U.S. colleges and universities: 1958–2020

(Number and percent) * = value < |0.05%|.

State or location of doctorate institution ranked by the total number of doctorate recipients, by sex: 2020

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Top 10 Best 1-Year PhD Programs Online

Are you searching for the best 1-year PhD programs online? A growing number of students are choosing master’s and doctorate degrees with flexible, online models. In a highly competitive job market, having an advanced qualification gives you better salary potential and job prospects. However, not everyone can afford the time and costs of a traditional-length PhD program and living on-campus. If you’re a working professional and want to continue your studies, an online PhD is an excellent option.

Remember, don’t be fooled by the online mode. While the fastest PhD programs offer immense flexibility, they’re by no means easy. It can still be a major time commitment, and that’s where 1-year PhD programs online come into play. Additionally, not everyone will complete 1-year PhD programs in one year; rather, the curriculum makes it possible. Other obligations might force students to take two years to complete their programs.

Ready to find the shortest doctoral program online? Let’s get started!

Table of Contents

Best 1-Year PhD Programs Online

Chatham university.

Doctor of Nursing Practice (DNP)

Chatham University is known for its social mobility and support for disadvantaged students. The school’s Doctor of Nursing Practice takes 12 months to complete if you stay on track, and you’ll need to have a master’s degree in nursing to be considered. The program aims to develop future nursing leaders who will improve healthcare delivery and could very well be the fastest doctorate degree program out there!

• Courses : Structure and application of contemporary nursing knowledge, quality improvement in health care, and communication & collaboration for healthcare leadership
• Duration : 12 months
• Credits : 27
• Tuition : $1,126 per credit
• Financial aid : Scholarships, graduate assistantships, veteran benefits, and alumni discounts
• Graduation rate : 62.5%
• Location : Pittsburgh, PA

Breyer State Theology University, Department of Ethereal Doctor of Psychology in Grief Counseling

Ethereal Accelerated Doctor of Psychology in Grief Counseling

Breyer State Theology University aims to provide students with high-level knowledge to follow religious careers as ministers, theologians, and counselors. Its Ethereal Doctor of Psychology program in Grief Counseling is also one of the shortest doctoral programs available, with a 1-year duration. It is one of the only online accelerated PhD that helps counselors become specialized in grief and bereavement.

• Courses : An overview of psychotherapy & counseling, ethics in grief counseling, and therapy with the terminally ill
• Tuition : $4,500
• Location : Brandenton, FL

Related:  Top 10 Best PhD in Theology Programs 

American International Theism University

Accelerated Ethereal Doctorate in Business Administration

The American International Theism University provides accelerated doctoral programs in various disciplines, including theology, business, social work , music, and the arts. This specific accelerated doctoral program prepares students for roles in education, research, government departments, or private business administration. The school offers many disciplines for its online accelerated PhD programs, and you can complete them within one year.

• Courses : International business, managerial economics, and strategic management
• Tuition : $7,950
• Location : Englewood, Florida

Frontier Nursing University

Frontier Nursing University was ranked third  in the nation for the best online master’s program in FNP by the US News & World Report. This program is suitable for certified nursing practitioners and midwives with an MSN in nursing. The minimum duration for completion is 15 months.

• Duration : 15-18 months
• Credits : 30
• Tuition : $19,950
• Financial aid : Scholarships, loans, etc.
• Location : Versailles, KY

Boston University, Boston University College of Health & Rehabilitation Sciences: Sargent College

Online Post-Professional Doctor of Occupational Therapy (PP-OTD)

Boston University is the largest non-profit university in the US, offering a range of programs across various levels and disciplines. Its PP-OTD program is open to graduates in occupational therapy and has three intakes per year (May, September, and January). As part of this online accelerated PhD program, each semester requires you to work on your doctoral project parallel to other coursework.

• Courses : Contemporary trends in occupational therapy, health promotion and wellness, and social policy and disability practicum
• Duration : 18 months
• Credits : 33-36
• Tuition : $1,994 per credit
• Financial aid : Merit-based scholarships, loans, etc.
• Graduation rate:  87.2%
• Location : Boston, MA

Maryville University

Online Doctor of Nursing Practice

Maryville University is a private university that has offered post-secondary education since 1872. Its DNP enables practitioner nurses to pursue roles at the highest level of the nursing sector. The program is fully online, with no campus attendance required.

• Courses : Principles of epidemiology and biostatistics, advanced health care policy, and quality and patient safety in advanced nursing practice
• Duration : 20 months
• Credits : 33
• Courses : 11
• Tuition : $922 per credit
• Financial aid: Scholarships, student employment, loans, and grants
• Graduation rate:  44.6%
• Location : St. Louis, MO

The University of North Carolina, School of Medicine

Transitional Doctor of Physical Therapy (tDPT)

The University of North Carolina is a public research university, the flagship university of the North Carolina system. A public Ivy university, its transitional DPT program equips working professionals with specialized knowledge in three key areas: clinical foundation, clinical practice, and specialty practice.

• Duration : 24 months
• Tuition : Refer tuition page
• Financial aid : Scholarships and loans
• Graduation rate : 90.8%
• Location : Chapel Hill, NC

Grand Canyon University, College of Nursing and Healthcare Professions

Grand Canyon University is a private Christian university. Its DNP program is well-suited to professional working nurses and offers advanced education in nursing leadership, medical informatics, and public health . You can transfer up to three doctoral credits from previous studies.

• Courses : Emerging areas of human health, patient outcomes and sustainable change, and data analysis.
• Credits : 39
• Tuition : $725 per credit
• Financial aid : Scholarships, grants, and loans.
• Graduation rate : 37.6%
• Location : Phoenix, AZ

Liberty University

Doctor of Ministry (DMin)

Liberty University is a Christian university that offers various online programs at undergraduate, graduate, and doctoral levels in various disciplines. Its DMin program has a practical focus, equipping students to handle ministry-setting challenges. The program is made up of 8-week courses, and you can transfer up to 50% of degree credits.

• Tuition : $565 per credit hour
• Graduation rate: 28.5%
• Location : Lynchburg, VA

University of West Georgia

Doctor of Education in Professional Counseling and Supervision

The University of West Georgia is a public university with 12,700 students with a student-faculty ratio of 19:1. This doctoral program in counseling covers counseling methods through clinical and administrative supervision, advocacy and leadership, and program evaluation.

• Courses : Ethical leadership in education and advanced therapeutic techniques in counseling.
• Tuition : $241 per credit
• Financial aid : Scholarships, grants, federal work-study, and loans.
• Graduation rate : 39.1%
• Location : Carrollton, GA

What Are 1-Year PhD Programs Online?

A one-year PhD program is a doctorate you can complete in a very short time and generally requires 30 credits. Though short online PhD programs are called “1-year online doctoral programs”, very few universities offer PhD programs that can be completed in a year.

Most programs take around 15 months or so to complete, though some can last up to two years. Generally, any PhD you can complete in two years or less is considered in this category.

Related Reading:  Top 15 Cheapest Online PhD Programs

Do All The Shortest PhD Programs Require a Dissertation?

No. Many short Ph.D. programs don’t require a dissertation. However, some of these programs involve a research project parallel to other coursework. This means the project must be completed within the program duration, unlike longer doctorates, where the research component is dedicated years after your coursework.

Why Choose a One-year PhD Program Online?

Many opt to study 1-year PhD programs online because they want to earn their doctorate in a short period and enter the competitive job market earlier. This can save you years, not to mention a significant amount of money. After all, many of us cannot afford to spend 5-7 years getting a PhD while balancing work and personal commitments.

Benefits and Challenges of Short Online Doctoral Programs

The key benefit of short doctoral programs is earning a PhD while saving a considerable amount of time and money . You’ll also be able to enter the job market with your doctoral qualification much earlier.

On the other hand, it can be challenging to complete a doctorate in such a short period , often making your studies rather intense. However, if you’re willing to work hard for these short years, you will be able to enjoy the many benefits of having the letter “PhD” after your name.

Frequently Asked Questions

What is the shortest doctoral program online.

You won’t find a doctoral program that can be completed in less than a year. Chatham University’s DNP (Doctor of Nursing Practice) and Breyer State Theology University’s Ethereal Accelerated Doctor of Psychology in Grief Counseling are two of the few, if not only, programs currently available that you can complete within a year. However, you can complete some in a little over a year or two years.

Can you Get a PhD in 1 Year?

Very few universities provide PhD programs that can be completed in exactly one year. Even many programs referred to as “1-year PhDs” actually take a little more to complete and up to two years. However, several doctorates can be completed within a year or two, though not across all disciplines.

What is the Quickest Doctorate Degree to Get?

Chatham University’s DNP (Doctor of Nursing Practice) is probably the quickest PhD you can get today, as you can finish it in 12 months. Breyer State Theology University’s Ethereal Accelerated Doctor of Psychology in Grief Counseling also takes only one year.

How Can an Online Program Help Accelerate the Doctorate-Earning Process?

On-campus programs typically have a rigid structure and fixed program duration, usually meaning you have to complete them within around three and seven years. On the other hand, many online programs give you the flexibility to go at your own pace. This often means that you can choose to accelerate through the courses fast and complete the program in a shorter period of time.

Are Fast Doctorate Programs as Good as Regular Programs?

You can’t make a direct comparison between fast doctoral programs and regular programs. Regular programs go at a slower pace, so you get plenty of time to study, observe, reflect, and experiment with what you’re learning.

On the other hand, fast doctoral programs involve a more intense type of study and, arguably, you need to put in more effort. However, these short programs also allow you to gain a valuable doctorate qualification and take your career to the next level in a comparatively short period of time.

Final Thoughts

Though rapid PhD programs are broadly called one-year programs, not all can be completed within one year. Many universities provide PhD programs that you can complete within two years. The best 1-year PhD programs online are an excellent way to earn a doctoral degree with minimal disruption to your work and personal life.

If you’re interested in exploring other PhD programs, take a look at our guides on the best PhD programs in marketing , psychology , and history .

Related:  Top 10 Highest Paying PhD Degrees in 2022

Lisa Marlin

Lisa is a full-time writer specializing in career advice, further education, and personal development. She works from all over the world, and when not writing you'll find her hiking, practicing yoga, or enjoying a glass of Malbec.

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The 20 Shortest Doctoral Programs Available

Find your perfect school.

According to PremiumSchools’ chief editor, Malcolm Peralty, “These speedy doctoral programs are your fast track to becoming a leader in what you love. Dive into a world of valuable knowledge, grab those must-have skills, and step out as the go-to expert in your field. Your shortcut to a successful career is right here, ready and waiting!”

With the rapid innovation of education, many academic institutions offer accelerated or shortest doctoral programs in various academic disciplines. Reputable colleges and universities are known for their state-of-the-art resources and tools, facilities, research works, and funding to support professional students.

The following article has been reviewed by Malcolm Peralty

Quick Summarization of the Shortest Doctoral Programs Available Completing the shortest doctoral program is an important aspect of professional students wanting to advance in the current roles of their profession. Since they come with convenience and flexibility, doctoral programs with shorter lengths allow students to work and study without compromising their obligations. These programs also provide non-traditional doctoral students and career shifters with excellent alternatives, especially those who can’t afford traditional doctoral programs or don’t have the luxury of time to complete their graduate studies.

While doctorate studies are considered the culminating term that marks students’ finale of their academic venture, they often require a lot of discipline, effort, time, and resources to obtain. Doctorate credentials are highly desired for professional students wanting to pursue advanced roles or participate in high research activities.

The 20 Shortest Doctorate Careers and School Selections

Let’s get started!

Doctorate in Psychology/General Psychology

Unlike the traditional equivalent, the online Doctorate in Psychology or Doctorate in General Psychology is one of the shortest doctoral programs available. Instead of completing the 6- to 8-year program, accelerated doctorate in psychology programs can be completed in less than three years.

This online program is a terminal degree that helps professional students understand how people behave and think, covering various specializations, including clinical psychology, health & wellness psychology, sport & performance psychology, and business psychology. 

The online Doctorate in Psychology program is a heavy research-based academic program, emphasizing research and development of analytical and critical thinking proficiencies. Although each school has different study plans, some of the most common sets of coursework include:

• ethics and multicultural issues
• quantitative research methods
• qualitative analysis
• counseling theories
• tests and measurements

Doctoral students should also expect dissertations and practicums to be a part of the doctorate program’s culminating requirements.

Doctoral programs in Psychology help prepare students for numerous career opportunities in consultancy, academia, research, organization, healthcare, and private practices. 

Best Schools Offering an Online Doctorate in Psychology:

• Capella University
• The University of Arizona
• Walden University

Doctorate in Behavioral Health

With an average completion period of three years, the Doctorate in Behavioral Health is one of the shortest doctoral programs in psychology. It is designed for licensed, working clinical professionals interested in furthering their education and knowledge, offering holistic medical services to help individuals improve their well-being through behavioral changes. 

Professional students pursuing an online Doctorate in Behavioral Health will receive advanced training and learning opportunities in entrepreneurship, medical literacy, and behavioral interventions. They will learn in-depth how mental health affects their clients’ overall well-being and discover the different approaches to resolving issues through counseling, therapies, behavioral interventions, and other clinical approaches.

Graduates with DBH credentials don’t have licensing requirements. However, they are required to have certifications in the practice of their profession. They also participate in and conduct extensive research studies that highlight the behavioral and mental health aspects. Unlike licensed psychologists and psychiatrists, DBH graduates aren’t allowed to diagnose clients with mental health issues.

Best Schools Offering an Online Doctorate in Behavioral Health:

• Arizona State University
• Cummings Graduate Institute
• Freed-Hardeman University

Doctorate in Business Administration

Many schools offer a variety of online Doctorate in Business Administration (DBA), making it one of the most popular and shortest doctoral programs available. It is a doctorate program that prepares students for management and leadership roles in different organizations within the local and global markets.

The DBA program is ideal for professional students desiring advanced studies for career advancements in business, including government sectors, non-profit organizations, and for-profit companies. Graduates can also work in the academe as professors, deans, and other school administrative roles.

Unlike MBA programs, the Doctorate of Business Administration program has a more exclusive curriculum. Although most schools offer online coursework, some will require in-person residencies during summer terms. Professional students are expected to complete a set of required courses, dissertation work, comprehensive examination, and final defense as part of the program requirements of their DBA programs. 

Many schools also allow students to specialize in their preferred academic discipline, including marketing, management & organizations, leadership, information technology management, accounting, or finance. Students who are more inclined to work in the field of education can also pursue an online Ph.D. in Business Administration, focusing more on research work rather than applied learning.

Best Schools Offering an Online Doctorate in Business Administration:

• Hampton University (Hybrid)
• National University
• Trident University

Doctor of Nursing Practice

One of the most popular doctoral programs offering fast-tracked learning is the Doctor of Nursing Practice. It is an ideal program for working nurse practitioners, helping them learn more about evidence-based practices.

Through the online Doctor of Nursing Practice program, students will have advanced knowledge of complex decision-making, management, and healthcare practices. Depending on the students’ learning commitments and pace, the online Doctor of Nursing Practice program can be completed within two years on average.

Considered a professional, practice-focused doctorate program, the online Doctor of Nursing Practice program will prepare nursing professionals to be industry leaders who deliver advanced-level nursing care and state-of-the-art healthcare outcomes.

Apart from advanced clinical roles, pursuing the Doctor of Nursing Practice program will help students conduct teaching and research initiatives in higher education. Doctor of Nursing Practice graduates complete a set of coursework that emphasizes healthcare ethics, statistical analysis, organizational social and behavioral policies, and evidence-based research and practice.

Best Schools Offering an Online Doctor of Nursing Practice:

• Duquesne University
• The Pennsylvania State University
• The University of Alabama

Doctorate in Management

Completing a Doctorate in Management program is possible in less than three or four years, making it a popular option for professional students who prefer the shortest doctoral programs available. Many schools offer transfer-friendly Doctorate in Management programs that combine highly desirable skills in technology and communication with core technical components of quality research. It is a terminal degree that prepares students for various rewarding professions in the public and private sectors.

Professional students will develop crucial writing and research skills to publish a dissertation throughout the online Doctorate in Management program. Each dissertation of students will highlight their proficiencies to identify a particular area of interest within the modern workplace, test their hypothesis in real-world applications, and develop effective solutions to specific business-related challenges.

Some schools offer a variety of concentrations to choose from implemented into the online Doctorate of Management program, including information technology, human resource management, conflict management, and strategic management.

Best Schools Offering an Online Doctorate in Management:

• Franklin University
• Indiana State University
• Sullivan University

Doctor of Occupational Therapy

Given that the online Doctor of Occupational Therapy program can be completed within 18 to 24 months, it is one of the shortest doctoral programs sought-after by students in the field. It is a post-professional occupational therapy program designed for licensed occupational therapists pursuing advanced skills and expertise applicable in the workplace. 

While most schools offer online doctoral programs in Occupational Therapy, their programs are integrated with on-campus opportunities. They provide students with a space to present their work to various professional audiences, participate in engaging services, and collaborate with professional leaders within the industry.

All courses are evidence-based, advocating a wide spectrum of knowledge of certain topics, including quality improvement, social policy & disability, educational theory & practice, theories of change, and health promotion & wellness.

Best Schools Offering an Online Doctor of Occupational Therapy:

• Fairleigh Dickinson University
• University of Pittsburgh

Doctor of Public Administration

Professional students with a Doctor of Public Administration program have earned their doctorate credentials within three to four years. Considered one of the shortest doctorate programs, the DPA program only requires a minimum of 49 credit hours of coursework and dissertation work.

The doctorate program is designed to develop the skills and expertise of innovative leaders who prefer maximizing impact in non-profit, private, and public organizations.

While each university has a unique set of coursework requirements, most online Doctor of Public Administration programs include courses in employment discrimination law, ethics, and social justice, government regulations and administrative law, leadership in public sectors, and introduction to public service management.

Each course is developed to meet the needs of professional students seeking advanced knowledge in addressing unique and complex issues of organizations at the local, state, and federal levels. Developed with a holistic curriculum, the DPA program will highlight the essential components of social service, health management, policy, governance, criminal justice, and business.

Best Schools Offering an Online Doctor of Public Administration:

• California Baptist University
• Old Dominion University
• University of Illinois-Springfield

Doctorate in Educational Leadership

The Doctorate of Educational Leadership is primarily designed for working professionals, allowing students to complete their doctorate studies in two years in a full-time learning format. Like the Doctorate in Business Administration, the online Ed.D. in Educational Leadership is one of the most popular options for students seeking shorter doctorate programs. 

The Ed.D. in Educational Leadership program helps prepare innovative leaders who have the knowledge and skill set to oversee complex organizations through uncertain times. While many students assume that the program is only applicable to education, many schools have offered an interdisciplinary doctorate program in Educational Leadership.

Some of the online Doctorate in Educational Leadership offer specializations in Sport Leadership, Special Education Leadership, Nursing Education, Human Resource Development, Disaster Preparedness & Emergency Management, Global Education, and Health Communication & Leadership.

Best Schools Offering an Online Doctorate in Educational Leadership:

• Drexel University
• Louisiana State University
• Spalding University

Doctorate in Public Policy

The Doctorate in Public Policy program is an excellent option for professional students seeking advanced roles in Education and non-profit, public, and government sectors. It is a practitioner-based terminal doctorate program that highlights a set of coursework, developing students’ problem-solving, communication, management, and leadership skills.

With an average completion time of 36 months, the online Doctorate in Public Policy program is considered one of the shortest doctorate programs available. It is an academic doctorate program that builds upon students’ expertise and skills in the development of applied research skills essential for professional students working in public administration.

Although program requirements vary per school, some of the most common include foundational, core and elective courses, writing assessments, residency programs, and dissertation requirements. Some schools also offer a variety of specializations for a Doctorate in Public Policy, including social policy, national security policy, foreign policy, education policy, and economic policy.

Best Schools Offering an Online Doctorate in Public Policy:

• Liberty University
• Valdosta State University

Doctorate in Social Work

Professional students enrolled in the online Doctorate in Social Work program can receive their degrees in less than three years. It is designed for experienced clinical social workers with diverse professional experience, learning styles, and academic goals.

Through the doctorate program, students will develop characteristics of both scholars and practitioners. They also adopt the disciplinary habits of scholars through different methodological tools and rigorous study.

Regardless of professional background, the Doctorate in Social Work program will prepare students to pursue a variety of social work career pathways. It is a terminal degree with a clinically-driven curriculum, providing students with advanced practice methods and clinical overview essential to succeed.

Given that it is one of the shortest doctorate programs, professional students pursuing the DSW degree will only require a set of coursework and capstone projects. Depending on the nature of their program, some students will complete a leadership practicum and a teaching practicum.

Best Schools Offering an Online Doctorate in Social Work:

• Simmons University
• University of Louisville
• University of Southern California

Doctor of Theology or Ministry

Design for professional students in religious studies, the Doctor of Theology or Ministry program will provide students with a practice-focused academic degree that focuses on solving real-world ministry or theological problems with advanced research and practice. Many online schools offer a Doctor of Theology or Ministry program that helps equip students with essential skills in the practice of Christianity. 

Many students can already complete their Doctor of Theology or Ministry degree within 24 months, making it one of the shortest doctorate programs in Religious Education.

Students will immerse themselves in an in-depth journey through the New and Old Testaments through the program. It is an academic degree that will help develop students’ skills in bibliographies, theological methodologies, and doctorate-level writing and research.

Students may also choose a concentration in Theology, including Pastoral Theology, Theological Apologetics, Systematic Theology, Biblical Theology, and Church History.

Best Schools Offering an Online Doctor of Theology or Ministry:

• Regent University
• Trinity College of the Bible & Theological Seminary

Doctorate in Organizational Leadership and Change

Professional students interested in enrolling in one of the shortest doctorate programs available shouldn’t miss the Doctorate in Organizational Leadership and Change program. It is an academic program that will prepare students to explore a diverse range of solution-building initiatives for complex social challenges.

As a terminal doctorate, the Doctorate in Organizational Leadership and Change program features an extensive research-based study plan. It is a holistic, interdisciplinary program covering organizational behavior, business analytics, research design, statistics, and business methodologies and theories.

Due to the nature of the program, many schools require at least three years of professional experience for students to enroll. After completing the doctorate program, graduates will become effective leaders in various professional settings, including healthcare organizations, academia, non-profits, businesses, and ministries.

Best Schools Offering an Online Doctorate in Organizational Leadership and Change:

• Adler University
• Vanderbilt University

Doctorate in Healthcare Management or Administration

The Doctorate in Healthcare Management/Administration is one of the shortest doctorate programs designed for mid-to senior-level professionals to help them perform applied research in the healthcare setting. Students will become knowledgeable in performing and capitalizing on practice-based research, leading a diverse range of institutions, and shaping public health policies through the doctorate program.

The doctorate program can be completed in three years, depending on students’ pace and commitment. While schools have different curricula for their doctorate programs, the majority of Doctorate in Healthcare Management degrees will require the completion of the core, elective, and foundational courses, dissertations, and comprehensive examinations.

After graduation, professional students will focus more on achieving leadership in healthcare management, ethics of healthcare, healthcare information systems, and healthcare practices and theories. Working as healthcare consultants, healthcare data analysts, pharmaceutical product managers, or hospital CEOs are some of the career pathways for graduates with Doctorate in Healthcare Management credentials.

Best Schools Offering an Online Doctorate in Healthcare Management or Administration:

• California Intercontinental University
• Loyola University Chicago
• University of North Carolina at Chapel Hill

Doctorate in Physical Therapy

A list of the shortest doctorate programs wouldn’t be complete without the Doctorate in Physical Therapy program. With one to three years of completion time, the doctorate program is designed for licensed physical therapists and physiotherapists, providing industry-standard experience, skills, and knowledge.

It is an ideal program for professional students seeking to maintain their relevance while pursuing the practice of their profession in the field of physiotherapy or physical therapy.

Through the program, professional students will take control of various therapeutic procedures, including diagnosis and implementation of physical therapy treatments tailored to every patient’s unique requirements. Its curriculum features a set of coursework in diagnostic imaging, foundations of autonomous practice, pathophysiology, pharmacology, and global healthcare issues.

Apart from coursework completion, students must accomplish practicum requirements in their chosen field of specialty areas.

Best Schools Offering an Online Doctorate in Physical Therapy:

• AT Still University of Health Sciences
• Northeastern University

Doctorate in Education

Another option for educators and aspiring school administrators pursuing the shortest doctorate programs available is the Doctorate in Education program. The online, accelerated doctorate program can be completed within 36 months, depending on the student’s pace and preferences.

The doctorate program will develop an in-depth understanding of the educational process and build a skill set applicable to educational leadership settings. It is a doctorate program designed for experienced and skilled educators and other aspiring professionals in learning and development career positions.

Integrated with practitioner-oriented learning, professional students will become transformative leaders with a diverse range of expertise in organizational change, learning & teaching, and curriculum development.

Completing the Doctorate in Education program will equip graduates with the essential skills and knowledge to manage and lead positive transformations in community programs, non-government and government sectors, corporations, and academic systems.

Best Schools Offering an Online Doctorate in Education:

• Baylor University
• Johns Hopkins University
• Marymount University

Doctorate in Counselor Education and Supervision

The Doctorate in Counselor Education and Supervision is another popular option for students seeking the shortest doctorate programs in counseling or psychology. Although the doctorate program has an average completion time of three to four years, many universities offer accelerated, web-based programs that can be completed within 24 months.

Professional students with CACREP-accredited master’s degrees can also transfer academic credits, making it the shortest way possible to complete their doctorate studies.

The majority of the curriculum is designed and aligned with the standards administered by the Council of Accreditation for Counseling & Related Educational Programs. It is a doctorate program that prepares graduates and other professionals to become practitioners, researchers, supervisors, and counselor educators in various clinical and educational settings.

The academic program will also provide graduates with the necessary credentials and knowledge to assume leadership roles in the counseling profession.

Best Schools Offering an Online Doctorate in Counselor Education and Supervision:

• Adam State University Colorado
• Antioch University (Flexible, Low Residency)
• University of the Cumberlands

Doctorate in Criminal Justice

The Doctorate in Criminal Justice is one of the rarest doctorate programs available in the country, with only a few schools offering this type of program. It is a unique doctorate program that will explore and address the demand for highly skilled criminal justice practitioners in the US.

The doctorate program is also designed for professional students seeking teaching opportunities and other high-level positions within various educational and criminal justice systems. Many distance learners can complete their Doctorate in Criminal Justice credentials within two years of full-time learning.

Through the doctorate program, Criminal Justice majors will strengthen their skills in policy implementation, in-depth analysis, and evaluation for criminal justice practitioners. They will have an in-depth understanding of real-world problems concerning the criminal justice field, including reducing recidivism of cases, wrongful convictions, police use-of-force, and federal consent decrees.

Apart from online coursework completion, professional students will accomplish residency programs, dissertations, and comprehensive examinations.

Best Schools Offering an Online Doctorate in Criminal Justice:

• California University of Pennsylvania
• Saint Leo University

Doctorate in Information Technology

Given that Information Technology is a rapidly evolving field, the Doctorate in Information Technology is a multidisciplinary academic program designed for innovative professionals and leaders seeking to advance their abilities, skills, and knowledge in computing systems and technology.

Apart from technical proficiencies, students will also develop relevant information technology abilities essential to influencing and leading a diverse range of organizations. The academic program will offer a comprehensive understanding of foundational theories and practices and how they can be applied to IT.

While every school has its unique program requirements, students can expect to complete foundational, elective, and core courses, specialization, comprehensive examination, dissertation, and residency programs. After completing the doctorate program, graduates can pursue senior-level roles in academic, government, and industrial sectors.

Best Schools Offering an Online Doctorate in Information Technology:

• City University of Seattle

Doctorate in Grief Counseling

Another rare doctorate program with a shorter program length is the Doctorate in Grief Counseling . Unlike traditional doctorates in counseling, the Grief Counseling post-masters program emphasizes clinical practice instead of counselor supervision and education.

It is a doctorate program that helps professional students explore and gain a holistic understanding of community trauma and disaster, crisis management, critical incidents, forgiveness, inner healing, and grief management. The academic program will also prepare psychotherapists and professional counselors for leadership and advanced clinical practice.

Through a series of coursework, students will become knowledgeable in reviewing models, theories, and research on bereavement, grief counseling techniques, and factors that impact grief. Some of the most common topics include community & crisis counseling, grief & bereavement, counseling ministry for the bereaved, psychotherapy integration, and ethics in grief counseling. 

Best Schools Offering an Online Doctorate in Grief Counseling:

• American International Theism University
• Mississippi College

Doctorate in Public Health

Professional students completing the Doctorate in Public Health can graduate within 36 months, depending on their professional commitments and pace. It is a doctorate program designed for mid to senior-level practitioners with more than five years of professional experience in the related field.

The doctorate curriculum highlights advanced public health studies and training for preparing graduates for leadership positions in practice-based settings, including community-based organizations, international agencies, non-profit organizations, and health departments.

Completing the Doctorate in Public Health program will help graduates foster advanced expertise in evaluating, implementing, and developing evidence-based, applied public health practices.

Best Schools Offering an Online Doctorate in Public Health:

• Indiana University
• University of South Florida (Low Residency)

Frequently Asked Questions

Regardless of the type of doctorate programs you enroll in, completing doctorate credentials requires significant commitment. While fast-tracked or the shortest doctoral programs online help students earn their doctorate in less time, online doctoral degree programs have a rigorous and comprehensive curriculum that can be completed faster, requiring hard work, grit, and dedication.

Professional students can choose any of the two major types of doctorate degrees, namely the following: 

A doctorate program that emphasizes theories, data analysis, and research to have an in-depth expansion of a particular area of discipline.

• Professional/Applied Doctorate

It is a doctorate program that emphasizes developing effective professional practices, finding solutions, and applying research methodologies to a diverse range of practical problems within the field of discipline.

Although Ph.D. programs have 8.2 years to complete on average, some online schools offer fast-tracked programs as alternatives. Instead of application, Ph.D. programs focus more on theories. Due to the nature of applied doctorate programs, they’ve become an in-demand type of post-master’s degree since many working professionals prefer applied learning.

While students prefer shorter program lengths and affordability, others have more specific preferences. Each preference and school classification is considered by students when comparing and choosing academic institutions.

Since many professional students have unique criteria and goals for pursuing doctorate studies, it can be challenging to standardize the shortest doctorate programs. Students who prefer individualized and comprehensive mentoring from academic or thesis advisors can enroll in a private institution with a smaller student-to-faculty ratio. However, extra perks often involve more expensive programs.

The completion time for completing doctorate studies, such as the DBA or Doctor of Nursing Practice programs, will depend on students’ commitment and their chosen discipline area. Some universities have an average completion time of more than six years, while others have 5.5 years as the median completion time. With reputable online doctorate programs, students have the option to complete their doctoral studies in as few as three years.

Both traditional and online doctorate programs have become widely accepted in financial aid coverage. Given that doctorate students will complete their FAFSA requirements, they will receive financial assistance to help them complete their doctorate education. 

Here are some of the types of financial aid options available for doctorate students:

• Fellowships/Assistantships
• Private Loans
• Scholarships
• Student Loans
• Work-Study Programs

Most students can obtain their doctorate degrees within two years when pursuing online, fast-tracked learning programs. However, some students extend their completion time to more than five years due to their personal and professional obligations. 

Although online programs are mostly self-paced, schools have time limits to prevent their students from extending their completion time to almost a decade. The extension will depend on the academic institution and specific areas of study.

However, most universities offer a 7- to 8-year deadline from students’ admission date to their final thesis. At some point, the thesis requirements of students are slowed down due to their circumstances and work schedules.

Given the scenarios, it is hard to standardize exactly how long it will take to complete doctorate studies. Students’ pace and timetable significantly impact obtaining their doctorate degrees on time.

As distance learning has become a trend, many professional students have enrolled in fast-tracked online programs at the doctorate level without leaving their current professions.

For example, the field of education requires candidates to have a doctoral degree when taking on leadership roles in the academe, including associate deans, academic supervisors, and deans. Having doctorate credentials will help candidates negotiate higher salaries, career advancements, or licensing requirements in the business industry.

Here are the most popular academic fields for students pursuing the shortest doctorate online programs:

• Leadership/Management
• Political Science

In Conclusion

Since many colleges and universities offer a variety of online programs, it’s easier and more possible for students to pursue the shortest doctorate programs available. Gone are the days when online, fast-tracked doctorate degrees are not as good as traditional, on-campus degrees.

Many professionals and adult graduate students nowadays prefer the shortest online doctoral degree programs available due to their flexibility, convenience, and program duration, making them ideal for career advancements and career shifters. 

On the contrary, pursuing the shortest doctorate program, such as the Doctor of Nursing Practice, can involve additional pressure. Since it is a fast-tracked program, students accomplish more deliverables in less time than traditional doctorate programs. 

While pressure is subjective and depends on all graduate students, it is safe to say that more and more professionals have realized the benefits of pursuing the shortest possible option of completing doctorate studies. All it takes is to find the shortest doctorate program tailored to students’ personal and professional lives, learning preferences, and career objectives.

Related Article: Choosing a Short Doctorate Program: Factors to Consider

Malcolm Peralty Chief Editor

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Shortest Doctoral Programs Online

• Online Degrees

In the ever-evolving landscape of higher education, the pursuit of doctoral degrees has become increasingly accessible through online platforms.

The year 2024 marks a significant leap in offering diverse and flexible doctoral programs online, catering to professionals seeking advanced degrees without the traditional time commitment.

This guide delves into the easiest and shortest online doctoral programs, including Ph.D. degrees, highlighting key features such as accelerated paths, reduced residency requirements, and flexible learning options.

Understanding Doctorate and Ph.D. Programs

Before exploring specific programs, it’s crucial to distinguish between a Doctorate Degree and a Ph.D. While both are esteemed achievements, they cater to different academic and professional pursuits. Ph.D. programs, or Doctor of Philosophy degrees, are heavily research-oriented, focusing on theoretical and abstract aspects of various fields. They are ideal for those interested in academic, research, or theoretical applications of their study area.

In contrast, Doctorate programs tend to be more practice-oriented, emphasizing the application of knowledge in professional settings. These programs are tailored for individuals aiming to advance to the forefront of their fields, often in more hands-on roles.

The programs listed below are all online phd programs for working professionals .

Easiest and Shortest Online Doctoral & Ph.D. Programs

1-year ph.d. programs online.

• Chatham University : Offers a 1-year online DNP program, designed for nurses aspiring for leadership roles.
• Breyer State Theology University : Provides a unique 1-year online Ph.D. in Grief Counseling.
• American International Theism University : Features accelerated doctoral degrees in various disciplines, all achievable within a year.

15-18 Month Doctorate Programs Without Dissertation

• Boston University : A Post-Professional Doctor of Occupational Therapy degree, completed in 18 months.
• Frontier Nursing University : Offers a Doctor of Nursing (DNP) program that spans 18 to 20 months.
• Maryville University: Provides various online doctoral degrees in fields like Nursing Practice and Health Administration, achievable within 18 months.

24 Month Doctorate Programs

• University of North Carolina – Chapel Hill : Offers a range of online doctoral programs including a Ph.D. in Nursing and a Transitional Doctoral Program in Physical Therapy.
• Grand Canyon Universit y: Features over a dozen online doctoral degrees in areas such as Organizational Leadership and K-12 Leadership.
• Liberty University : Offers a Doctor of Education degree program that can be completed in 30 months.

Ease of Ph.D. Programs

While no Ph.D. program can be deemed ‘easy,’ certain fields are considered more accessible than others, such as education, humanities, and social sciences. Factors like reduced residency requirements, credit transfers, and integrated dissertation colloquia can make some programs more attainable.

Financial Aspects of Online Doctoral Programs

The cost of pursuing an online doctoral degree varies widely among institutions. While online courses might be more affordable than on-campus ones, they still require a significant financial investment. Prospective students should consider tuition, materials, and other expenses while making their decision.

FAQs: Easiest PhD and Shortest Doctoral Programs Online 2024

Q1: What is the difference between a Ph.D. and a Doctorate Degree?

• A1: A Ph.D., or Doctor of Philosophy, focuses more on theoretical and abstract aspects of a field, emphasizing research and academic pursuits. In contrast, a Doctorate degree is often more practice-oriented, focusing on the application of knowledge in professional settings.

Q2: Can I complete a doctoral program online in one year?

• A2: Yes, there are institutions that offer 1-year doctoral programs online. For example, Chatham University offers a 1-year online DNP program for nurses, and Breyer State Theology University provides a 1-year online Ph.D. in Grief Counseling.

Q3: Are there doctoral programs available that do not require a dissertation?

• A3: Yes, some doctoral programs, like the Post-Professional Doctor of Occupational Therapy at Boston University, do not require a dissertation but may have other project requirements.

Q4: What are some examples of 24-month doctoral programs?

• A4: The University of North Carolina – Chapel Hill offers a Transitional Doctoral Program in Physical Therapy that can be completed in 24 months, and Grand Canyon University has various 24-month online doctoral degrees in areas like Organizational Leadership.

Q5: What fields are considered easier for pursuing a Ph.D.?

• A5: Generally, fields like education, humanities, and social sciences are considered easier for pursuing Ph.D. degrees, due to factors like reduced residency requirements and flexible coursework.

Q6: How much can an online doctoral program cost?

• A6: The cost varies widely among institutions. For reference, annual tuition rates can range from about $9,400 at public institutions to $37,600 at private not-for-profit institutions.

Q7: How do I choose an online doctoral program?

• A7: Consider factors such as the program’s marketability, cost, difficulty, your interest in the subject, and how well it aligns with your career goals. Research and compare different programs to find the best fit for you.

Q8: How long does it typically take to complete a Ph.D. program?

• A8: The length varies by country and program. In the U.S., it typically takes 5 to 6 years, while in the UK and many European countries, it takes about 3 to 4 years. Part-time programs may take longer.

Q9: Are there fully funded online Ph.D. programs available?

• A9: Yes, some institutions offer fully funded online Ph.D. programs. Examples include Brown University’s Ph.D. program in computer science and Emory University’s online Ph.D. program in economics.

Q10: What are some of the best Ph.D. programs in the U.S.?

• A10: According to Study.com, some of the best Ph.D. programs include those at Cornell University, Northwestern University, Stanford University, and the University of California in Berkeley.

The landscape of online doctoral programs in 2024 offers diverse and flexible options for professionals seeking advanced degrees. From accelerated Ph.D. programs to practical doctorates without dissertations, these online offerings cater to a range of academic and professional needs. As the demand for higher qualifications grows, these programs provide a viable path for many to achieve their academic and career aspirations.

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Getting a Ph.D. doesn’t always have to be a time-consuming and complex project. If you already have experience in the field, you can shorten the process and get a Ph.D. in just a couple of years. Instead of spending four to seven years completing your studies, you can achieve your Ph.D. goals quickly and begin reaping the benefits.

Not all Ph.D. programs are created equal. Their duration depends on several factors, including the specialization. It may be impossible to speed up some of the program’s aspects but still spend months writing your dissertation.

You can start your journey to getting a degree by exploring accelerated Ph.D. programs online. Let’s take a closer look at options that can suit your goals.

When it comes to selecting a fast Ph.D. program online, keep in mind that anything related to math, science, or medicine is never fast. However, some degrees don’t require as much in-depth study and practice. They are:

• Education – some education doctoral programs may have more flexible requirements and shorter completion times.
• Social Sciences – certain subfields within social sciences, such as sociology or psychology, may have relatively easier admission processes and less competitive programs.
• Business Administration – while a Ph.D. in Business Administration requires dedication, some programs may have more structured curricula and shorter completion times.
• Humanities – history, or philosophy may offer Ph.D. programs that with be easier to complete within just a few years.
• Applied Sciences – certain applied sciences, such as environmental science or public health, may have Ph.D. programs that focus on practical research. They may take less time than other disciplines.

Even the easiest and fastest Ph.D. online requires time and dedication from your side. Some of the accelerated programs are designed to pack five years’ worth of knowledge into three years of studies. This means that you would have to forgo many of your current commitments to accommodate a hectic education process.

What Affects the Duration of a Ph.D. Program?

Besides the field of study, the following factors can affect the duration of your Ph.D. program:

Even the easiest Ph.D. program online could take more time than you expect because of the complexity of the research topic you choose. When making this choice, make sure to speak to your advisors, mentors, and peers about their experience.

Check how much data collection and fieldwork your topic requires.  You could find that your accelerated online Ph.D. program turns into five years of research.

Some online universities have strict program requirements that demand a specific amount of time to complete. Meanwhile, other schools offer more flexibility. When budgeting your time and planning out your studies, pay special attention to the structure. In some cases, you could find opportunities to shorten the program. In others, the framework may not allow you to do so.

Studies show that the time to complete even the fastest Ph.D. online is a combination of funding conditions, publishing during the program, and associated time strategy. Ph.D. funding usually increases the time it takes to complete your studies. If you decide to publish while completing your Ph.D., it can decrease the completion time.

If you have sufficient research funding and decide to publish, you are likely to earn your degree faster. However, unfunded students with high research productivity usually study longer.

Even if you decide to study online, you must receive adequate advisor and research support. Pay special attention to this factor when choosing the program. You can find out how it works at the university of your choice by speaking to the admissions committee or finding reviews from the alumni.

If you can receive regular guidance with quality feedback, you are likely to speed up your education process. In schools where students don’t get dedicated mentor hours regularly, the time to complete the Ph.D. program increases.

Also check what research facilities the school is ready to provide for offline studies (yes, some online programs may require you to visit the campus anyway). Lack of access to proper facilities and materials always slows the studies down.

No matter how hard you prepare for the Ph.D. program, personal circumstances get in the way. Many people find that they can’t juggle their personal and professional commitments with studies as well as they planned. This causes significant delays.

Meanwhile, you should always be thinking about the possibility of unexpected personal circumstances. Thankfully, the majority of easy online Ph.D. programs readily accommodate these needs. They demand that Ph.D. studies be finished within a certain amount of time. However, this time is usually long – around seven or eight years.

Some of the easiest Ph.D. programs online still have strict publication requirements. You can find out that the program requires you to publish your research findings in academic journals or present them at conferences before completion.

This particular program requirement can slow the studies down, especially if the research process is complex.

Overall, it can take between three and seven years to earn your doctorate. No matter how easy or fast the program may seem at first, multiple factors can slow it down. Thankfully, the majority of these factors are known beforehand. It’s up to you to do the research and plan your time.

What Affects the Complexity of a Ph.D. Program?

Even the fastest Ph.D. program online may not be easy. When rushing to earn your degree, you need to pay special attention to the program itself. It may be extremely hard to handle. Factors to consider include:

The interdisciplinary nature of your program can make it complex. If you need to study several fields at once or conduct interdisciplinary research, you may need to make more effort to complete the program. If you haven’t faced such research before, you could need extra time to study. Several methodologies and additional terminology can easily present a challenge.

If your research project requires an in-depth understanding of complex theoretical frameworks, it could slow you down. You would need to master these frameworks and learn how to apply them.

Even the easiest fields of study require extensive data collection. Data collection methods could be complex and time-consuming. For example, if you need to conduct a survey or arrange fieldwork, you would need to make an extra effort outside your study hours.

You may also need to master complex analysis techniques and learn how to leverage advanced software.

If your program requires collaborating with multiple researchers or institutions, you may run into collaboration issues that could increase the complexity of your studies. Projects that bring many people and facilities together always have some time of communication issues that slow down the collaboration process.

Besides simplicity and duration, you need to pay attention to other aspects of online programs including:

• Accreditation – the program you choose must be accredited by an accredited body that employers in your niche recognize.
• Structure – the program should have a structure that allows for accelerated learning.
• Research focus – the program should align with your research goals. This can help you speed up the learning process.
• Support – a program should provide adequate support from the faculty and facilities.
• Credit transfer policies – find out if the program allows you to transfer credits from previous degrees in order to shorten the education process.
• Flexibility – make sure the program is flexible enough to help you keep personal and professional commitments.
• Reputation – take the time to read reviews, talk to alumni, and do online research to assess the university’s reputation.

While the program can be easy and short, it doesn’t necessarily mean it is cheap. Some students believe that online programs are less expensive than offline learning. This is usually not the case. Learn about the cost of the program and explore financial aid opportunities before making the final choice.

Top Easiest and Fastest Ph.D. Programs Online

These programs offer you an opportunity to finish your doctorate studies faster than others. They also have easier curricula than similar programs in other universities.

Chatham University offers several Ph.D. programs in an online format. They can be completed in just 16 months or four terms. These programs include:

• Doctor of Occupational Therapy
• Doctor of Nursing Practice (DNP)

Admissions requirements for these programs may vary, but you would have to provide official transcripts, a resume, and an admissions essay for both of them.

The university is accredited by the Middle States Commission on Higher Education.

Maryville University offers several online Ph.D. programs that you can complete in less than two years. They are:

• Doctor of Nursing Practice
• Ph.D. in Occupational Therapy
• Ph.D. in Educational Leadership

It’s possible to complete these programs within just 20 months, depending on your time constraints. The school offers convenient financial aid options that can help you pay for the doctorate program.

The university is accredited by the Higher Learning Commission.

Arizona State University offers strong online degree programs in behavioral health. You can choose one of the two specializations.

• Online Doctor of Behavioral Health – Management
• Online Doctor of Behavioral Health – Clinical

Admissions requirements for these programs include official transcripts from all previously attended places of study, one letter of recommendation, and a CV or resume. The total number of class hours required by this program is 135.

The College of St. Scholastica focuses on online and hybrid learning . Ph.D. programs include:

• Doctorate in Educational Leadership
• Doctorate in Physical Therapy (DPT)
• Transitional Doctor of Physical Therapy

These programs take between two and four years to complete. The admissions requirements vary from program to program. Official transcripts from all previous places of education are necessary for all programs. The school allows you to transfer credits.

The college is accredited by the Higher Learning Commission.

Walden University offers a wide range of Ph.D. programs online . Many of them take less than 3 years to complete. These doctorate programs include:

• Doctor of Education
• Ph.D. in Counselor Education and Supervision
• Doctor of Psychology in Behavioral Health Leadership
• Doctor of Social Work

The school also offers a wide variety of degree acceleration options, including transfer of credits, credit by work experience, and credit by examination. You may be able to complete some of these programs in less than 24 months.

Accelerating Your Ph.D. Studies

Getting a Ph.D. doesn’t have to be a lengthy process. If you have all the information necessary to speed up your education, you can obtain a degree in just one year. Speeding up the process doesn’t mean giving up on the quality of studies. Many accredited and renowned universities are offering fast and easy Ph.D. programs online. They can also help with acceleration opportunities.

If you are ready to get a degree but worry about the time it takes, consider programs that don’t require long years of study. The benefits of short online programs can be just as significant as the advantages of full-time offline learning.

Frequently Asked Questions

The shortest Ph.D. programs take around two years to complete. You can speed up the process even further by transferring credits or asking the school to accept relevant work experience as study credits.

Yes, many universities offer opportunities to complete a Ph.D. program in just two years. Some of these programs are available in a fully online or hybrid format.

A fast Ph.D. program doesn’t lack quality. While some specializations and research topics don’t demand significant time investments, they can be just as beneficial as programs that may take over five years to complete.

PHD in Economics, Associate Professor, Department of Business Process Management, Faculty of Market Technologies IOM

• Best Online Doctoral Programs

Best Online Doctoral Programs Of 2024

Published: Apr 23, 2024, 1:42pm

The best online doctoral programs offer flexibility and convenience that can make it easier for you to pursue an advanced degree, often while working full time.

Earning a doctorate can help you advance to the highest roles in your field and increase your salary potential. It’s also a chance for you to gain an advanced understanding of impactful issues and develop the skills to generate new ideas, solve problems and create meaningful change.

Below, learn about the best online doctoral programs in a variety of fields, including social work, psychology, education and nursing.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

• 6,290 accredited, nonprofit colleges and universities analyzed nationwide
• 52 reputable tech bootcamp providers evaluated for our rankings
• All content is fact-checked and updated on an annual basis
• Rankings undergo five rounds of fact-checking
• Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

Our Methodology

We ranked accredited, nonprofit colleges offering online doctoral degree programs in the U.S. using metrics in the categories of student experience, credibility, student outcomes and affordability. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites.

We scored schools based on the following data points:

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• Portion of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition and fees
• Alternative tuition plans offered
• Median federal student loan debt
• Student loan default rate

We chose the best schools to display in 10 categories of doctoral degrees.

Find our full list of methodologies here .

• Best Online Colleges With A 100% Acceptance Rate
• Best HBCUs With Online Degrees
• Best Online Colleges
• Best Online Master's Programs
• What Are The Best Online Public Universities

Degree Finder

Best online doctoral program options.

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Should You Enroll in an Online Ph.D. Program or Doctorate?

Accreditation for online doctoral degrees, how to find the right online doctorate for you, frequently asked questions (faqs) about online ph.d. programs and doctorates.

• Best online Psy.D.: Rivier University
• Best online Doctor of Nursing Practice: University of Central Florida
• Best online Doctor of Business Administration: Walsh College
• Best online doctorate in physical therapy: Texas Tech University Health Sciences Center
• Best online doctorate in education: Johns Hopkins University
• Best online Ph.D. in organizational leadership: Indiana Wesleyan University
• Best online Ph.D. in counseling: Concordia University-Irvine
• Best online Doctor of Social Work: University of Southern California
• Best online Ph.D. in public administration: West Chester University of Pennsylvania
• Best online doctorate in educational leadership: Fairfield University

Featured Online Schools

Learn about start dates, transferring credits, availability of financial credit and much more by clicking 'Visit Site'

Best Online Psy.D.

Rivier university.

Program Tuition Rate

$1,275/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

Located in Nashua, New Hampshire, Rivier University offers a hybrid Doctor of Psychology (Psy.D.) with a limited number of online classes. The American Psychology Association-accredited program focuses on school psychology and counseling and prepares you to work as a psychologist in various environments. You’ll learn clinical diagnosis, assessment, prevention and intervention skills.

Students must attend full time and can work no more than 20 hours per week. It takes a minimum of five years to graduate.

• Our Flexibility Rating: Learn on a set schedule
• School Type: Private
• Application Fee: $100
• Degree Credit Requirements: 60-130 credits
• Program Enrollment Options: Full-time
• Example Major-Specific Courses: Fundamentals of research, group counseling
• Concentrations Available: N/A
• In-Person Requirements: Yes, includes a 2,000-hour internship and at least six practicum experiences

Best Doctor of Nursing Practice

University of central florida.

$372/credit (in-state)

At University of Central Florida (UCF), practicing nurses can earn a Doctor of Nursing Practice. The advanced track program is accredited by the Commission on Collegiate Nursing Education and prepares nurses for clinical leadership roles in the field.

Coursework explores clinical management, communication skills and epidemiology principles. You’ll develop research and practice skills, learn to improve healthcare systems, develop health policy and analyze data to improve individual and population health.

• Our Flexibility Rating: Learn around your 9-to-5
• School Type: Public
• Application Fee: $30
• Degree Credit Requirements: 42 credits
• Program Enrollment Options: Part-time, full-time
• Example Major-Specific Courses: Healthcare systems and policy, nursing environment management
• In-Person Requirements: Yes, includes clinical hours (but all coursework is available online)

Best Doctor of Business Administration

Walsh college.

$1,038/credit

You can earn an online Doctor of Business Administration from Walsh College in Troy, Michigan. The part-time, online program includes asynchronous coursework and real-time Zoom classes, as well as optional opportunities to interact on campus. You can develop advanced business knowledge and skills to become a business leader or consultant.

In addition to coursework, you must pass a preliminary exam and complete a 15-credit dissertation process. The program requires students to graduate within seven years.

• Application Fee: $50
• Degree Credit Requirements: 60 credits
• Program Enrollment Options: Part-time
• Example Major-Specific Courses: Foundations for business success, qualitative and exploratory research methods
• In-Person Requirements: No

Best Doctorate in Physical Therapy

Texas tech university health sciences center.

$265/credit (in-state)

Texas Tech University Health Sciences Center designed its hybrid Doctor of Science in physical therapy to help practicing physical therapists advance their careers. The post-professional 36-credit program takes four to five years to complete part time.

The flexible format makes it possible for students to keep working while attending school. Learners attend weekend lectures and labs at the Lubbock, Texas, campus. During the week, they supplement their in-person instruction with online assignments.

• Application Fee: $75
• Degree Credit Requirements: 36 credits
• Example Major-Specific Courses: Medical screening for rehabilitation sciences, motor control in orthopedics
• Concentrations Available: Research track, teaching track
• In-Person Requirements: Yes

Best Online Doctorate in Education

Johns hopkins university.

$2,100/credit

Johns Hopkins University in Baltimore, Maryland offers an online Ed.D. The part-time degree takes four years to complete and explores topics like the social determinants of education, entrepreneurship and technology.

You can customize the degree by choosing electives that align with your professional interests and by selecting one or more “areas of interest,” such as urban leadership or digital age learning and educational technology. Applicants need a master’s degree with at least 36 graduate credits to qualify for the program.

• Application Fee: $80
• Degree Credit Requirements: 54 credits
• Example Major-Specific Courses: Approaches to urban education, partnerships and community organizing
• Concentrations Available: Creativity, advanced learning, and twice exceptionality; digital age learning and educational technology; entrepreneurial leadership in education; mind, brain, and teaching; urban leadership

Best Online Ph.D. in Organizational Leadership

Indiana wesleyan university.

$890/credit

Located in Marion, Indiana Wesleyan University offers an online Ph.D. in organizational leadership that can prepare you to become an effective leader in as few as four years. The program focuses on inclusion, multiculturalism and international perspectives and develops research, presentation and executive skills.

You must attend an in-person residency during the July session, but the rest of the program takes place online and offers flexibility for working professionals. The school’s tuition guarantee locks in your tuition rate when you start the program.

• Application Fee: Free
• Example Major-Specific Courses: Advanced leadership theory, statistical research design
• In-Person Requirements: Yes, includes an in-person residency

Best Online Ph.D. in Counseling

Concordia university – irvine.

$795/credit

Concordia University – Irvine in Irvine, California, is a Christian institution that offers a “biblically informed” online Ph.D. in counselor education and supervision from its Townsend Institute. Designed for licensed mental health professionals, the degree develops advanced skills and prepares you for leadership roles in counseling, teaching and advocacy.

The accelerated program takes three to four years to complete. It requires two in-person residencies and a total of 700 hours of internship and practicum field experiences. In addition to coursework, you must complete a culminating 12-credit dissertation that includes original counseling research and a successful oral defense.

• Program Enrollment Options: Accelerated
• Example Major-Specific Courses: Advanced counseling and career theories, advanced multicultural issues in counselor education and supervision
• In-Person Requirements: Yes, requires two in-person residencies, a practicum and an internship

Best Online Doctor of Social Work

University of southern california.

$2,137/credit

University of Southern California ‘s online Doctor of Social Work from the Suzanne Dworak-Peck School of Social Work emphasizes the importance of scholarship and practice in the field. Created for experienced social work professionals, the program can help you become a leader working toward social change and innovation.

The program offers a seven-semester accelerated track and a standard nine-semester option. In a capstone experience, learners research and create a prototype that addresses a current problem in social work.

• Application Fee: $90
• Program Enrollment Options: Accelerated, full-time
• Example Major-Specific Courses: Leading public discourse, financial management for social change

Best Online Ph.D. in Public Administration

West chester university of pennsylvania.

$645/credit (in-state)

West Chester University of Pennsylvania ’s online Doctor of Public Administration can prepare you for high-level roles in public affairs and administration. The program is offered by the College of Business and Public Management, accredited by Association to Advance Collegiate Schools of Business, and the Department of Public Policy and Administration, accredited by the Network of Schools of Public Policy, Affairs, and Administration.

The curriculum explores strategic management, policy advocacy and decision-making in the public sector. The dissertation allows you to complete an applied research project. You can take electives and choose a concentration from multiple departments, including psychology, graduate social work and criminal justice.

• Degree Credit Requirements: 45 credits
• Example Major-Specific Courses: Strategic public sector management and governance, research design for program and policy evaluation
• Concentrations Available: Options from multiple departments

Best Online Doctorate in Educational Leadership

Fairfield university.

$1,120/credit

At Fairfield University in Fairfield, Connecticut, you can earn an online, low-residency Doctor of Education in educational leadership. The program offers two tracks: teacher leader for certified working educators or higher education administration for higher education professionals.

Students enroll in the cohort-style program in the fall and graduate in three years by taking six credits per semester. Learners can build community during two one-week summer residencies. Applicants need a master’s degree in a relevant field and a minimum 3.0 GPA.

• Our Flexibility Rating: Learn on your schedule
• Application Fee: $65
• Degree Credit Requirements: 57
• Example Major-Specific Courses: Action research for educational change, framing and critical analysis of problems of practice
• Concentrations Available: Teacher leader, higher education administration
• In-Person Requirements: Yes, requires two one-week residencies

An online Ph.D. program or doctorate can offer many compelling features for students, but it might not be the right choice for everyone. Consider the questions below when deciding whether to pursue your doctorate online or in person.

• What type of schedule do you need? Online programs typically offer more flexibility that appeals to students who work full time or have personal responsibilities to fit around their school schedule. Online degrees allow learners to pursue higher education without putting their career on hold. This is especially true for programs that offer asynchronous coursework that students complete on their own time.
• What learning style works best for you? Do you work well independently and with a lot of freedom? If so, an online doctorate might be a good fit for you. If you think you’d prefer the camaraderie of an in-person cohort graduate program and structured opportunities to interact with instructors, an on-campus or hybrid program might suit you better.
• How does the program format affect your budget? Online programs can help you save on tuition, housing and transportation costs. For example, many public schools allow you to pay the same tuition, regardless of where you live. However, you might miss funding opportunities typically reserved for on-campus students, such as graduate teaching assistantships, research assistantships and fellowships.

The U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) approve accrediting agencies that give schools institutional accreditation in the U.S.

Institutional accreditation means that a university has met minimum quality requirements related to its academics, financial management, faculty and staff, and student resources and services. To qualify for federal financial aid, you must attend an accredited college.

Programmatic accreditation is a separate process that gives special recognition to individual degrees, programs or departments within a university. Depending on your field, you might need a programmatically accredited degree to get a job or qualify for professional licenses or certifications.

You can search for a prospective school’s accreditation status on CHEA’s website .

Consider Your Future Goals

An online doctorate has the potential to help you achieve your career aspirations. However, not every program in your field will necessarily align with your goals. Before you choose an online doctorate program, think about your post-graduation plans.

For example, some online doctorate programs require professional experience through an internship or a practicum. This type of hands-on learning can help you develop your expertise and professional network. But these experiences usually take place in person and can be hard to fit into your schedule if you’re working full time.

You should also consider if you need a specific license or certification to get the job you want. If so, research the credential’s requirements to learn if your degree needs to meet certain criteria. For example, you may need to complete an accredited program or complete supervised clinical hours.

Understand Your Expenses and Financing Options

Tuition rates for online doctoral programs in our guide vary significantly, from $265 to $2,137 per credit. Most programs required 42 to 60 credits, with some exceptions. In total, the degrees ranked on our list cost between $9,540 and $113,400.

According to the National Center for Education Statistics , grad students at private, nonprofit schools paid an average tuition of $20,408 in 2022–23, while public school tuition cost $11,554 per year. Doctorate programs typically take at least three years to complete, putting total costs between $34,662 and $61,224.

Find funding for your online Ph.D. by filling out the FAFSA®, which can connect you with scholarships, grants and student loans. Many schools also provide funding to graduate students through scholarships, grants and fellowships.

Can you do a Ph.D. fully online?

Yes, many schools offer fully online Ph.D. programs. However, depending on the program and the field of study, you may need to complete on-campus residencies or field experiences like internships or practicums that take place in person.

What is the fastest Ph.D. to get online?

Program length for online Ph.D. programs varies depending on your field of study. You might be able to find some accelerated online Ph.D. programs that you can finish in less than two years. However, the best online doctoral programs on our list take at least three years to complete.

Are online doctoral degrees respected?

An online doctoral degree from an accredited university can provide the same rigorous education and training as a comparable on-campus program. If you’re concerned about whether or not your degree will be respected, consider doing some research about the way that your field or profession tends to view online doctoral degrees.

What is the best online school for a Ph.D.?

The best online school for a Ph.D. depends on your field of study, personal interests and career goals. Make sure that any prospective online school is institutionally accredited. Depending on the degree you want to pursue, it might also be important to find a program with separate programmatic accreditation.

Liz Simmons has been writing for various online publications about career development, higher education and college affordability for nearly a decade. Her articles demystify the college application process and help prospective students figure out how to choose a major or career path.

Best One-Year Online Ph.D. Programs of 2024

Written by Blanca Villagomez

Updated: October 1, 2023

Compare School Options

Most schools have rolling admissions and financial help so you can start your degree in a few weeks!

While the career benefits of earning a Ph.D. are undeniable, the process of getting this degree can be quite time-consuming. The 2021 Survey of Earned Doctorates shows that, depending on which major you select, the average time from graduate school entry to a doctoral degree ranges from six years all the way up to 10. Are you in a position to make that kind of commitment?

However, it is possible to complete a doctorate in a shorter period of time. Choosing one of the Ph.D. programs listed below can speed up the process of earning your doctorate. You can save a significant amount of time and money if you choose one of these programs over another.

How To Earn a Ph.D. in Just One Year

By paying attention to the factors listed below, you may be able to reduce the amount of time it takes to earn your Ph.D. by several semesters. Depending on which field you would like to work in, which school you attend, and your academic background, you may have the opportunity to complete your Ph.D. program in a single year.

Choice of major

If you’re a graduate student or getting close to entering a graduate program, then switching majors would only set you back in terms of how long it takes to earn your Ph.D. But if you’re still in high school or working on the general education portion of an undergraduate program, you should be able to change course now without any consequences.

Liberty University’s selection of online Ph.D. programs shows just how much difference your choice of major can make. The length of these programs ranges from 48 credit hours ( Ph.D. in Public Administration ) to 72 credit hours ( Ph.D. in History ). Twelve credit hours is generally considered a full-time semester. Choosing one major over another would immediately reduce the amount of time it takes to earn your Ph.D. by an entire year. Of course, in addition to how long it takes to earn your degree, we recommend considering all of the other relevant factors (potential income, job demand, personal interests, etc.) before deciding on which major to pursue.

Number of credits required

School selection is also important. The Ph.D. program for a particular major at one college may require more credits than it does at another college. You should thoroughly research schools and consult with advisors to ensure that you fully understand the requirements for each program you’re considering.

For example, while the online Ph.D. in Criminal Justice program at Liberty University requires 60 credit hours, an equivalent program at Texas A&M International University only requires 49 credit hours. In this case, choosing one school over another would save you nearly a semester.

Transfer credits

Another reason school selection is important is that each college has its own set of transfer credit policies. Ideally, you’ll be able to transfer as many credits from your previous degree programs as possible. Not all Ph.D. programs accept transfer credits — once you’ve narrowed your choices down to a handful of options, contact each school’s admissions department to see how many credits you may be able to transfer in.

Dissertation

While most Ph.D. programs require dissertations, this isn’t always the case. Researching and writing a dissertation usually takes at least a year, so finding a program that doesn’t require one can save you a tremendous amount of time.

Keep in mind that even non-dissertation Ph.D. programs will likely still have some original research component. This is yet another factor that varies by school. Make sure you understand exactly what will be required of you before you enroll in any particular program.

The 50 Best One-Year Online Ph.D. Program

intelligent score 97.59

School Information

Graduation Rate: 78%

Admission Rate: 57%

Urbanicity: City

School Size: Large

Delivery Format Online

Required Credits to Graduate 61

Estimated Cost per Credit $1,785

accreditation

more program information Email: [email protected] Phone: 254-710-3588

intelligent score 96.95

#2 Phds Me #6 The Grad Cafe

Saint Louis, MO

Graduation Rate: 57%

Admission Rate: 92%

Urbanicity: Suburban

School Size: Medium

Required Credits to Graduate 48

Estimated Cost per Credit $922

more program information Email: [email protected] Phone: 888-266-0574

intelligent score 96.08

Graduation Rate: 79%

Admission Rate: 81%

Required Credits to Graduate 60

Estimated Cost per Credit $920

more program information Email: [email protected] Phone: 855-208-8083

intelligent score 95.5

#1 The Grad Cafe #4 Kiiky

Pittsburgh, PA

Graduation Rate: 69%

Admission Rate: 73%

School Size: Small

Required Credits to Graduate 39

Estimated Cost per Credit $1,126

more program information Email: [email protected] Phone: 412-365-1825

intelligent score 94.4

#2 Kiiky #10 The Grad Cafe

Carrollton, GA

Graduation Rate: 49%

Admission Rate: 70%

Urbanicity: Town

Required Credits to Graduate 39-60

Estimated Cost per Credit $241

more program information Email: [email protected] Phone: 678-839-5000

intelligent score 94.36

Morgantown, WV

Graduation Rate: 61%

Admission Rate: 90%

Delivery Format Online, On-Campus

Required Credits to Graduate 53

Estimated Cost per Credit $1,200

more program information Email: [email protected] Phone: 800-253-2762

intelligent score 94.15

Columbus, OH

Graduation Rate: 41%

Admission Rate: 100%

Required Credits to Graduate 58

Estimated Cost per Credit $748

more program information Email: [email protected] Phone: 614-797-4700

intelligent score 92.33

Oklahoma City, OK

Graduation Rate: 23%

Estimated Cost per Credit Resident: $233 Non-Resident: $879

more program information Email: [email protected] Phone: 405-744-7779

intelligent score 91.39

Valparaiso, IN

Graduation Rate: 71%

Admission Rate: 93%

Required Credits to Graduate 30

Estimated Cost per Credit $715

more program information Email: [email protected] Phone: 219-464-5313

intelligent score 87.69

#4 The Grad Cafe

Versailles, KY

Graduation Rate: 100%

Admission Rate: 48%

Urbanicity: Rural

Estimated Cost per Credit $665

more program information Email: [email protected] Phone: 859-279-0890

intelligent score 86.73

Graduation Rate: 60%

Admission Rate: 87%

Required Credits to Graduate 34

Estimated Cost per Credit Resident: $549 Non-Resident: $559

more program information Email: [email protected] Phone: 330-672-3400

intelligent score 86.41

Graduation Rate: 88%

Admission Rate: 19%

Required Credits to Graduate 33-36

Estimated Cost per Credit $955

more program information Email: [email protected] Phone: 617-353-7516

intelligent score 84.9

Hampton, VA

Admission Rate: 80%

Estimated Cost per Credit $695

more program information Email: [email protected] Phone: 757-788-8968

intelligent score 84.61

Norfolk, VA

Admission Rate: 96%

Delivery Format Online, On Campus

Estimated Cost per Credit In-State: $599 Out-of-State: $623

more program information Email: [email protected] Phone: 757-683-3685

intelligent score 84.18

Chapel Hill, NC

Graduation Rate: 90%

Admission Rate: 20%

Required Credits to Graduate 45-51

Estimated Cost per Credit Resident: $586 Non- Resident: $1,602

more program information Email: [email protected] Phone: 919-966-4708

intelligent score 83.65

Fort Collins, CO

Graduation Rate: 72%

Required Credits to Graduate 72

Estimated Cost per Credit $1,152

more program information Email: [email protected] Phone: 970-491-5288

intelligent score 83.51

Daytona Beach, FL

Graduation Rate: 64%

Admission Rate: 72%

Estimated Cost per Credit $1,376

more program information Email: [email protected] Phone: 800-862-2416

intelligent score 82.68

Lynchburg, VA

Graduation Rate: 36%

Admission Rate: 99%

Estimated Cost per Credit $550

more program information Email: [email protected] Phone: 800-424-9596

intelligent score 80.66

Graduation Rate: 54%

Admission Rate: 100

Estimated Cost per Credit $890

more program information Email: [email protected] Phone: 866-468-6498

intelligent score 80.26

Columbia, SC

Graduation Rate: 75%

Admission Rate: 62%

Delivery Format On-Campus

Estimated Cost per Credit Resident: $572 Non-Resident: $1,240

more program information Email: [email protected] Phone: 803-777-4177

How We Rank Schools

This list features some of the country’s best one-year online Ph.D. programs. Each school featured is a nonprofit, accredited institution, either public or private, with a high standard of academic quality for post-secondary institutions.

We evaluated each school’s program on tuition costs, admission, retention and graduation rates, faculty, and reputation. Then, we calculated the Intelligent Score on a scale of 0 to 100. Read more about our ranking methodology.

Next, we compared this comprehensive list of the best one-year online Ph.D. programs to a list of aggregated college rankings from reputable publications, such as U.S. News & World Report, to simplify a student’s college search. We pored through these rankings so students don’t have to.

Should You Earn Your Ph.D. Online?

You may be concerned about whether employers will take a Ph.D. that was earned online seriously. If so, there’s no need to worry. A 2018 Northeastern University study found that 61% of HR leaders believe that online degrees are as good or better than degrees earned in person, and 71% have personally hired someone who earned their degree online.

Rather than whether you earned your degree online or in person, the key to earning a degree that employers will respect is whether your school has the right accreditation. Proper accreditation will indicate that you attended an institution with strong enough academic standards to prepare students for their future careers. Specifically, you should only consider schools approved by at least one CHEA-recognized accrediting organization.

Online Ph.D. programs provide a much more convenient way to earn your doctoral degree. Unless you live within walking distance of your school, an in-person program would require countless trips to and from campus. That would take up a lot of your time, and the cost of gas can also add up to a significant sum. 100% online programs eliminate this need entirely, which is especially helpful for students on a tight budget or with responsibilities outside of school (taking care of kids, working full-time, etc.).

Of course, you may be the type of learner that prefers attending lectures in-person and interacting with your instructors and fellow students face-to-face. But if you don’t mind attending lectures remotely and studying course materials on your own, the advantages of an online Ph.D. program should far outweigh its disadvantages.

• Online Degrees
• Tuition & Financial Aid
• Transferring Credit
• The Franklin Experience

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Popular Posts

Short Doctoral Programs: Everything You Need to Know [In Short]

No matter which doctoral program you choose, it’s going to take commitment on your part to finish your doctorate.

You can do it.

But why not earn your doctorate even faster with an accelerated yet rigorous doctoral program designed to help you finish faster?

“Great,” you say, “but where can I find the shortest doctoral programs?”

Glad you asked. This brief guide will help you learn all you need to know about finding–and finishing–a shorter doctoral program.

Ph.D. vs. Applied Doctorate: What’s the Difference?

Many people think there’s only one doctorate degree, the Ph.D. In reality, there are two types of doctorate degrees: Ph.D. and applied doctorate.

What’s the difference between a Ph.D. and an applied (or professional) doctorate?

A Ph.D. program focuses on academic research with the intention of expanding the discipline. On average, a Ph.D. may take up to eight years to complete. A doctorate degree typically takes four to six years to complete—however, this timing depends on the program design, the subject area you’re studying, and the institution offering the program.

An applied doctorate program focuses on leveraging existing research to improve the practice of the discipline. Many professional doctorate programs take close to six years to finish. Start-to-finish online doctoral programs like Franklin University’s take much less time; about three years to complete.

Because applied doctorates focus more on application than theory like Ph.D. programs, they can be ideal for busy, working professionals.

How to Find the Shortest Doctoral Program

 If you’re going to spend the time, energy, and money it takes to earn a doctorate–whether that’s with a program that takes 3, 6 or 8 years–you need to ensure you’re getting a high-quality education.

So, rather than focusing on the length of your program, consider the method of instruction. As a working adult, you’ll want an online program that offers you the flexibility and scheduling that works for you. (By the way, with good time management, you can expect to finish an online program faster than a campus-based one.)

Keep in mind, however, that online doctoral programs are not created equally. While a program might promise you’ll finish in 12 months or less, you want to make sure that the program is worth the investment. Chances are, the shortest doctoral programs don’t have the quality of education or program reputation you’re looking for.

With a reputable online doctoral program , not only can you finish in about three years, you’ll get a rigorous education that’s professionally designed to deepen your knowledge and improve your critical thinking and leadership skills while opening new career opportunities.

Earning a doctorate is challenging and rewarding, but do you know what to really expect? Download this free guide for tips and insights to help you prepare for success.

5 ways to shorten the time it takes to finish your doctorate .

The time it takes to earn a doctorate depends on a lot of things–including you!

Of course, there are program requirements, instructional  methods and a host of other things that come into play to impact when you’ll graduate, including these five things:

1. Dissertation Methodology and Approach The culmination of your doctoral degree is your dissertation. With on-campus programs, it often takes a year or two just to choose a topic for your dissertation. With integrated programming and support, some accelerated programs can help you jump start your dissertation and complete it in one year.

2. Part-time vs. Full-time Enrollment While a part-time program may offer more flexibility than a full-time one, it also takes longer to complete. No matter what you decide, just keep in mind that total time commitment matters.

3. Transfer Credit Eligibility If you can get credit for previously completed graduate-level coursework, it can decrease your time to graduation. Look for programs that make it simple and easy to transfer credit so you can finish your doctorate faster.

4. In-person vs. Online Classes The strict scheduling of in-person classes can make it more difficult to get the credits you need in a timely fashion, especially if you’re taking classes while working a full-time career position. Online classes give you the flexibility to complete courses around your schedule. Just remember, that you’ll need a little self-discipline to stay on-track.

5. Personal Commitment Perhaps the biggest influence on the time it takes to complete your doctoral program is personal commitment. It’s up to you to figure out how to take a full course load, conduct research, and write your dissertation, all while balancing your personal and professional life. But don’t worry, you can do it with support and encouragement from your friends, family, instructors and peers.

3 Signs of High-Quality, Accelerated Doctoral Program

When it comes to reducing the time it takes to earn your doctorate, the good news is that you have a lot of options. The not-so-good news is that you need to be mindful of your doctoral program’s quality.

Not only does quality matter, it varies widely. Be sure to take a deep dive into the program to find out how the university builds its curriculum. Ask about both the university’s accreditation status and whether the institution is recognized in your industry.

In addition to the obvious sign (accelerated coursework), here are three hallmarks of a high-quality, accelerated, online professional doctoral program that you can look for.

1. Applied Coursework If you’re a working professional, you’ll want to find a professional doctorate program that helps you apply doctoral-level thinking, research and communication skills to real-world challenges.

2. Student Support There’s no reason to take on a doctoral program alone. So, find a program with built-in support and student services.

3. Academic Resources Doctoral programs are heavily research-based, so make sure your program has access to libraries, librarians and research assistants who can help you find what you need.

How to Know If a Doctoral Program Is Right For You

Whatever the reason you want to go after your doctorate (and there are many), it’s a big decision. You may be among the many professionals who want a doctorate to improve their chance for advancement and earning potential.

But money alone may not be a good enough reason. Perhaps that’s why the Chronicle of Higher Education says that 50% of doctoral students quit before they even finish. That being said, according to labor analytics firm Lightcast, there were 219,893 doctoral-level degree completions in 2021 alone.

The bottom line is that if you’re going to do this thing, you want to finish your doctorate, don’t you?

To make sure you’re choosing the right program for the right reasons, stop a minute to think about your expectations, identify your goals and ask yourself the following questions:

3 Questions to Ask Yourself Before Starting a Doctoral Program

1. Am I truly passionate about my course of study? Passion is the key to success in any doctoral program. The process of earning a doctorate and the doctoral coursework is challenging and, at times, difficult. So, it can help to have an intense curiosity and desire to learn about your chosen topic. If you’re not truly enjoying what you’re studying, the temptation to quit will be a lot stronger, especially when the going gets tough.

2. Am I motivated to learn new concepts and ideas? This may seem like a no-brainer, yet an open mind and willingness to learn and grow can make or break your doctoral pursuit. If you’re only looking to update your résumé with the doctoral credential, consider other avenues for an advancement. A doctoral program is not for the faint of heart or spirit; rather, it’s for anyone who will put forth the effort required to stretch themselves far beyond what they already know or are comfortable with.

3. Am I willing and able to commit the time, energy and headspace required? Balancing a career with family, friends and other commitments is challenging enough. Add in a doctoral program and things can get even more complicated. But don’t let that discourage you. Instead, resolve to schedule your time wisely and protect the time required to complete your coursework, as well as research, write, edit and defend your dissertation. 

Next Step: Find the Right Doctoral Program

If you’re ready to invest the time and hard work it takes to get your doctorate, finding the right program is your next step.

Using the tips found here, be sure to evaluate your doctoral program holistically. While you may have thought you wanted the shortest doctoral program, now you know that you want a program that fits your professional goals, learning style and lifestyle.

Remember that accelerated online degree programs can make earning your doctorate faster and more attainable for highly motivated students like you.

Look for a program that’s built around the needs of working professionals, lets you apply what you learn while you’re learning it, and has the support and resources you need (including an innovative dissertation approach like Franklin’s No-Fear Dissertation™ ) so you can be sure you’ll make it to the finish.

Related Articles

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Top 8 Fastest Accelerated Online Psychology Doctorates (PhDs)

Are you looking for a career boost and want a doctoral degree as quickly as possible? We rank the fastest online PhD doctoral programs in psychology.

Earning a PhD in psychology can open doors to prestigious career opportunities, but the long time commitment often deters busy professionals. For those looking to expedite the process, there are accelerated online doctoral programs that allow you to obtain your psychology PhD faster without sacrificing rigor or quality.

We’ve done the research to rank the top accelerated online psychology doctorates focused on speed, flexibility, academic excellence, and value - allowing you to further your career on your own time.

Key Takeaways

• The average time to earn a PhD in psychology through online doctoral programs is six to ten years.
• Accelerated online doctoral degree programs in psychology can take as little as two to four years!
• While accelerated online doctoral degree programs take less time to finish than traditional ones, they do require students to carry a heavier workload.

Featured Programs

The fastest accelerated online psychology doctorate degrees.

Below are the fastest online PsyD programs you can apply to. They’re all excellent schools offering online psychology programs that you can remotely attend.

TLDR? If you’re the best PsyD program that you can complete the fastest online, Alliant International University is going to be the best choice for you. You can get a Doctor of Psychology in Educational Psychology in two years, which is very fast to earn a PhD in psychology .

Alliant International University

Tuition + fees

Student body

Career Outlook for Psychology degree at Alliant International University

Alliant International University’s faculty and alumni have been influential in:

• Criminal Justice
• Social Work
• Political Science
• Computer Science

Most Influential Alumni

• Maulana Karenga
• Barry Black
• John Barrowman
• Yvonne Sanchez

Alliant International University offers various undergraduate and graduate degree programs that help students obtain the skills and knowledge necessary for their fields. Alliant is mainly known for its graduate and online degree programs. Additionally, Alliant emphasizes hands-on learning through internships, practicals, consulting, and community service initiatives to help students receive the professional practice they need.

One of Alliant’s vastly known online doctoral programs is the accelerated  Doctor of Psychology in Educational Psychology.  With only two years of average completion time, this PsyD is one, if not the shortest, online doctoral program. This program has an 8-week calendar with 11 terms and 4 phases. The second year offers the PsyD project’s Final Phase, and students are expected to complete it by the end of their second year.

Only those with a master’s degree in psychology or a closely related field will be eligible for this fast and accelerated online PsyD program. Additionally, applicants with a license or certification in school psychology can obtain the School Psychology Track.

• Required Credits: 50
• Completion time: 2 years
• Format: Online

What we love about Alliant International University

Alliant’s recognition as one of the country’s most military-friendly universities and being a top provider of graduate degrees for minorities for the past six years.

Alliant International University is great for students who:

Want diversity but still be able to attend small-sized classes.

Alliant International University might not be the best fit for students who:

Wish to have plenty of time for Greek life.

University of Arizona Global Campus

Career outlook for psychology degree at university of arizona global campus.

University of Arizona Global Campus’s faculty and alumni have been influential in:

• Anthropology
• Engineering

The University of Arizona’s Global Campus is among the biggest and most progressive online campuses in the United States. UAGC has expanded into a national online organization dedicated to assisting adult learners in achieving their personal and professional goals from a small, traditional college. UAGC is mainly known for its accelerated 5- to 6-week courses, which fit students who want to earn their degrees faster but with the same curriculum and rigor.

UAGC’s Doctor of Psychology is among the fastest online doctoral programs. Students are expected to follow a 4-year term, complete all coursework by the end of their third year, and focus on the Applied Doctoral Project during their fourth year. This accelerated online program is designed for students who can fully commit to their studies and aspire to become practitioners who desire to serve the community by enhancing their clients’ emotional and mental health.

This program offers three specializations: Criminology and Justice Studies, Health and Wellness Psychology, and Sport and Performance Psychology. Applicants, however, must note that this is not a licensure program. Prospective online students outside Arizona should confirm with their state if this online program’s curriculum meets their state licensure examination requirements.

• Required Credits: 62
• Completion time: 4 years

What we love about the University of Arizona - Global Campus

The opportunities to attend on-campus networking and other social events.

The University of Arizona - Global Campus is great for students who:

Are focused and committed to their studies.

The University of Arizona - Global Campus might not be the best fit for students who:

Do not have the determination and capacities to keep up with fast-paced courses.

Walden University

• #2 Most Affordable Online Criminology Doctorate Programs (PhDs)
• #3 Accelerated Online Business Administration PhD Programs (Doctorates)
• #4 Best Online Doctorate of Educational Psychology (PhDs) 2024
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Career Outlook for Psychology degree at Walden University

Walden University’s faculty and alumni have been influential in:

• John Antonakis
• Eboni Edmonson Haynes

Walden University is a top-ranked institution for offering comprehensive online degree programs and allowing students to choose between Course-Based Learning and Tempo Learning formats. Students looking for more flexible ways to earn a degree often choose the Tempo Learning format, while those who prefer a fast-paced and more engaging curriculum prefer Course-Based Learning.

Walden offers a hybrid PhD in Psychology with a fast-track option. Unlike the traditional 2 courses per term plan, online doctoral students who enroll in the fast-track option should follow a strict 3 courses per term plan. This accelerated degree program aims to cut the average completion time to half; traditional students complete the PhD program in eight years, while those in the fast-track doctoral program can complete all coursework in four years.

Eligible online students can choose from six tracks/concentrations: Educational Psychology, Health Psychology, Research in Psychology, Self-Designed, Social Psychology , or Teaching in Psychology.

• Required Credits: 65
• Format: Hybrid

What we love about Walden University

Walden is greatly known for offering opportunities for busy working adult students to earn a flexible and affordable degree.

Walden University is great for students who:

Are busy with their personal or professional lives and have no time for traditional classes.

Walden University might not be the best fit for students who:

Want a traditional college experience, such as Greek life, living in a dorm, and on-campus classes.

Liberty University

• #1 Best Christian Colleges in Virginia 2024
• #3 Best Private Colleges in Virginia 2024
• #7 Best Research Universities in Virginia 2024
• #7 Best Grad Schools in Virginia 2024
• #9 Best Colleges in Virginia 2024
• #19 Best Research Universities for Criminal Justice Degrees
• #21 Best Research Universities for Social Work Degrees
• #1 Best Online Associate Degree Programs That Can Be Completed in 1 Year
• #1 Best Online Bachelor's in Math Degree Programs Ranked for Students
• #1 Top 10 Best Online Counseling PhD Degree Programs (Doctorates)
• #1 Best Online Colleges in Virginia 2024
• #1 Best Online Associate Degrees in Virginia 2024
• #1 Best Online Associate in Economics
• #1 Best Online Associate in Philosophy
• #1 Best Online Bachelor's in Music Degree Programs Ranked for 2024
• #1 Best Online Bachelor's in Christian Counseling Degree Programs
• #1 Most Affordable Online PhDs in Psychology Ranked for 2024
• #1 Top 15 Most Affordable Online Economics PhD Programs (Doctorates) 2024
• #1 Best Online Associate in Education
• #1 Best Online Associate in Mathematics
• #1 Top 10 Best Online Bachelor's of Nursing (BSN) Programs
• #2 Best Online Associate in Biblical Studies
• #2 Best Online Bachelor’s in Biblical Studies
• #2 10 Best Online Bachelor's of Forensic Psychology Programs
• #2 Accelerated Online Business Administration PhD Programs (Doctorates)
• #2 Best Online Associate in Early Childhood Education
• #2 Top 10 Best Online Master's of Psychology Degree Programs 2024
• #2 How To Get an Online Master’s Degree in Biblical Studies
• #2 Best Online Bachelor's in Religious Studies Degree Programs for 2024
• #2 Best Online Bachelor’s in Public Administration Degree Programs for 2024
• #2 Top 3 Best Online Economics PhD Degree Programs (Doctorates)
• #2 15 Fastest Accelerated Online Master's of Psychology Programs
• #2 Fastest Accelerated Online Bachelor's of Information Technology
• #3 10 Fastest Accelerated Online Bachelor's of English
• #3 Best Online Bachelor's in Cybersecurity in Virginia
• #3 Best Online Degrees for a Career in Teaching Ranked 2024
• #3 Best Online History Doctorate Degree Programs (PhDs) 2024
• #3 Best Online Associate in Paralegal Studies
• #3 Best Online Bachelor’s of Christian Ministry Degree Programs for 2024
• #3 Best Online Master's in Theology
• #3 Top 5 Best Online Criminal Justice Doctorates (PhDs) 2024
• #3 Fastest Accelerated Online Healthcare Administration Masters
• #3 Best Online Bachelor's in Cybersecurity in the District Of Columbia
• #3 Most Affordable Online Criminal Justice PhDs (Doctorates)
• #3 Fastest Accelerated Online Bachelor's of Cybersecurity
• #4 Top 16 Most Affordable Online Counseling PhDs (Doctorates)
• #4 Best Online Associate in Accounting
• #4 Best Online MBA Programs in Virginia
• #4 Best Online Doctorate in Organizational Leadership Degree Programs
• #4 Best Online Bachelor's in Cybersecurity in Illinois
• #4 Top 20 Best Online Accredited Doctorate Degree Programs (PhDs) 2024
• #4 Most Affordable Online PhD Programs Ranked for Students in 2024
• #4 Top 15 Most Affordable Online Information Technology PhD Programs
• #4 Best Online Associate in Psychology
• #4 Best Online Bachelor’s of Elementary Education Degree Programs for 2024
• #5 Top 20 Easiest Online Degrees from Accredited Schools in 2024
• #5 Top 10 Fastest Accelerated Online PhD in Criminal Justice (Doctorates)
• #5 Best Online Master's Programs in Virginia 2024
• #5 Fastest Accelerated Online Doctorate of Information Technology
• #6 Best Online Bachelor's of English Degree Programs for 2024
• #6 Best Online Bachelor’s of Graphic Arts Degree Programs for 2024
• #6 10 Fastest Accelerated Online Master's of Accounting Programs
• #6 Best Online Master’s in Biblical Studies
• #6 Best Online Bachelor's in Strategic Communications Degree Programs
• #7 Top 15 Fastest Accelerated Online Counseling Doctorates (PhDs)
• #7 The Best Online Christian Colleges and Universities for Bachelor's Degrees
• #7 Best Online Doctorate of Educational Psychology (PhDs) 2024
• #7 Online Colleges That Start Anytime and the Benefits of a Self-Paced Education
• #8 Best Online Associate in History Degrees
• #8 Top 20 Most Affordable Online Business Administration Doctorates
• #8 Top 20 Most Affordable Online Bachelor's of Cybersecurity
• #8 Top 10 Best Online Communications PhD Degree Programs (Doctorates)
• #9 Best Online Bachelor’s of Early Childhood Education Degree Programs for 2024
• #9 Most Unusual Doctoral Degrees You Can Earn Online (PhDs)
• #9 Best Online Bachelor's in Law and Legal Studies Degree Programs for 2024
• #9 Best Online Bachelor’s of Data Science and Analytics Degree Programs for 2024
• #9 Best Online Associate's in Physics
• #9 Best Online Bachelor’s of Education Degree Programs for 2024
• #9 Best Online Master's in Biology
• #9 Best Online Associate in Business Administration
• #10 Best Online Bachelor's in Social Work Degree Programs Ranked for 2024
• #10 Best Online Bachelor’s of Data Science and Analytics Degree Programs for 2024
• #10 Best Online Bachelor's in Network Administration Degree Programs for 2024
• #10 Best Online Bachelor's in Interdisciplinary Studies Degree Programs for 2024
• #11 20 Fastest Accelerated Online English Doctorates (PhDs) 2024
• #11 Best Online Doctorate in Business Administration Degree Programs
• #11 Top 20 Most Affordable Online Master's of Nursing Programs
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• #12 Best Online Bachelor’s of History Degree Programs Ranked for 2024
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Career Outlook for Psychology degree at Liberty University

Liberty University’s faculty and alumni have been influential in:

• Religious Studies
• Communications
• Ravi Zacharias
• Susan Wise Bauer
• Michael R. Licona
• Robert H. Smith
• Michael Tait
• Jerry Falwell Jr.

Liberty University  is one of the most prominent Christian liberal arts colleges that emphasizes faith and competitive learning and is a pioneer in online education. On the other hand, non-Christian students can also apply for Liberty’s degree programs. The institution offers over 700 academic majors and degree programs with cutting-edge technology and esteemed faculty.

Liberty is also known to offer fast-paced online doctorate programs, one being the online  PhD in Psychology  designed for graduate students who want a better grasp of psychology and human behavior. Students can transfer up to 50% of their previous credit hours to the PhD program to help them finish their online doctorate faster than the program’s 3-year average completion time.

This online accelerated online PhD doctoral degree program specializes in Behavioral Health Leadership, Developmental Psychology, General Psychology, Industrial and Organizational Psychology, Social Psychology, and Theology. Online graduate students have optional on-campus intensives to meet with peers and faculty for better engagement.

• Required Credits: 60
• Completion time: 3 years

What we love about Liberty University

The doctoral programs that help students simultaneously strengthen their faith and obtain the knowledge and skills necessary for their chosen field

Liberty University is great for students who:

Want to put Christ in the middle of their learning.

Liberty University might not be the best fit for students who:

Prefer not to get involved in religion.

George Mason University

• #2 Best Colleges in Virginia 2024
• #2 Best Grad Schools in Virginia 2024
• #4 The Most Influential Universities and Colleges Ranked by State 2024
• #14 Best Research Universities for Criminal Justice Degrees
• #1 Best Online History Doctorate Degree Programs (PhDs) 2024
• #2 Top 15 Most Affordable Online Information Technology PhD Programs
• #4 10 Fastest Accelerated Online Master's of Accounting Programs
• #5 Best Online Bachelor's in Cybersecurity in Virginia
• #5 Top 3 Best Online Economics PhD Degree Programs (Doctorates)

Median SAT/ACT

Career Outlook for Psychology degree at George Mason University

George Mason University’s faculty and alumni have been influential in:

• Earth Sciences
• Tyler Cowen
• Peter Boettke
• Stephen Moore
• Steven Horwitz
• Alex Tabarrok
• Peter Leeson
• Fred Foldvary
• Stephen Blair Hedges
• Jon Gettman
• Richard Bausch
• Ivan Katchanovski

George Mason University is Virginia’s most diverse public research institution, offering over 200 majors that lead to bachelor, master, and doctoral degrees. GMU is known to prepare students to pursue fulfilling lives and prosperous careers through a well-rounded curriculum and engaging campus community. Its on-campus degrees are also famous for offering fast and accelerated courses for students in doctoral programs that can be completed quickly.

GMU offers one of the shortest on-campus doctoral programs in psychology. The PhD in Psychology allows students to transfer up to 30 credit hours from their master’s degree in psychology, which will help them approach their final projects faster and graduate earlier. Doctoral students obtain expertise in the fundamental areas of psychology and receive hands-on experience to help address issues in relationships, the workplace, and education.

The program’s concentrations include Industrial/Organizational Psychology, Human Factors/Applied Cognition, Cognitive and Behavioral Neuroscience, Clinical Psychology, and Applied Developmental Psychology.

• Required Credits: 72-79
• Format: On-campus

What we love about George Mason University

Diversity and inclusivity.

George Mason University is great for students who:

Want to live in a busy city and campus.

George Mason University might not be the best fit for students who:

Thrive with individualized attention and one-on-one interactions with advisors.

Pepperdine University

• #1 Best Online MBA Programs in California
• #3 Best Online Colleges in California 2024
• #3 Most Unusual Doctoral Degrees You Can Earn Online (PhDs)
• #4 Best Online Master’s in Human Resources
• #5 Best Online Master's Programs in California 2024
• #11 Fastest Online Bachelor's Degrees Ranked for 2024
• #23 Best Online MBA Degree Programs for 2024 with No GMAT Required

Career Outlook for Psychology degree at Pepperdine University

Pepperdine University’s faculty and alumni have been influential in:

• Michael Shermer
• Molefi Kete Asante
• Christine Blasey Ford
• Mike Cernovich
• James Tabor
• Steven Barnes
• John Lasseter
• Michelle Fields
• Mike Aamodt
• Dennis Johnson
• Richard de Mille
• J. Richard Chase

Pepperdine University , a Christian university, is dedicated to offering the highest academic performance standards and Christian principles. Because Pepperdine is also a liberal arts university, its 45 majors and 47 minors include liberal arts foundational courses and courses related to Christianity. Pepperdine, however, is one of the most expensive institutions.

Nevertheless, many students still choose to enroll at the university because of the supportive faculty and rigorous academic programs.

The on-campus  PsyD in Clinical Psychology  at Pepperdine University has an average graduation time of 4 years—half the average completion time of most doctoral programs. This psychology online doctorate degree program uses a practitioner-scholar paradigm, combining academic study, clinical practice, and research.

Doctoral students must follow the program’s strict timetable and complete coursework within three years and internship and clinical dissertation within a year.

This fast PysD is best suited for students who can fully commit all their time and effort to the program. Students have four university-based clinics serving as practical training locations and three external training rotations around southern California. The extensive hands-on training will prepare students to become licensed psychologists.

• Required Credits: 82

What we love about Pepperdine University

The beautiful campus and supportive faculty. Faculty members offer individualized attention to each student and guide them toward success.

Pepperdine University is great for students who:

Thrive in a small, tight-knit campus community.

Pepperdine University might not be the best fit for students who:

Want to explore diverse curricular offerings and thrive in large-sized campuses with many school parties.

George Washington University

• #2 Best Colleges in DC 2024
• #6 Best Research Universities for Criminal Justice Degrees
• #9 Best Research Universities for Social Work Degrees
• #16 Best Research Universities for Communications Degrees
• #20 Best Research Universities for Nursing Degrees
• #21 Best Research Universities for Business Degrees
• #1 Best Online MBA Programs in DC
• #2 Best Online Master's Programs in DC 2024
• #3 Best Research Universities with Online Doctorates (PhDs) 2024
• #3 Top 10 Best Online Master's of Public Relations Ranked 2024
• #5 Top 18 Most Affordable No GRE Online PhD Degree Programs
• #6 Most Unusual Doctoral Degrees You Can Earn Online (PhDs)
• #6 Best Online MBA Degree Programs for 2024 with No GMAT Required
• #10 Top 50 Best No GRE Online PhD Degree Programs (Doctorates)
• #7 Best Online PhD of Nursing (DNP) Degree Programs Ranked for 2024

Career Outlook for Psychology degree at George Washington University

George Washington University’s faculty and alumni have been influential in:

• J. Edgar Hoover
• L. Ron Hubbard
• Glenn Greenwald
• Bob Woodward
• Allen Dulles
• George Armitage Miller
• Juan Guaidó
• Roger Stone
• James E. Webb
• Michael D. Griffin
• Lester Frank Ward
• Brian Williams

Because of its campus location, academic rigor, and distinguished faculty, George Washington University confidently offers students a global-impacting education. GWU gives students learning opportunities inside and outside the classrooms, thanks to its partnership with the community and access to start-up and Fortune 500 firms. Additionally, GWU provides various funding options to support unpaid internships to help students have the best GW experience without worrying much about their educational costs.

Additionally, GWU’s PsyD in Clinical Psychology is an on-campus degree designed to help students earn a doctorate faster. Students will complete four years of clinical psychology education and training, which includes three years of focusing on coursework and a year of internship. Students without a master’s degree in psychology can earn one while earning a doctorate.

The school’s accelerated programs, like the PsyD doctoral program focuses on equipping students with the necessary skills and information to assess and manage psychopathology and seek employment in various professional settings. During their second year, students will choose one of the program’s three tracks as a major area of study: Adult, Assessment, or Child and Adolescent.

• Required Credits: 83

What we love about George Washington University

The location is the best thing about GWU. Students have access to thousands of internship opportunities, which can help them obtain employment immediately after graduation.

George Washington University is great for students who:

Want to live in a fast-paced environment and become active in school and social activities.

George Washington University might not be the best fit for students who:

Prefer a quiet campus and one that offers more affordable psychology degree programs .

Saint Louis University

• #2 Best Private Colleges in Missouri 2024
• #3 The Most Influential Universities and Colleges Ranked by State 2024
• #3 Best Research Universities in Missouri 2024
• #3 Best Colleges in Missouri 2024
• #1 Best Online Bachelor's of Cybersecurity Degree Programs in Missouri
• #2 Best Online Bachelor’s of Data Science and Analytics Degree Programs for 2024
• #2 Best Online Master's Programs in Missouri 2024
• #3 The Best Online Christian Colleges and Universities for Bachelor's Degrees
• #4 Best Online Master's in Project Management
• #4 Best Online Colleges in Missouri 2024
• #5 Best Online Bachelor's in Organizational Leadership Degree Programs
• #5 Top 8 Best Online Applied Behavioral Analysis PhDs (Doctorates)
• #5 Top 20 Most Affordable Online Bachelor's of Cybersecurity
• #6 Best Online Bachelor's in Cybersecurity
• #6 Best Online Master's in Organizational Leadership
• #7 Best Online Christian Colleges and Universities for Master's Degrees
• #8 Best Online Bachelor's in Social Work Degree Programs Ranked for 2024
• #12 Best Online Bachelor’s in Business Administration Degree Programs
• #14 Best Online Master's in Cybersecurity
• #17 The Best Online Colleges Ranked for Students in 2024

Career Outlook for Psychology degree at Saint Louis University

Saint Louis University’s faculty and alumni have been influential in:

• Garry Wills
• Walter J. Ong
• Marilyn vos Savant
• Harvey Itano
• Walter Brueggemann
• Elizabeth Bates
• Gary Gutting
• Imogene King
• Frederick K. Goodwin
• Richard Kieckhefer
• Robert J. Richards
• Walter Halloran

St. Louis University is the first Catholic university in the US and one of the only 15 Catholic universities to receive a very high classification for research from the Carnegie Foundation. In addition to its ground-breaking research, SLU is known for fostering deep dedication to faith and service and having more than 1.6 million hours of volunteer work annually.

SLU’s PhD in Clinical Psychology offers a fast four-year curriculum for students who enter the degree program with a master’s degree. While this PhD program primarily focuses on adult clinical psychology, students can choose their major study area. Specializations include Clinical Child Psychology, Trauma Psychology, Clinical Neuropsychology, Health Psychology, Or Sports Psychology.

There is a required on-campus training in psychological assessment by the Psychological Services Center. Additionally, students can receive training in health psychology, pediatric and clinical child psychology, academic psychology, and neuropsychology.

• Required Credits: 78

What we love about St. Louis University

The individualized teaching style that helps students reach their full academic potential.

St. Louis University is great for students who:

Thrive in a close-knit community and enjoy studying with other people.

St. Louis University might not be the best fit for students who:

Avoid social interactions. SLU encourages students to participate in school activities and form lifelong bonds.

Career Outlook for Students with Psychology Degree

Degree level: doctorate.

• Location: The U.S. (Private Schools)
• Avg. Starting Salary*: $65,225
• Avg. Salary after 4 Years*: $90,375
• * denotes ‘annually’

Career Salaries

Average Career Salaries

Promising Job Markets

Top Industries

Why Are Accelerated Online Doctoral Programs in Psychology a Good Option?

For most working professionals, especially those who want opportunities for a tenure track in academia, PhD doctoral programs are the ultimate goal. However, traditional and most online programs take a long time to complete.

Unfortunately, many students don’t have the time or financial resources to enroll in traditional doctorate degree programs.

According to U.S. News & World Report data, the average time for completing a PhD is six to ten years. The curriculum in a traditional psychology PhD doctoral program involves up to 100 credits of advanced seminars, dissertation work, and research assistantships.

According to a report, the rate of students actually completing all coursework for their PhD doctoral programs in ten years is only 56.6%.

Bottom Line: A traditional doctorate degree program in psychology is a huge time and financial commitment to complete. On the other hand, an online doctoral degree in psychology can be completed in less time and potentially for a lower total investment.

PsyD Doctorate Degree vs. PhD Doctoral Program in Psychology

The most significant distinction between a PhD doctoral program in psychology and a Doctor of Psychology is the focus. Psychology PhDs focus on the theoretical and abstract aspects of psychology. On the other hand, PsyD programs typically concentrate on the application of information.

While both the PhD and PsyD in psychology are respected and rigorous advanced degrees, they cater to different career paths and interests within psychology. Prospective students should consider their long-term career goals, interest in research versus clinical practice, and the type of impact they wish to have when choosing between these two paths.

Educational Focus and Curriculum

Phd in psychology.

The Doctor of Philosophy in Psychology is deeply rooted in the science of psychology, emphasizing research methodology, statistical analysis, and the contribution of new knowledge to the field.

PhD programs often require students to engage in extensive research projects, culminating in a dissertation that contributes original academic research to the field. The curriculum typically includes a blend of coursework in advanced psychological theories, research methods, and statistical analysis, alongside teaching and research assistantships.

PsyD (Doctor of Psychology)

In contrast, the PsyD focuses more on the practical application of psychological knowledge to clinical settings. The curriculum is designed to prepare students for practice-oriented careers, with a stronger emphasis on clinical skills, assessments, interventions, and psychological testing.

PsyD programs still require research, but the projects often aim to inform clinical practice directly rather than advance theoretical knowledge. The dissertation may take a more applied form, focusing on case studies, program evaluations, or action research that has direct implications for practice.

Career Outcomes

Graduates are typically prepared for academia, research, and high-level consulting careers. They may become professors, lead researchers in government or private sectors, or specialists in advanced psychological assessment and intervention strategies. A PhD is often preferred for those seeking tenure-track faculty positions or roles that prioritize research and theoretical knowledge.

PsyD graduates are likelier to pursue careers in clinical settings, such as private practices, hospitals, mental health centers, and school districts. They are trained to be practitioners who apply psychological knowledge to diagnose, treat, and support individuals with mental health issues.

While PsyD holders can also engage in research, their primary focus tends to be on delivering psychological services directly to clients.

Research Component

Phd programs.

This requires a significant research component, with students expected to complete a dissertation based on original research that advances the field of psychology. The rigorous research process involves experimental design, data collection and analysis, and substantial literature review.

PsyD Programs

While research is still a component of PsyD programs, it is generally more applied, focusing on practical issues in clinical practice. The dissertation may involve empirical research but is often more focused on outcomes relevant to clinical settings.

Nature of Coursework

Phd coursework.

It tends to be more theoretical, focusing on the foundations of psychological science, research methodologies, and statistical analysis. Students may also engage in teaching, further preparing them for academic roles.

PsyD Coursework

It is more clinically oriented, emphasizing developing therapeutic skills, understanding diagnostic criteria, and applying psychological theories to clinical practice. PsyD students often spend more time in practicum placements or internships to gain direct clinical experience.

What Do We Mean by the Fastest Accelerated Doctorate and PhD Programs in Psychology?

Psychology doctorate degrees, especially PhDs, can take up to ten years to complete. Students who enroll in traditional coursework and follow the suggested course sequencing graduate within four to six years.

Accelerated online doctorate degree programs in psychology provide a quicker route to a degree for individuals who want to finish their studies sooner. These programs typically take from two to four years to complete.

Advantages and Disadvantages of Fast Accelerated Online Doctorates and PhD Programs

Many colleges offer accelerated PhD programs that guarantee faster degree completion. Prospective students with other important obligations may consider an accelerated degree program as they start selecting the best curriculum.

But just because accelerated online programs have a significant advantage, they still come with a cost.

Consider the advantages and disadvantages of fast, accelerated online doctorate degree programs in psychology before enrolling in one.

• Time Efficiency:  Accelerated programs allow students to complete their doctorate degrees in significantly less time than traditional programs, which is ideal for professionals eager to advance their careers without a lengthy educational hiatus.
• Flexibility:  Online formats offer the flexibility to study from anywhere, accommodating students with work, family, or other commitments that make attending on-campus classes challenging.
• Cost-Effectiveness:  Completing a degree in a shorter timeframe can result in lower tuition fees and related costs, making it a financially attractive option for many students.
• Intensive Learning:  Accelerated programs are often more intensive, providing a rigorous curriculum that can quickly build advanced knowledge and skills.
• Career Advancement:  Graduates can enter or advance in the workforce sooner, potentially achieving professional goals and increasing earnings more quickly than through traditional routes.

Disadvantages

• Workload Intensity:  The accelerated pace means a heavier workload and less time to absorb and understand the material, which can be stressful and challenging for some students.
• Limited Networking Opportunities:  Online formats may offer fewer opportunities for in-person networking with peers and faculty, which can be a drawback for building professional relationships and collaborations.
• Reduced Research Opportunities:  Some accelerated programs may offer limited time for in-depth research, potentially impacting the quality or scope of the dissertation project.
• Quality Concerns:  There is a perception that accelerated programs may not provide the same depth of learning or prestige as traditional doctoral programs, which could affect post-graduation opportunities.
• Self-Discipline Requirement:  Success in accelerated online programs requires a high level of self-discipline and motivation due to the fast pace and the nature of remote learning.
• Limited Specialization:  Accelerated programs may offer fewer specialization options, making it difficult for students with niche interests to find a program that fits their specific research goals.

Prospective students should weigh these advantages and disadvantages when considering an accelerated online doctorate degree in psychology. The decision should align with their career objectives, learning style, and personal circumstances to ensure the best possible outcome from their educational investment.

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What Is the Workload in an Accelerated Doctoral Degree Program in Psychology?

The shortest doctoral program online in psychology typically attracts non-traditional students with other obligations. These prospective students either have family and work commitments or want a faster way to get that career boost.

The Heavy Workload of Accelerated Programs

For these students, attending six to ten years of graduate school is just not realistic.

While the prospect of obtaining a degree more quickly can be quite alluring, if the student is unprepared for the time commitment, the fast pace can become too much and resulting in failing and/or dropping out.

In accelerated doctorate degree programs, students must finish the coursework in a condensed amount of time. This means that students will take on a much heavier workload compared to obtaining a doctorate degree through a traditional program.

Meeting the Challenges of Accelerated Programs

So, instead of enrolling in the usual 2 courses per term, students usually enroll in at least 3 courses per term. Or the length of a term may be condensed.

According to the Carnegie Unit Report , a traditional 14-week course equates to at least 3 hours of weekly student involvement and 6 hours for a 7-week course, essentially doubling the workload.

The Journal of Continuing Higher Education published the result of their qualitative study of accelerated degree programs. Some faculty and critics of the study found that these programs hinder the information transfer process and prevent the content from moving to the student’s long-term memory.

In contrast, one professor in the same qualitative study stated that the increased pace of the accelerated classes raised attendance rates. Additionally, the fast-paced courses helped the students stay on task and prepare for class.

Using Competency-Based Course Completion Models

Many colleges that provide graduate degrees online have switched to competency-based course completion models. The capacity of a student to complete a course is independent of when they started.

Students must instead demonstrate proficiency in key knowledge and/or skill areas. They can now advance at their own pace as a result. Through quick mastery and progression, highly driven students can breeze through classes and save critical time.

Even better, accelerated degree programs frequently incur lower costs because you spend less time in school. Many students also choose online programs because they save money by forgoing some expenses and fees related to on-campus study.

Learning Methods in Accelerated Online Psychology PhD Programs

Synchronous learning occurs when all of the students in a class are actively engaged in the learning process at the same time while listening to a lecture.

Asynchronous learning is learning on a student’s own time. They listen to pre-recorded lectures or complete guided projects or independent research.

Professors can choose synchronous, asynchronous, or hybrid learning environments. In many accelerated online doctorate degree programs, professors often choose synchronous learning because of the rigid schedule.

A live lecture, live chat room, conference call, video conference, or Google Hangout are all used for synchronous learning.

Benefits of synchronous learning include:

• Students can ask their professors questions in real-time.
• Students develop a better sense of community and connection with peers and advisors.
• Students feel more engaged.
• Students develop enhanced collaboration skills.

Students can access recorded lectures, PowerPoint presentations, or reading assignments for asynchronous study at their convenience.

Benefits of asynchronous learning include:

• Students can move forward with their education whenever, in whatever order, and at whatever speed they choose.
• There is more time for students to consider what they have learned.
• Shy or introverted students will feel more comfortable and feel less pressure talking with their professors or peers.
• Students can participate in the same activities regardless of their location or time zone.

For students enrolled in remote education, the most significant disadvantage of synchronous learning is the need to be online at a specific time. This indicates that students are not free to access content whenever they wish. This can be a challenge for college students who have full-time jobs and other commitments like family.

Bottom Line: While synchronous learning is more engaging, asynchronous learning helps students engage with the material more deeply.

Why Choose an Accelerated Online Doctoral Degree in Psychology

Accelerated online doctorate degree programs could appeal to people who wish to enter the workforce sooner rather than later. Most prospective students are already employed and want to change or develop careers.

Some students may want to finish a degree program they started in the past or pursue an advanced degree. Some people consider an accelerated degree a quick method to switch careers.

Those who want to complete their education relatively quickly should be certain of their major and long-term objectives. Students pursuing an accelerated online doctoral degree boost their chances of success if they have a strong work ethic and the ability to encourage themselves, regardless of their educational background or experience.

Getting Started with an Accelerated Online Doctoral Degree in Psychology

Pursuing an accelerated PhD in psychology doctoral degree program is one of the hardest decisions in your life. Choosing the wrong program or university can cost you a fortune. So, it’s very important to do your research first.

Many universities claim that their accelerated online programs offer a comprehensive curriculum. This can only be proven through accreditation. The US Department of Education-approved accrediting agencies grant accreditation to the top colleges.

The following accrediting agencies grant regional accreditation in the United States:

• Higher Learning Commission
• Northwest Commission on Colleges and Universities
• New England Association of Schools and Colleges
• Western Association of Schools and Colleges
• Southern Association of Colleges and Schools
• Middle States Commission on Higher Education

Key Point: A college or university must be accredited in order to be eligible to offer financial aid to their students, even those in an online program. Visit the Federal Student Aid website for more information on applying for financial aid.

When considering online PhD programs, you can also see if the college or university is good by checking the following:

• University’s name, history, and reputation
• Student services and resources
• Faculty credentials
• Alumni network

If you have researched psychology online doctorate programs and have several on your wishlist, here are a few factors to include when comparing which university best suits your needs:

• Admission requirements
• Learning format
• Online courses available
• Specializations
• Student-to-faculty ratio
• Tuition and financial aid
• Residency, internship, or practical requirements
• Transfer credits

Earning a doctoral degree in psychology opens rewarding career opportunities in many settings. Those who obtain a PhD or PsyD in psychology are trained for careers in research, counseling, consulting, teaching, and more. These psychology doctorate holders are qualified to work in healthcare organizations, schools and universities, government agencies, private companies, and nonprofit organizations.

Specifically, having a psychology doctorate degree enables individuals to work in advanced clinical positions as psychologists and counselors/therapists. A doctorate allows them to diagnose, assess, provide therapy, and treat patients across the lifespan.

Those with doctorates can work in private or group practice, hospitals, community health centers, schools, prisons, research facilities, and other settings. In addition, they may conduct psychological research or teach psychology at the university level.

Demand for these positions is projected to grow above average over the coming decade. Other occupations where a psychology doctorate is preferred include positions as sports psychologists, industrial-organizational consultants, cognitive/perception scientists, and forensic psychologists supporting the legal system.

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Related Questions

What is the shortest phd in psychology program.

The shortest PhD in Psychology programs available online are designed to be completed in a significantly reduced timeframe compared to traditional doctoral programs. These accelerated programs can often be completed in 2-4 years, depending on the student’s pace, the structure of the program, and prior academic credits that may apply.

They combine intensive coursework with practical research and dissertation work, offering a fast track to achieving a doctoral level of education in psychology. This expedited route particularly appeals to professionals looking to advance their careers without the time commitment required by traditional PhD programs.

Can You Skip a Masters and Get a PhD in Psychology?

Yes, it is possible to skip a master’s degree and directly pursue a PhD in Psychology in some programs. These integrated programs are designed to take students from undergraduate to doctoral level studies in psychology , combining the coursework and research requirements of both a master’s and a PhD into a single streamlined program.

This pathway allows motivated and qualified students to accelerate their academic and professional careers in psychology. However, admission into such programs can be highly competitive, and candidates may need to demonstrate exceptional academic achievements, research experience, and readiness for advanced study.

Is It Possible to Get a PhD in Psychology in 1 Year?

Completing a PhD in Psychology in just 1 year is highly improbable. PhD programs in psychology typically require extensive coursework, comprehensive exams, and a significant amount of original research leading to a dissertation.

The process is designed to ensure a deep level of expertise and competency in the field, which cannot feasibly be achieved in such a short timeframe. While you can complete some programs in 2 years, most accredited PhD programs in psychology take at least 4 to 6 years to complete, even with accelerated options.

Choosing a career path in psychology can be a lot of work yet rewarding. If you’re looking for online psychology doctorate programs that you can quickly finish, we recommend checking out one of the ones we’ve shared.

15 Easiest Online Ph.D. and Doctorate Degrees

Reviewed by David Krug David Krug is a seasoned expert with 20 years in educational technology (EdTech). His career spans the pivotal years of technology integration in education, where he has played a key role in advancing student-centric learning solutions. David's expertise lies in marrying technological innovation with pedagogical effectiveness, making him a valuable asset in transforming educational experiences. As an advisor for enrollment startups, David provides strategic guidance, helping these companies navigate the complexities of the education sector. His insights are crucial in developing impactful and sustainable enrollment strategies.

Updated: May 30, 2024 , Reading time: 31 minutes

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In this article, we will be covering...

Data Points:

• In 2022, 203,850 (5%) of all graduates in the US earned doctorates * or professional degrees. About 880,250 or 21.4% earned master’s degrees.
• In 2022, majority of doctorate holders (43%) majored ** in healthcare. 17.9% were Law and Legal Studies majors. About 7.3% were Education majors.
• About 27% of doctoral students identify as first-generation *** .

While graduate school has its fair share of challenges, some of the easiest online Ph.D. and doctorates feature easy fields of study that make the educational journey more enjoyable.

But interested individuals – you, for example – will also find a field of study easy if and when you have a keen interest and abiding passion for it.

Quick audio summary:

Easiest Online Ph.D. and Doctorate Degrees

Ph.d. in homeland security.

The identification, prevention, and mitigation of domestic terrorism are students’ primary focus in Ph.D. in Homeland Security programs . Students gain advanced skill sets in conducting rigorous research in homeland security and the appropriate applications of their research in real-world settings.

The theory and practices related to homeland security, including policy creation and leadership opportunities, are also discussed. 

The curriculum covers a broad variety of topics but still provides deeper insights. The common courses are in emergency management, terrorism strategy, including counterterrorism and intelligence, and issues in critical infrastructure security. Students must formulate solutions to homeland security issues, evaluate the relationships between their causes and effects, and defend their stand on these issues. 

While advanced math and science courses aren’t in the curriculum, the intellectual demands placed on students require exceptional critical thinking, analytical thinking, and problem-solving skills. These skills are vital in real-world situations where lives are at stake, perhaps even world peace.

Students must have a keen understanding of national and international dynamics, adopt an interdisciplinary approach, and consider the issues from every possible angle. 

These approaches become evident in their dissertation or in other culminating projects, which showcase the students’ expert knowledge and skills in their specialization. The skill sets learned during post-graduate studies are valuable in the workplace, too, whether in academia, think tanks, or the Department of Homeland Security. 

Many jobs related to homeland security require top-level security clearance and, thus, current students must be careful about maintaining a spotless legal record. These include Secret Service agents, federal air marshals at TSA, and information security agents at the CIA. 

Median Pay: $103,590 per year

Job Outlook: 33% 

Job Opportunities:   Emergency management directors, information security analysts, and information technology specialists 

Best Schools: Colorado Technical University , National University , and Liberty University  

Ph.D. in Theology/Theological Studies 

The Ph.D. in Theology or Theological Studies degree and the Doctor of Theology (Th.D.) are considered equal since both are advanced research degrees. Both also provide students with in-depth training in the Christian ministry including spiritual and professional formation, usually with a strong emphasis on cultural sensitivity.

Students must possess graduate-level English language writing and speaking skills, leadership skills, robust faith, and Christian values. 

Many programs offer concentrations that provide more depth and breadth to the student’s body of knowledge. Common concentrations include Old Testament Studies, New Testament Studies, and Theology and Culture, each having specific electives to customize the degree.

Programs may also give different names to the Ph.D. in Theology or Theological Studies, such as Ph.D. in Religion or Ph.D. in Theology and Apologetics, but these share significant similarities. 

For one thing, students train to become teachers and scholars through didactic coursework, research, and internships in faith-based organizations. Another thing is that students must strengthen their faith while strengthening their pedagogical knowledge and skills in preparation for careers in academia, ministry, and community service. 

The Bible is obviously at the heart of their studies, but students must read diverse learning materials covering Christian theology in theory and practice. Many of these materials also discuss Christianity in less than favorable light and, thus, enable students to see both sides of the coin. 

Being accepted into a Ph.D. in Theology program is fairly easy, but you must have a master’s degree in a related field, such as religious studies, theology, or even ancient history. Many programs have less strict admissions criteria, even admitting people outside of the Christian faith. 

Median Pay: $90,160 per year 

Job Outlook: 2% 

Job Opportunities:   Post-secondary theology teachers, ministers and pastors, and religious education directors  

Best Schools: Regent University , and Trinity College of the Bible and Theological Seminary

Ph.D./Doctor of Education in Curriculum Development and Instruction

The Ph.D. and Doctor of Education (EdD) degrees are terminal degrees for education professionals with career advancement in their sights. Their advanced skill sets, combined with their extensive work experience, make them qualified for leadership positions, such as school administrators, dean of students, and principals. 

Curriculum theory and design, quantitative and qualitative methods in education research, instructional design, and technology integration are among the core courses. These courses are intended to enable students to deepen their understanding of the theories and practices, including their social, moral, and intellectual implications of curriculum development.

Students also learn to design, develop, implement, evaluate, and modify curricula based on the changing needs in education. 

Since the dissertation is the ultimate graduate requirement, students must also take it to heart and apply various quantitative and qualitative methods in education research. These include multivariate data analysis, statistical inference, interview and case studies, document analysis, ethnography, data collection, analysis, and presentation techniques.

In a globalized world, students must also develop their interest in the diversity of education, including its subcultures, perhaps incorporating it into their dissertation. 

These technical skills are all well and good, but the best education leaders also possess transferable skills that make them stand out! Patience, perseverance, and empathy are among the personal traits of effective teacher-leaders and effective communication and critical thinking skills. Charisma is a bonus if you have it! 

The challenge lies in the many reading materials students must complete to comply with the assignment and examination requirements. But if you’re into reading, it shouldn’t be a big deal, not to mention that you will learn a lot. 

Median Pay: $97,500 per year 

Job Outlook: 8% 

Job Opportunities:   Instructional designers, academic deans, and department chairs 

Best Schools: Texas Tech University , Texas A&M University , and Georgia Southern University  

Ph.D. in Finance/Doctor of Business Administration in Finance

These doctorate degrees are the exception to the rule because students must possess a comprehensive understanding of advanced mathematics and economics.

But for students who love solving math-based problems with real-world applications! Their relative ease is due to the absence of advanced science courses that, in many ways, make a doctorate in finance not exactly rocket science. 

There are several similarities between the Ph.D. in Finance degree and the DBA with a Finance concentration degree. Full-time students can take between four and five years to complete their academic requirements, including the dissertation. Both also tackle various finance-related subjects and qualitative and quantitative research methods.

The coursework includes corporate finance, microeconomic theory, statistics, and international finance. 

However, the Ph.D. in Finance degree has a more theoretical approach with an emphasis on research, including the development of business knowledge.

Students push for cutting-edge theories in the ever-evolving marketplace while also learning pedagogy to educate tomorrow’s finance leaders. There’s a greater emphasis on the analytical perspective, not on the operational viewpoint that an MBA provides. Professionals who want to become university professors and researchers are more suitable for this degree. 

The DBA in Finance degree has a more hands-on practical perspective about finance in particular and business in general. The emphasis is on vocational training for effective applications in real-world settings, less on theory and research. Graduates are then qualified for leadership positions in the corporate world but are also accepted as faculty members in business schools. 

Median Pay: $83,660 per year

Job Outlook: 6%  

Job Opportunities:   College professors, monetary policy experts, and researchers at think tanks

Best Schools: University of Georgia , Liberty University , and National University  

Ph.D. in Accounting

Accounting professionals pursue a Ph.D. in Accounting degree to increase their opportunities for career advancement, including their earning potential.

Accountants with a doctorate are qualified for leadership positions in corporate management, finance, and academia, meaning that it’s a degree suitable for both career advancement and change. In general, it can take at least four years to earn the degree, and it costs more than $18,000 per year in prestigious universities. 

But there are silver linings, from the scholarships, employer waivers, and assistantships to the increase in competitiveness for plum positions. Ph.D. programs in accounting programs also don’t have advanced math and science courses, so their programs of study are easier to manage than, say, doctorate degrees in aeronautics and engineering.

A Ph.D. in accounting is also a preparation for licensure as a certified fraud examiner, public accountant, and management accountant. 

But this isn’t to say that a Ph.D. in Accounting degree is easy-peasy either! Students must have a comprehensive background in accounting, including a master’s degree in accounting or a related field. Sufficient work experience in accounting is also a common admission requirement, aside from the GRE/GMAT scores, letters of recommendation, and personal statements. 

Students must also be keen on conducting independent and original research highlighted in an approved dissertation. Since it’s a Ph.D. degree, the dissertation is at the heart of the studies and its culmination. The curriculum includes courses in advanced statistics, accounting theory and research, corporate governance, and microeconomic theory. 

Many programs offer concentrations that allow students to become specialists. The popular concentrations are forensic accounting, public accounting, audit accounting, managerial accounting, and accounting information systems. 

Median Pay: $134,180 per year

Job Outlook: 17% 

Job Opportunities:   Chartered financial analysts, certified management accountants, and certified fraud examiner

Best Schools: Capella University , Florida Atlantic University , and Walden University  

Ph.D. in Entrepreneurship/Doctor of Business Administration with Entrepreneurship Concentration

Students in doctorate in entrepreneurship degree programs are risk-takers whose willingness to find innovative solutions improves business performance.

Their program of study covers topics on finding and exploiting business opportunities, developing and controlling business plans, and leading businesses. Intellectual property, market research and strategies, and networking are also emphasized due to their impact on business success. 

The Ph.D. program is the best preparation for students interested in careers as analysts, researchers, policymakers, and teachers. The curriculum emphasizes rigorous research that contributes to existing knowledge and advances entrepreneurship as a discipline. Their research and academic contributions make entrepreneurship an attractive option for many people. 

The DBA with Entrepreneurship concentration degree is a practitioner-based degree, meaning students prepare for careers in business. These include practicing entrepreneurs, venture analysts, and business consultants whose expert business knowledge and skills are evident in their body of work, including their businesses and portfolios. 

While their curricula don’t contain advanced math and science courses, these are demanding degree programs, too! You must be intellectually curious, possess excellent communication skills and a strong work ethic, and be willing to take risks. The rigorous academic training will also challenge your intellect and determination, open your eyes to the possibilities, and stimulate your creativity. 

Ph.D. students work with faculty advisors to generate excellent dissertations worthy of being published in entrepreneurship journals, such as Leadership Quarterly. DBA students may or may not have dissertation requirements to meet due to the practitioner focus of the degree.

Instead, many programs require a capstone project that highlights their potential for success as entrepreneurs or consultants. 

Median Pay: $87,660 per year

Job Outlook: 14%

Job Opportunities: Management consultants, university professors, and think tank researchers  

Best Schools: Walden University , Regent University , and University of Oklahoma  

Ph.D./Doctor of Education in Educational Leadership and Management

Many education leaders have either a Ph.D. or an EdD in Educational Leadership and Management because of its rigorous training! Their leadership positions include academic deans, provosts, presidents of universities, K-12 principals, and school superintendents.

Their advanced education included leadership theory and practices, university and community relations, and curriculum design and management. 

Ph.D. students, however, are more adept at research and scholarly activities due to their programs’ emphasis on the dissertation as the culminating requirement. EdD students have more practitioner training that can be applied to the broad variety of issues encountered in the classrooms, faculty rooms, and boardrooms of schools.

Nonetheless, both types of doctorate students may take between three and four years to earn the degree, although the number of credits will vary. 

Concentrations are offered in many programs, including K-12 schools or higher education. Aside from the electives, these concentrations share several common topics, including law, finance, and communication. Other topics include learning technologies, innovation, and international education, which provide students with useful insights into the emerging trends in education. 

Aside from the dissertation, students may also be required to complete an internship and a capstone project. If you want to have an easier time, you may consider non-dissertation programs that require a capstone project or an internship instead.

Nova Southeastern University’s EdD in Educational Leadership program with its Strategic Research Project (SRP) option instead of the traditional dissertation is a prime example. 

Median Pay: $97,500 per year

Job Opportunities:   College provosts, principals, and school superintendents or administrators 

Best Schools: Drexel University , Trident University , and Indiana State University  

Ph.D./Doctor of Education in Human Services

Human services professionals are dedicated to providing useful and meaningful assistance to individuals in crises, such as homeless people and other people in need.

Their assistance enables their clients to become self-sufficient individuals in the long term, usually through skills training and referrals to community services and resources. Indeed, theirs is a job that positively impacts 

Students in Ph.D. and EdD in Human Services programs work or are qualified to work in housing and employment agencies, public safety and emergency relief organizations, and educational institutions. Non-profit organizations are as popular as government agencies and private entities, too. 

The Ph.D. in Human Services programs have a more research-focused curriculum culminating in a dissertation . The EdD in Human Resources programs, in contrast, have a practice-based approach, a common thread in EdD programs in all fields of study.

Both, however, emphasize effective leadership in contemporary human services, be it as researchers, teachers, or practitioners with hands-on exposure. 

Courses include organizational leadership, enabling students to make informed leadership decisions and learn advanced research methodology. Advanced Math and science courses are absent from the curriculum, but students have plenty of learning materials to read, summarize, and present.

Rote memorization isn’t encouraged since the ultimate learning outcome is leading human services-related research and projects – meaningful insights with practical applications are more appreciated. 

Concentrations may be offered, with common ones being gerontology (services for the elderly), family studies and intervention, crisis and intervention, mental health services, and emergency relief in crises and disasters. 

Median Pay: $107,680 per year

Job Opportunities: CEO and directors of non-profit organizations, post-secondary teachers, social and community service managers

Best Schools: Nova Southeastern University , University of Arizona , and Houston Baptist University  

Ph.D. in Criminal Justice

The beauty of a Ph.D. in Criminal Justice degree lies in its expansive career options , with its holders being qualified for both theory-based and practice-based occupations. Students learn the ropes of the criminal justice system on the graduate level and, thus, become adept at addressing the current issues in the field. 

Many programs also offer concentrations intended to advance the knowledge and skills of professionals in a specific specialization. The popular choices are juvenile justice, criminal justice policy, and homeland security. All of these are considered useful for career advancement purposes.

Online programs also make it easier for working professionals to balance their personal and professional commitments through asynchronous technologies. 

Regardless of concentration, these programs adopt a multidisciplinary approach since criminal justice has several disciplines from which it draws its body of knowledge. The typical curriculum includes sociology, public policy, behavioral psychology, and organizational leadership, their theories and practices.

Relevant courses also include policy creation and analysis in criminal justice, homeland security policy, and emergency management. 

Again, there is no rocket science-level math and science coursework, but students must set aside time for reading voluminous learning materials. Students must have effective reading skills, including skimming and seeing the lessons in a new light and gaining insights from them.

Critical thinking and communication skills are a must since criminal justice issues are among the most complicated in our society. 

Most programs consist of 50-75 credits for completion, including coursework, capstone projects, and dissertation. The degree can be earned in five years, minimum, for full-time students. 

Job Outlook: 33%

Job Opportunities: Post-secondary teachers, police chiefs, and homeland security administrators/information security analysts  

Best Schools: Saint Leo University , California University of Pennsylvania , and Nova Southeastern University

Ph.D. in Public Policy

Students in Ph.D. programs in public policy must possess strong critical thinking, analytical thinking, and communication skills because of the interdisciplinary curriculum. The social science-centric doctorate enables students to create positive social change through effective, responsive, inclusive political action.

Public policy professionals are also in the right position to shape and influence regulatory policy, train policy advocates, and research the impact of public policies. 

With their formal education, Ph.D. in Public Policy degree holders are qualified for leadership positions in academia, research organizations, and public policy and administration entities. Keep in mind that since it’s a research-centric Ph.D. degree, its professionals are likely to be more effective at research and teaching than in practice-based positions.

Then again, practice-based expertise in public policy can be learned with a Ph.D. degree and work experience. 

The core of a Ph.D. in Public Policy program is the dissertation, where each candidate becomes a capable, independent researcher by the end of the research project. The coursework won’t be a challenge to students with less than stellar skills in advanced math and science subjects – there are none of these subjects.

However, the coursework on globalization and development, social policy, environmental policy, and health policy, among others, is as challenging as it is stimulating for persons with considerable intellect. 

Concentrations further narrow the scope of study and enable candidates to become specialists in one of the areas of public policy. Examples include politics and institutions, economics, science, technology, and policy studies. 

Median Pay: $125,350 per year

Job Outlook: 9%

Job Opportunities:   Political scientists, university professors, and policy analysts 

Best Schools: University of Maryland , Old Dominion University , and Tennessee State University 

Ph.D. in Counseling Psychology/Psychological Studies

Sixty-nine APA-accredited programs offer doctorate degrees in counseling psychology or psychological studies across the United States. Many of these programs offer a research-centric Ph.D. degree. Others offer the Professional Doctorate of Psychology (PsyD) degree , emphasizing clinical practice using applied psychology. 

Graduates of both types are eligible to apply for licensure as psychologists. Clinical supervisors, rehabilitation counselors, and marriage and family therapists are other possible licenses. 

The Ph.D. in Counseling Psychology is a terminal degree that aspiring and current counseling researchers, counseling educators, and clinical supervisors find suitable for career advancement.

The program of study emphasizes the development of specialist knowledge through the completion of independent research, known as a dissertation. A faculty advisor typically guides the research project, but the candidate performs all the work toward its completion. 

Many programs require their candidates to become interns in clinical settings or other field experiences in addition to the dissertation and publishable paper.

While the combination of academic coursework, comprehensive exam, dissertation and paper, and internship seems too much to handle, it doesn’t have to be! These are all typical aspects of Ph.D. programs in any field, and there are effective ways of successfully dealing with them while maintaining your overall health. 

Besides, students admitted to Ph.D. programs already have significant work experience in counseling psychology and other related fields! The rigorousness of Ph.D. training isn’t new, especially for students with a master’s degree, but the insights are new and, thus, challenging and stimulating. Students also choose to enroll part-time, meaning there are fewer courses to tackle and fewer demands on their time. 

Median Pay: $82,180 per year

Job Opportunities: Clinical supervisors, marriage and family therapists, and rehabilitation counselors 

Best Schools: Adams State University , Hampton University , and Texas A&M University  

Ph.D./Doctor in Public Health

Community health workers, public health administrators, and public health advocates will benefit from the advanced Ph.D. and Doctor of Public Health (DrPH) degree programs ! Students can perform graduate-level scientific research while also promoting public health. 

Graduates find many opportunities as medical and health services managers, epidemiologists, and public health professors. Combined with extensive work experience and leadership skills, these professionals have a profound influence on creating and changing the state of public health, too. 

Ph.D. and DrPH degree programs may have different approaches, but their time-to-completion ranges from three to seven years. The number of credits varies, too, between 40 and credits. In terms of approach, the Ph.D. degree emphasizes qualitative and quantitative research expertise, while the DrPH degree is for practitioners.

In the case of DrPH professionals, their duties include promoting public health awareness in schools, organizations, and communities and developing, implementing, and evaluating public health practices. 

Core coursework covers epidemiology, preventive medicine, biostatistics, and health policy topics. The culminating requirements are a dissertation and publishable paper for Ph.D. candidates and a special project for DrPH candidates.

In either case, the culminating requirement must pass rigorous standards, among the most challenging aspects of doctorate studies. The voluminous learning materials are also challenging, but students who love reading and learning will find it easier. 

Median Pay: $91,510 per year

Job Outlook: 17%

Job Opportunities:   Epidemiologists, medical and health services managers, biostatisticians, and medical scientists 

Best Schools: Johns Hopkins University , Walden University , and Pennsylvania State University

Ph.D. in Public Administration

Most students in Ph.D. in Public Administration programs are already involved in public administration work in government agencies and non-profit organizations.

However, their desire for leadership positions and other career advancement purposes motivate them to pursue a graduate degree. The desire to influence laws, policies, and practices in public administration through impactful research is also a common reason. 

There’s a widely held view that it’s an easier degree because of the absence of advanced STEM courses, and it’s true, but it also has its academic challenges. The core coursework covers a broad range of financial management and budgeting in the government sector, strategic planning and management, and stakeholder relations.

Ethics and social justice, performance management and evaluation, and networked governance are also common courses. 

Quantitative and qualitative research methods are also discussed in preparation for their application in the dissertation process. The dissertation typically explores a specific issue and offers solutions based on the evidence gathered. 

Students may choose from concentrations, but not all programs offer them. Popular concentrations are in public management, ethical leadership, analytics, and non-profit management, and each concentration has its specific set of graduation requirements.

The ethical leadership concentration, for example, enables candidates to address the most controversial and critical issues in public administration. The analytics concentration explores data as a resource and its environment, data modeling, and the database approach, all of which are crucial to more insightful expertise in data management. 

The beauty of a Ph.D. in Public Administration degree is the abundance of career opportunities in public administration, from the local to the federal levels. 

Median Pay: $86,200 per year

Job Outlook: 25% 

Job Opportunities:   Operations research analysts, government affairs directors, and policy analysts 

Best Schools: Liberty University , University of Illinois Springfield , and Valdosta State University  

Ph.D./Doctor of Education in Adult and Lifelong Education

Students in doctorate in adult and lifelong education programs prepare for career advancement in organizations that provide adult literacy programs. These organizations include community and non-profit entities, government agencies, colleges, and universities, many of which provide free services to their clients.

These wide-ranging services include post-secondary education, military education, and continuing professional education. 

The coursework varies between Ph.D. and EdD programs, with Ph.D. programs being more research-focused and EdD programs focused more on practitioner training. However, these programs share core courses that include strategic planning and program evaluation, program planning, policy studies, supervision and professional development, and teaching and learning.

Ph.D. candidates also dive deeper, so to speak, into graduate-level qualitative and quantitative research methods for their dissertation. 

Students learn various skills, too, including: 

• Assessment of the educational needs of adult and lifelong learners in different types of environments 
• Design, implementation and evaluation of instructional programs for adult learners 
• Perform leadership and management functions in programs related to adult and lifelong learning 
• Apply critical thinking and problem-solving skills in research projects 

Professionals with an EdD in Adult and Lifelong Education degree are passionate about these aspects, too! Adult education also plays a crucial role in our society’s advancement because it allows adults to gain new knowledge, skills, and values.

As a result, adults become more productive citizens and enjoy a better quality of life. Research conducted into adult education contributes to improving adult education theories and practices.

Median Pay: $55,350 per year

Job Outlook: 5%

Job Opportunities:   Adult educator, community-based education and development worker, post-secondary professor 

Best Schools: Kansas State University , Michigan State University , and Ball State University  

Ph.D. in Applied Linguistics

The Ph.D. in Applied Linguistics degree enables candidates to conduct high-level research into the structure and rules of languages. Note that candidates may be required to learn one or more foreign languages in addition to the academic coursework, seminars, and dissertations.

The foreign language requirement boosts the candidates’ job prospects as interpreters/translators, ESL professors, and community development workers abroad. 

The requirement for foreign language can be satisfied in many ways. For candidates whose first language isn’t English, proficiency in the language satisfies it. For native English speakers, a demonstration of foreign language competency is typically required. 

Linguistics is considered a scientific subject but don’t worry as there are no rocket science-level math and science subjects in the Ph.D. programs. Instead, candidates ask critical questions about current issues and test hypotheses about the studied languages.

The role of language in various settings, from the societal level to the growth of children and adults at the individual level, is also studied. Candidates also study the structural parts of languages, including grammar, semantics, and phonetics. 

While Ph.D. programs provide candidates with a comprehensive linguistics background, candidates are also provided with the opportunity for specialization. Concentrations are intended to enable candidates to gain specialist expertise in second language acquisition, linguistics theory, historical linguistics, language variation, and sociolinguistics. Candidates enroll in major and elective courses according to their chosen concentration, but their culminating requirement is an approved individual dissertation. 

Job Outlook: 5% 

Job Opportunities:   ESL teachers, interpreters and translators, and college professors 

Best Schools: University of Memphis and University of Mississippi

Frequently Asked Questions

What makes these online doctorate degrees the easiest.

Earning a doctorate in any field of study demands passion for the subject and perseverance against the challenges. But some factors make it less difficult to achieve! These 15 areas of study were chosen for the following reasons: 

• The curriculum has fewer advanced math and science courses required for completion. Studies have shown that STEM subjects are considered more difficult among the population. 
• The program of study emphasizes transferable skills, including critical thinking, analytical thinking, and problem-solving skills, in addition to communication skills. Students are also evaluated based on independent and original research that introduces new ideas, interpretations, and solutions to current issues. 
• Many programs have no GRE and GMAT requirements, aside from less selective admissions criteria. Most, if not all, programs still have typical application requirements, including letters of recommendation, personal statements, and resumes. But these are common in the most challenging programs, too. 
• The programs may have no dissertation and residency requirements, meaning students can focus more on learning advanced knowledge and skills. 
• Thanks to self-paced courses and asynchronous design, the online learning method makes it easier to maintain a healthy work-life-studies balance. Many of these programs also have accelerated courses , such as eight-week courses that can be taken one at a time. 

Again, your choice of a doctorate program must be aligned with your personal and professional interests, career trajectory, and financial capability. 

What are the typical components of doctorate programs?

While every program has its unique learning outcomes, curriculum, and graduation requirements, the typical doctorate program consists of four academic components: 

• The major or focus courses are specific to the field of study or concentration, enabling students to gain deeper insights and more advanced skills. For example, a Ph.D. in Theological Studies degree will include courses in Biblical studies, comparative religion, and ministerial practices.  
• The research courses establish the foundational knowledge and skills in conducting research at the graduate level. The courses cover qualitative and quantitative research methods, such as advanced writing, research methodology, and applied statistics. 
• The elective courses customize your education and give it a well-rounded perspective so that you can find opportunities for real-world applications. 
• The dissertation is usually the culminating requirement for Ph.D. students, while a portfolio, special project, or presentation is common among professional doctorate students. 

Comprehensive exams are also a common requirement to advance to doctoral candidacy status. 

What is the typical cost of attendance for an online doctorate?

Consider that doctorate programs generally require higher financial outlay due to the higher number of credit hours required for completion. There are also factors like the costs of the dissertation, particularly the research-related expenses, and the money spent on meeting technological requirements.

Students usually buy their computers and required accessories, pay for their Internet connection, and shoulder other study-from-home expenses.  

Tuition costs are the most pressing issue when pursuing an online doctorate! Be sure to check the tuition per credit hour and determine its relative affordability in your case. But don’t forget to include the cost of e-books and textbooks, student fees, and other charges that make up the cost of attendance. 

There’s also the matter of tuition fees increasing yearly. Since a doctorate can take three to five years, it’s a substantial monetary investment. Scholarships, grants, and assistantships will lead to significant reductions in the financial burden, so be sure to check out every opportunity. 

In 2022, the average cost of a doctorate varies between $98,800 and $114,300, depending on the type of degree and school. Be aware that post-graduate students have an average student loan debt of $108,400 at the time of their graduation. 

What are your career options with a doctorate?

With your doctorate, you must prove that, indeed, you’re an expert in your field of study! You may or may not call yourself a doctor, but you can put the appropriate abbreviation after your name, such as Ph.D. or EdD. You will find that these abbreviations are a ticket toward a wide range of careers, many of which only professionals with doctorate degrees can follow. 

Your career options include but aren’t limited to the following: 

• Become a tenured or endowed professor in a college or university in your field of study 
• Assume a leadership position in your organization, such as university president, academic dean, or principal 
• Engage in research projects in public and private organizations, such as universities, laboratories,, and think tanks 
• Provide consultancy services to public and private organizations as well as individuals in your field of study 

With your terminal degree, you should be able to forge a career that’s as unique as your educational achievements and professional skills! You also have many opportunities to impact your students, clients, and peers positively, perhaps even change the world. 

What are the specific careers requiring a doctorate?

While only a handful of careers require a Ph.D. or a professional doctorate, these are among the most competitive! Since every applicant possesses a doctorate, the competition may boil down to whoever has the upper hand – and it can be subjective criteria, to boot. 

With that said, here are a few examples of careers where a doctorate is a must. 

• Professors in colleges and universities teach undergraduate and graduate students and conduct their research.
• Hospital directors, particularly those in charge of pharmacies, nursing services, and human resources, have doctorate degrees that complement their work experiences in the wide range of roles they carry out. These include business management, budgeting, and human resource management. 
• Senior research scientists possess advanced knowledge and research skills that make them effective and efficient in their jobs. Many works in academic settings and the business sector and industry perform research and development work. The latter may include the design, creation and evaluation of products and processes and the creation of new objects and solutions. 

These are all well-paid positions, too, with career advancement opportunities that individuals with bachelor’s and master’s degrees can only dream of! 

Key Takeaways

If you enjoy studying a subject, even when others find it challenging, it’s a pleasure and a privilege! It’s also a point of pride among the small percentage of adults who earn doctorate degrees! The prestige, opportunity for career advancement, and respect from others make the seemingly endless studying worth every minute, too.

For graduates of online Doctor of Philosophy (Ph.D.) and doctorate programs, the terminal degree is the pinnacle of their academic career! The financial benefits that come with it, particularly the higher median weekly pay ($1,743) and low unemployment rate (1.5%), are the cherry on top. Indeed, education pays, with studies showing that the more you learn, the higher your earnings and the more secure your job can be!

Furthermore, individuals with doctorate degrees are more likely to contribute more to society’s progress, from paying more taxes to more engagement in civic activities. Their effective access to health, housing, and education services also benefit their families, particularly quality of life and educational opportunities. 

Emphasis must be made on the differences between a Doctor of Philosophy (Ph.D.) and a professional doctorate (e.g., EdD), and these differences will influence your decision. The Ph.D. degree is known as the “research degree” because of its emphasis on the dissertation independent and original research that students complete with the guidance of their faculty advisor.

Graduates of Ph.D. programs usually find employment as professors and researchers in universities, corporations, and think tanks. Professional doctorate degrees are “applied degrees” because their holders apply their knowledge and skills in real-world situations, although participation in research projects is also common.

Like the Ph.D. programs, professional doctorate programs also require student-led research but with another culminating requirement (e.g., a special project or portfolio) . 

While every individual with a bachelor’s or master’s degree can pursue a doctorate, not everybody will thrive and benefit from it! You must have an enthusiastic interest in the promotion of advanced knowledge in whatever specific field of study you’re interested in studying.

You must also be willing and able to perform graduate-level academic research to contribute new ideas and findings to the existing body of knowledge.

Your time management skills, overall health, and financial health will also be tested in these easy doctorate degrees and thus, you must plan and be ready for these challenges. In doing so, your journey toward earning a doctorate becomes easier!

Additional Resources:  

• Most Popular Doctorate Degree Programs
• Fastest Online Ph.D. and Doctorate Degrees
• Can I obtain a Doctorate online?

Related Posts

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30 Best Online PhD Programs [2024 Ultimate Guide]

Explore Online PhD Programs from accredited colleges offering online PhD, DBA, EdD, PsyD, DNP – 100% online. Accelerated classes are available.

With millions of Americans now pursuing and completing graduate degrees, employers have their pick of the most qualified and trained employees in their field.

The U.S. Census Bureau reported that in the last decade, about one million Americans earned a PhD. Many fields, like education and the humanities, value doctoral degrees. A person who holds a PhD is almost guaranteed to have higher level critical thinking and problem solving skills.

If you currently have a bachelor’s degree or even a master’s degree and are considering pursuing a doctoral degree, consider accelerated PhD programs online if they are available in your field.

Editorial Listing ShortCode:

List of 30 Online PhD Programs (and related doctoral programs)

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

1. Andrews University

Located in Berrin Springs, Michigan, Andrews University was established in 1874. It is affiliated with the Seventh Day Adventist Church.

The university offers PhD programs in Curriculum and Instruction, Educational Leadership, Higher Education Administration, and various concentrations in Leadership. These programs have various credit requirements ranging between 61 and 94. The programs can be completed in 5-6 years on a full-time basis.

• PhD Curriculum and Instruction
• PhD Educational Leadership
• PhD Higher Education Administration
• PhD Leadership

Andrews is accredited by the Higher Learning Commission and is a member of the North Central Association of Colleges and Schools.

2. Catholic University of America

Established in 1887, the Catholic University of America is located in Washington, DC.

The PhD in Nursing program is offered by the university’s Conway School of Nursing and requires 79 credit hours. Students can transfer in 24 credit hours from graduate course-work if they have been successful in comprehensive exams.

• Doctor of Philosophy (Ph.D.) in Nursing

CUA is accredited by the Middle States Commission on Higher Education

3. Central Michigan University

Located in Mount Pleasant, Michigan, Central Michigan University was established in 1892. It has more than 60 other locations worldwide.

The online PhD program in Educational Technology requires 54 credits and consists of 12 courses followed by a dissertation. The program is in an online cohort format with no face-to-face requirements.

• Doctor of Educational Technology

CMU is regionally accredited by the Higher Learning Commission (HLC).

4. Clemson University

Consisting of 7 colleges, Clemson University was established in 1889 and located in Clemson, South Carolina.

The online PhD programs are offered in Parks, Recreation and Tourism Management (60 credit hours), Rhetoric, Communication & Information Design (on-campus to defend dissertation), and in Healthcare Genetics (70 credit hours).

Out-of-state applicants must check whether the program is available in their states.

• Ph.D. in Healthcare Genetics (HCG)
• Ph.D. in Parks, Recreation and Tourism Management (PRTM)
• Ph.D. in Rhetorics, Communication, and Information Design

Clemson is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

5. Colorado State University

Located in Fort Collins, Colorado, Colorado State University was established in 1870.

The online PhD programs offered by the university are the 60-credit PhD in Higher Education Leadership (can be completed in 5 years) and the 72-credit PhD in Systems Engineering (varies based on previous coursework and intensity of study).

• Higher Education Leadership Ph.D.
• Systems Engineering Ph.D.

Colorado State is accredited by The Higher Learning Commission.

6. Concordia University Chicago

Founded in the Lutheran tradition, Concordia University Chicago was established in 1863 and is located in River Forest, Illinois.

The 100% online PhD in Leadership: Gerontology program has a course length of 8 weeks. Students must complete 58 credit hours. The application deadline is rolling and is in a synchronous format with 3 or 4-year tracts being available.

• PhD in Leadership: Gerontology

Concordia University Chicago is accredited by the Higher Learning Commission.

7. George Fox University

Located in Newburg, Oregon, George Fox University is a Christian institution that was originally founded in 1891 as a school for Quakers.

The Doctor of Education in Educational Leadership program is delivered in the online format with an annual residency of one week on campus. There is a 56-credit-hour requirement to complete the course, and it takes 3 years to complete.

• Doctor of Education in Educational Leadership

George Fox is accredited by the Northwest Commission on Colleges and Universities.

8. George Washington University

Established in 1821, George Washington University is located in Washington, DC.

The online PhD in Nursing program consists of 57 credit hours with some on-campus requirements and is delivered in a synchronous format.

The online PhD in Systems Engineering program consists of 54 credit hours and must be completed within 5 years.

• Online Ph.D. in Nursing
• Online Ph.D. in Systems Engineering

George Washington is regionally accredited by the Middle States Commission on Higher Education.

9. Hampton University

Located in Hampton, Virginia, Hampton University is a historically black university established in 1888.

The university offers PhD programs in Business Administration (61 credit hours), Counselor Education & Supervision (61 credit hours), Educational Management (66 credits), and Nursing (54-60 credit hours).

A DNP (Doctor of Nursing Practice) program (33 credit hours) is also available.

• PhD in Business Administration
• PhD in Counselor Education and Supervision
• PhD in Educational Management

Hampton U is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

10. Indiana University

Established in 1820, Indiana University is located in Bloomington, Indiana.

The PhD in Nursing Science program (90 credit hours) is delivered 80-99% online in a hybrid, distance-accessible format, with synchronous video-conferencing to provide classroom interaction and two on-campus intensives to interact with peers and faculty.

• Ph.D. in Nursing Science

Indiana U is accredited by The Higher Learning Commission.

11. Iowa State University

As the largest university in the state of Iowa, Iowa State University is located in Ames, Iowa and was established in 1856.

The PhD program in Apparel Merchandising and Design is delivered in a hybrid format. It features 1-2 on-campus summer coursework sessions and has a 72-credit-hour requirement to complete the degree.

• Apparel, Merchandising, and Design – Doctor of Philosophy

Iowa State University  is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

12. Keiser University

Located in West Palm Beach, Florida, Keiser University was established in 1977.

The university offers a flexibly designed Doctor of Business Administration program that is delivered 100% online. Students can benefit from being able to pursue their careers, along with enhancing their educational qualifications. The program is offered at multiple locations in Florida.

• Business Administration, DBA

Keiser is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

13. Liberty University

Established in 1971, Liberty University is an Evangelical Christian university located in Lynchburg, Virginia.

The university offers a range of PhD programs in Bible Exposition, Communication, Counselor Education and Supervision, Criminal Justice, Education, Higher Education Administration, History, Nursing-Nursing Education, Psychology, Public Policy, Strategic Media Online.

Most are 100% online, delivered in an 8-week course format.

• Ph.D. in Bible Exposition
• Ph.D. in Communication
• Ph.D. in Counselor Education and Supervision
• Ph.D. in Criminal Justice
• Ph.D. in Education
• Ph.D. in Higher Education Admin
• Ph.D. in History
• Ph.D. in Nursing – Nursing Education
• Ph.D. in Psychology
• Ph.D. in Public Policy
• Ph.D. in Strategic Media Online

Liberty is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

14. Medical University of South Carolina

Located in Charleston, South Carolina, the Medical University of South Carolina was established in 1824.

The university’s College of Nursing offers both full-time and part-time PhD in Nursing programs. Both have 52 semester hours of coursework and 9 semester-hours for dissertation requirement and a 3-4-year plan of study. Only 10-12 students are accepted per year.

• PhD Nursing Science

MUSC is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

15. Mississippi State University

Chartered in 1878, Mississippi State University is located adjacent to Starkville, Mississippi.

The university offers PhD programs in Aerospace/Civil Engineering, Community College Leadership, Computational Engineering, Electrical, and Computer Engineering, Industrial and Systems Engineering, and Mechanical Engineering.

Students must complete at least 50 hours of coursework beyond the master’s degree, of which at least 20 are allotted to dissertation research.

• Ph.D. in Aerospace Engineering
• Ph.D. in Civil Engineering
• Ph.D. in Community College Leadership
• Ph.D. in Computational Engineering
• Ph.D. in Electrical & Computer Engineering
• Ph.D. in Industrial and Systems Engineering
• Ph.D. in Mechanical Engineering

Mississippi State University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges

16. Nova Southeastern University

With its main campus located in Davie, Florida, Nova Southeastern University was established in 1964.

The university offers online PhD programs in Conflict Analysis and Resolution (76 credit hours), Criminal Justice (60 credit hours), Nursing (60 credit hours), and Occupational Therapy (61 credit hours).

The university has 18 schools and colleges that offer 150 different programs, and students can select the appropriate one.

• Ph.D. in Conflict Analysis & Resolution
• Ph.D. in Nursing
• Ph.D. in Occupational Therapy

Nova Southeastern is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

17. Texas Tech University

Established in 1923, Texas Tech University is located in Lubbock, Texas.

The university offers several online PhD programs across its different schools and colleges, in Curriculum and Instruction (63 credit hours) in three different tracks, Educational Leadership Policy (60 credit hours), Family and Consumer Science Education (72 credit hours), Special Education (90 credit hours), Systems Engineering and Management (72 credit hours), and Technical Communication and Rhetoric (60 credit hours).

• Doctor of Philosophy in Curriculum and Instruction (Track in Curriculum Studies and Teacher Education)
• Doctor of Philosophy in Curriculum and Instruction (Track in Language, Diversity & Literacy Studies)
• Doctor of Philosophy in Curriculum and Instruction (Track in STEM)
• Doctor of Philosophy in Educational Leadership Policy
• Doctor of Philosophy in Family and Consumer Science Education
• Doctor of Philosophy in Special Education

Texas Tech is accredited with the Southern Association of Colleges and Schools Commission on Colleges.

18. University at Buffalo – SUNY

The State University of New York at Buffalo has campuses in Amherst and Buffalo and was founded in 1846. It had several notable alumni on its rolls.

The university offers an online PhD in Information Science (72 credits) with the requirement of a one-week residency per year. Students can complete the course in 4-5 years.

• Curriculum, Instruction and the Science of Learning, PhD
• Information Science, PhD

UB – SUNY is accredited by the Middle States Commission on Higher Education,

19. University of Alabama

Established in 1820, the University of Alabama is located in Tuscaloosa, Alabama.

The Bama By Distance online learning program offers a PhD in Aerospace Engineering and Mechanics. The 72-credit-hour programs are designed for aerospace engineers with 5+ years’ experience in the field.

It is delivered primarily online with a campus visit requirement once each semester to meet faculty adviser.

• PhD in Aerospace Engineering and Mechanics

UA is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

20. University of Arkansas

Located in Fayetteville, Arkansas, the University of Arkansas was established in 1871.

It has been judged to have one of the Best Online Programs in Grad Education by U.S. News & World Report . Online doctoral programs offered are Doctor of Education in Educational Leadership, Doctor of Education in Human Resource & Workforce Education, Doctor of Education Adult & Lifelong Learning, and Doctor of Nursing Practice.

• Online Doctor of Education in Educational Leadership
• Online Doctor of Education in Human Resource and Workforce Development Education
• Online Doctor of Nursing Practice

UArk is accredited by the Higher Learning Commission.

21. University of Florida

Founded in 1893, it is located in Gainesville, Florida.

Online PhD programs offered are in Latin & Roman Studies (60 credit hours, with 30 hours of doctoral work on-campus) and Classical Civilization (60 credit-hours with 30 hours of doctoral work on-campus). Written examinations and public defense of the dissertation are required.

• Classical Civilization (Ph.D.)
• Latin and Roman Studies (Ph.D.)

UFL is regionally accredited by the Southern Association of Colleges and Schools.

22. University of Louisiana at Monroe

Located in Monroe, Louisiana, the University of Louisiana at Monroe was established in 1931.

The university offers an online PhD program in Marriage and Family Therapy with a concentration in Systemic Studies. It consists of 60 semester-units, two years of full-time course-work, and dissertation.

• PhD in Marriage and Family Therapy with a concentration in Systemic Studies

ULM is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

23. University of Missouri

Located in Columbia, Missouri, the University of Missouri was founded in 1893.

Online PhD programs include a PhD in Agricultural Education & Leadership (72 credit hours, blended delivery mode) and aPhD in Human Environmental Sciences (emphasis architectural studies, 30 credit hours, delivery 100% online).

• Doctor of philosophy in agricultural education and leadership (PhD)
• Doctor of philosophy in human environmental sciences with an emphasis in architectural studies (PhD)

Mizzou is accredited by the Higher Learning Commission.

24. University of Nebraska – Lincoln

The state’s oldest university, it is located in Lincoln, Nebraska and was founded in 1869.

The online blended/hybrid Doctor of Education degree in Educational Studies (specialization: Higher Education & Educational Leadership) has a 90-credit-hour and a short residency requirement.

• PhD in Educational Studies (90 cr) with a specialization in Educational Leadership and Higher Education

UN – Lincoln is accredited by the Higher Learning Commission (HLC).

25. University of North Dakota

Established in 1883, the University of North Dakota is located in Grand Forks, North Dakota.

Online PhD programs are offered in Aerospace Sciences, Biomedical Engineering, Chemical Engineering, Electrical Engineering, Energy Engineering, Environmental Engineering, Petroleum Engineering, and Nursing, all requiring 90 credit-hours. Indigenous Health requires 30 credit hours.

• Aerospace Sciences (Ph.D.)
• Biomedical Engineering (Ph.D.)
• Chemical Engineering (Ph.D.)
• Electrical Engineering (Ph.D.)
• Energy Engineering (Ph.D.)
• Environmental Engineering (Ph.D.)
• Indigenous Health (Ph.D.)
• Nursing (Ph.D.)
• Petroleum Engineering (Ph.D.)

UND is regionally accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

26. University of South Dakota

Located in Vermilion, South Dakota, the university was founded in 1862.

The online PhD in Health Sciences program is designed for working professionals. It has a 72-credit-hour requirement and is delivered in an online format with limited expectations for face-to-face contact. The residency includes orientation, dissertation boot-camp, and dissertation defense.

• Online Doctor of Philosophy in Health Sciences

USD is accredited by the Higher Learning Commission.

27. University of Southern California

The oldest research university in California, established in 1880, the university is located in Los Angeles, California.

Online doctoral programs include a Doctorate of Social Work, Doctor of Education in Educational Leadership, and Doctor of Education in Organizational Change and Leadership.

• Doctorate of Social Work Online
• Doctor of Education in Educational Leadership online
• Doctor of Education in Organizational Change and Leadership online

The University of Southern California  is accredited by the Western Association of Schools and Colleges.

28. University of Texas at Tyler

Established in 1971, the University of Texas at Tyler is located in Tyler, Texas on a park-like campus on Harvey Lake.

The university offers online PhD programs in Clinical Psychology (99 credit hours), Nursing (60 credit hours), and Human Resource Development (hybrid, 60 credit hours). Scholarships and financial support are available based on eligibility.

• PhD in Clinical Psychology
• PhD in Nursing

UTT is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.

29. University of the Cumberlands

Established in 1888, this Baptist Christian university is located in Williamsburg, Kentucky.

The online programs include a PhD in Business (66 credit hours), Counselor Education and Supervision (66 credit hours), and Leadership Studies (66 credit hours). Some courses may have online meeting times.

• online PhD in Business
• online PhD in Counselor Education & Supervision
• online PhD in Leadership Studies

UCumberlands is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

30. Virginia Commonwealth University

Located in Richmond, Virginia, Virginia Commonwealth University was established in 1838.

The 100% online PhD in Nursing can be taken either on a full or part-time basis. There is a 61 minimum credit hour requirement, and the program is delivered 100% online.

VCU  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Types of Online PhD Programs

There are as many PhD Programs as there are fields of knowledge. Here are the most popular. Click on one you’re interested in to jump to that section of the page.

Business Administration

Criminal justice, curriculum & instruction, educational leadership, healthcare management, higher education, homeland security, human resources, information technology, management information systems, nurse practitioner (rn required), nursing education (rn required), organizational leadership, project management, public administration, public health, public policy, special education, supply chain and logistics.

A growing number of universities now offer a wide-range of doctoral programs online.

A PhD in Accounting focuses on developing skills to complete specialized and original research that can directly contribute or, ultimately, affect the accounting industry.

This degree focuses on giving students advanced knowledge in applied research and accounting theory to make them capable of working in specialized research organizations and higher academic institutions.

A PhD in Accounting is the highest degree in this field, and it usually takes four to seven years to complete. Most online programs for accounting have 60 to 120 credit hours or 20 to 40 classes. The U.S. Bureau of Labor Statistics projects that the positions in specialized consulting and government agencies will grow by 4% in over the next 10 years.

Programs for a PhD in Business Administration are designed to prepare students for academic and business careers by developing their knowledge in management, consulting, economics, public administration, and several business-related career paths.

This doctoral degree aims to provide students with a deeper understanding of different business practices, both in theory and application. Having this set of skills can unlock various opportunities in academic institutions, government agencies, and private businesses.

The majority of people who take up this degree usually have years of experience in business and are interested in acquiring advanced knowledge. Younger students can take advantage of this and get a head start in building their network and connection while still studying.

People face different challenges that can affect their mental health, which makes the PhD in Counseling one of the most popular doctoral degrees today. Earning this degree can help qualify students to practice clinical counseling and conduct research that can directly affect mental health care services.

It may take up to 10 years to earn a doctoral degree in counseling, but it will depend on the course load, and whether a student is taking up the degree part-time or full-time.

Upon completion, opportunities in both the public and private sectors will be available, and it is expected to steadily grow at 8-25%, depending on the field of specialization, according to the Bureau of Labor Statistics.

A PhD in Criminal Justice aims to expose students to rigorous training in criminological research methods, theory, and application.

This program focuses on providing students with a better understanding of research methods and data-driven metrics that they can use to evaluate and develop criminal justice policies.

Programs for PhD in Criminal Justice typically include classes in juvenile justice, social psychology, law enforcement, criminal behavior risk factors, homeland security, and technical leadership. This set of acquired knowledge can help open up different opportunities both in public service and specialized private consultation. The U.S. Bureau of Labor Statistics projects that positions for this field will increase by 8% in private service and 5% in protective service.

A PhD in Curriculum and Instruction is a program that focuses on teaching the dynamics within the educational system.

Students can choose from four concentrations in this field, including Early Childhood Education, Science Education, Mathematics Education, and Social Studies. The concentrations are designed to give students the skills needed to make significant research and contribution to the enhancement of knowledge in their specialized field.

This degree aims to shape students to become highly efficient in discovering, integrating, applying, communicating, and disseminating knowledge. Earning a PhD in Curriculum and Instruction can help students become critically reflective and dedicated to providing practical and theoretical training. This set of skills can open up different opportunities for academic and leadership positions that are available in educational institutions.

Earning a PhD in Education is the highest academic achievement that students can get in the field of education.

These programs are designed to provide students with the expertise, skills, and credentials needed to conduct and publish high-level research that can affect college education, classrooms, institutions, and communities.

There are online programs that allow students to earn their doctoral degrees in education, but on-campus learning often offers better networking opportunities that can broaden their connection. Pursuing a PhD in Education requires students to have a master’s degree. This path usually takes at least three years to complete, depending on the course load and transfer credits.

Excellent education lies in the people who develop the system and the leaders that implement it. A PhD in Educational Leadership can help put scholars in a position that can directly contribute to it.

This degree focuses on providing students with the skills to solve problems and create a positive change in different learning settings and educational institutions.

Instead of practicing hands-on teaching, PhD in Educational Leadership focuses on developing the education system.

It is designed to help students conduct and publish research that can positively affect all learning environments, including pre-K-12, higher education, and even in the corporate sector. This doctoral degree can help make scholars viable candidates for high-paying positions in the academic sector, such as chief academic officer, training and development manager, and chief learning officer.

A PhD in Finance is a program for students who want to develop a deeper understanding of behavioral finance, economics, statistics, econometrics, and corporate finance.

Taking up this degree can help equip students with better mathematics skills, analytical thinking, and a deeper foundation in all facets of finance and economics.

Although a bachelor’s or master’s degree will suffice in some positions, getting a PhD in this field can help solidify a student’s position for higher-paying jobs. Armed with a set of highly specialized skills in corporate finance, asset pricing, and portfolio management, students who earn their PhD in Finance have the opportunity to increase their skills in this field.

PhD in Healthcare Management focuses on a wide range of research that can directly affect healthcare services, management, and administration.

Students may tackle subjects regarding the impact of insurance status and policies on medical expenditure, sources of discrepancies in cardiovascular care, and diffusion and adoption of innovations in healthcare.

Doctoral students in the field of healthcare management may have the opportunity to work closely with degree holders and notable professionals in the healthcare sector. There is also usually great exposure to other students with hands-on experience in business, math, social science, and clinically trained professionals. This privilege can help make them more efficient as academic researchers and open up different long-term positions in the education and healthcare sectors.

A PhD in Higher Education is a program that aims to develop scholars who are capable of conducting original research and have the necessary skills to interpret and communicate it through writing, teaching, and practice.

The research includes theoretical and empirical inputs that can affect post-secondary education policies and practices.

Students who are taking up a PhD in Higher Education need to complete a program that usually includes 60-100 credit hours.

The classes that they tackled in this doctoral degree typically include economics, politics, policies, governance, organization, student affairs, and social foundations of higher education. Students can often complete this degree within four to five years, depending on their course load, and attendance to off-campus classes.

A PhD in Homeland Security focuses on classes that provide better understanding and expertise in different research methods, strategic and critical thinking, data analysis, and policies on domestic and international security issues.

Aside from government agencies, these skills are also viable for high-paying jobs in private corporations that deal with security and emergency management.

Professionals who are working in the security service, criminal justice, and emergency preparedness sectors can pursue better career paths by earning their doctoral degree in Homeland Security. This degree can help open up different opportunities in government agencies, and the majority of degree holders find comfortable positions within the Department of Homeland Security.

PhD in Human Resources is a research-based degree that is designed to allow students to conduct and publish their original work, which can directly affect human resources.

It is a degree that helps students learn advanced skills that they need in the theoretical and empirical application on leadership, management, and administration.

Students who decide to pursue their careers in human resources will usually take four to five years before they can earn a doctoral degree. Throughout their studies, scholars may have the chance to work closely with the faculty while conducting their research, together with professionals in different fields. The coursework usually involves hands-on activities in advanced human resources, helping students solidify their chosen career path.

A PhD in Information Technology often attracts students who are keen on acquiring advanced knowledge in corporate, economic, business, and organizational implications of information technology. This degree is the highest academic achievement in the field.

It can help provide students with the opportunity to take academic positions in the future. Earning their PhD in IT allows them to pursue teaching jobs at the university-level in information technology subjects, including economics, psychology, management science, organizational behavior, and computer science.

A PhD in Information Technology is a multidisciplinary program that offers concentrations in information science and technology, information systems, software engineering, information security, and digital forensics. This acquired knowledge and skillset can help students become viable candidates in almost every private and public sector.

A PhD in management is a research-based specialization that includes advanced learning in accounting, decision theory and analysis, IT and operations management, entrepreneurship, finance, economics, leadership, and marketing.

This degree is one of the two terminal degrees that students often take if they want to pursue an academic career at business schools.

Due to the broad spectrum of study and advanced foundation in fields that are in high demand, both in the private and public sectors, PhD in Management became one of the most popular doctoral degrees. Being exposed to different research on advanced management can help students’ skills and knowledge remain current in their chosen fields.

Earning a PhD in Management Information Systems is often vital for students who want to pursue a career in economic and organizational management and technical aspects of information systems.

It focuses on research that can help students develop a deeper understanding of the economic and social contexts, together with the impacts of information technology.

This doctoral degree is in the list of STEM Designated Degree Program, which is a list of degrees that are in high demand and receives the utmost attention from academic institutions and the government. Taking up a doctoral degree in Management Information Systems has endless potential and secured positions, with an estimated 1.2 million job openings.

A doctoral degree is one of the two terminal degrees for nurse practitioners. It is a research-based degree that covers nursing methodologies and faculty development, including theoretical and empirical applications in nursing science.

This degree usually involves minimal clinical work, and students typically work closely with faculty to conduct their research.

A PhD in Nurse Practitioner requires a master’s degree and usually requires about 60 to 80 credit hours. It typically takes four to six years to complete and can be affected by the student’s course load. Upon completion of this doctoral degree, students often take positions as nursing researchers, nursing faculty, and health policy development officers.

PhD in Nursing Education is a degree that aims to create scholars who are responsible for improving and innovating education for nurses.

It is designed to provide students with a deeper understanding of educational development, strategies, and research to continuously innovate nursing science and leadership to be efficient in practicing the discipline of nursing.

It also covers other curricular and research resources from various disciplines that can have an impact on nursing science. This vast acquired knowledge in different fields can help students tackle positions in nursing faculties in both the education and healthcare sectors. It usually takes at least three years for students to earn their PhD in Nursing Education.

The effectiveness of any organization lies in the leadership that manages it. Students who want to gain a better understanding of the theoretical and empirical applications of leadership should consider taking a PhD in Organizational Leadership.

This degree is often taken by professionals who are already familiar with their industry but lack leadership skills to lead a team and execute strategic plans on different projects.

Earning a PhD in Organizational Leadership can help amplify students’ current skill set and allow them to make an impact on their organization. This degree is designed to teach them how they can effectively build and manage teams for corporate and nonprofit organizations. The U.S. Bureau of Labor Statistics projects that job positions for leadership roles will grow by 7% for the next 10 years.

A PhD in Project Management is a program that focuses on creating scholars who deeply understand different subjects related to organizational efficiency and business management.

This degree is designed to provide students with skills that can help them manage teams, plan, coordinate, and create budgets for different projects.

Students who are taking up a PhD in Project Management typically select their concentration from program and portfolio management, project-based strategic leadership, risk and quality management, and life-cycle and performance management. Acquired knowledge in these concentrations can help students become viable candidates for different high paying positions, both in corporate organizations and government agencies.

PhD in Psychology is a program that focuses on the study and research of the entire mental health spectrum. It covers a wide range of research and practice areas, which includes counseling, therapy, social work, and even education.

It is the ultimate pursuit of academic excellence in the field of Psychology and can help students pursue careers that allow them to practice the profession or provide specialized consulting services.

Earning a PhD in Psychology usually takes four to eight years, and it depends on whether the students take the course part-time or full-time. The programs often have at least three full academic years and one year of internship for APA accreditation.

A PhD in Public Administration is the highest applied-research degree that students can take in the field. Scholars in this field are typically required to complete a dissertation, which can contribute, improve, or innovate the practice of public administration, both theoretically and empirically.

The goal of the program is to expose scholars to significant research in their careers, whether in academic, government or other work settings.

This degree can help students acquire advanced knowledge in the legal, political, and ethical practices in public administration. It can also help students develop a deeper understanding of the administrative functions of government agencies, together with the expertise in strategic planning, program implementation, advanced management techniques, and result-based leadership.

A PhD in Public Health is a program that aims to provide scholars with advanced critical thinking and assessment skills. These skills can help them learn how to assess needs, analyze barriers, and create a positive impact on the practice of public health.

Pursuing this degree can help scholars acquire a better understanding of population-based theoretical research that can lead to the prevention of diseases and disabilities.

Students earning their doctoral degrees in public health can work on the skills they need to be efficient in biostatistics, epidemiology, or public health research.

Most of these fields require students to lead and use professional communication to inform and educate the public regarding critical issues in health. Faculty member, professor, and post-doctoral fellow are other high-demand positions that students can pursue as a degree holder in public health.

A PhD in Public Policy is a degree that focuses on developing leaders equipped with a deeper understanding of research, ethics, public policy theory, and global practice.

In essence, it is a career path that students often take if they want to develop sustainable solutions that can have a positive impact on the quality of life.

Taking up a doctoral degree in Public Policy can help students tackle leadership concepts and theories, analysis of evidence-based research, and develop methods that streamline the processes of public and nonprofit policies. These skills can help them become viable candidates for positions such as senior public executives, policy analysts, or offer specialized consulting services.

The PhD in Special Education is the highest level of research-based degree in the field. This degree is designed to help students develop new pedagogical approaches and concepts that can improve the quality of education for differently-abled children.

Earning a doctoral degree in special education can also expose students to various educational courses that can help them become efficient in providing quality education to tomorrow’s teachers.

The Bureau of Labor Statistics projects that the positions available for doctoral degree holders in special education will grow by as much as 6% over the next 10 years. These positions include education directors, curriculum developers, school principals, childcare administrators, and superintendents.

PhD in Logistics is a program designed to expose students to extensive study in theories, logistics, strategies, and application of supply chain management. It can help students learn all aspects of managing and operating the supply chain, which affects the production and distribution of a product.

The courses that students typically tackle in this degree include the concepts of demand and relationship management, forecasting, inventory, purchasing, and assembly.

This degree can help students develop a deeper understanding of the logistical systems, supply chain technology, research methods, and transportation economics. Being knowledgeable in the development, manufacturing, and logistics of products can help open up different high paying positions in product-based corporations. It is potentially one of the highest paying doctoral degrees and usually provides much room for growth and development.

What Are the Highest Paying Doctoral Degrees?

Earning a doctoral degree can help scholars build a deeper foundation in their chosen field and open up better career paths. Although getting a PhD almost guarantees a better position, some doctoral degrees are more rewarding.

According to the Bureau of Labor Statistics, the following careers and average salaries represent the top 10% of wage earners in their respective fields:

Factors that may raise or lower your salary, besides your level of education, include your experience, the industry in which you work, and your location.

Salary Increase

One of the most rewarding benefits of earning a graduate degree is the potential to increase your salary. The U.S. Census Bureau found that over the course of a person’s lifetime, someone with a doctoral degree earns $3.4 million on average.

Compare that with someone with a bachelor’s degree, who earns $2.1 million on average over the course of their lifetime. Earning an accelerated PhD could mean earning more than $1 million more.

Not all doctorates will bring in the same salary increase. LinkedIn indicates that people with PhD’s who work in the fields of Science and Engineering usually see the best pay overall. For example, the top 10% of medical scientists make, on average, close to $160,000 per year, according to the Bureau of Labor Statistics. The bottom 10% make just over $40,000 per year.

The primary difference between the top 10% and the bottom 10% is education level and experience. PhD holders in the sciences typically make much more money than those who only hold their bachelor’s or master’s degree.

What Are the Most Popular Doctorate Degrees?

The highest paying doctoral degrees are not always the most rewarding path. Taking up a popular degree, for example, can expose students to more people, and some of them may have years of experience in their chosen field.

Having this academic setting may help students to improve their existing network and might unlock several high-paying positions that seek the specialization that they have.

Which PhD program you choose should depend on your interests and overall job satisfaction, not the potential salary level alone.

Intellectual Curiosity

Many people pursue their PhD because of their intellectual curiosity and desire to learn. For fields that don’t report a significant pay increase over a master’s or bachelor’s degree (like the humanities), PhD holders often spend the years it takes earning their degree for personal fulfillment and ambition. Sometimes that payoff is enough.

If you’re interested in pursuing your PhD for these reasons, there are many accelerated PhD programs available online to help your dream of being called “Doctor” one day come true. Some people even earn a PhD in a field unrelated to their primary career because of their love for learning and their desire to pursue other topics and subjects.

Careers that Require a PhD

There are a handful of careers that require a PhD before you’ll even be considered for the job. This is because the training required to perform well at these jobs is only available through doctoral level programs. Most people obtain their PhD because they have their eye on these specific jobs. The following careers are usually only attainable to people who hold PhD’s:

• Psychologist
• Higher Education Administration (President, Dean, etc.)
• Prestigious Appointments on Corporate and Federal Boards

Many careers and fields, however, still highly value someone who holds a PhD even if it’s not required to perform the job. These are common career fields that look to doctorate holders to lead and innovate:

• Healthcare (Nursing and Public Health/Policy)
• Science (Biology, Chemistry, Physics, and Neuroscience)
• Engineering

The reality is that most people who hold a doctorate often automatically receive more respect and reverence than those who don’t. It’s a prestigious degree that only about one percent of the population holds. Many of the most respected intellectuals and leaders of corporations and organizations have a doctoral degree because of this reason.

Some universities even offer a doctorate degree online no dissertation requirement for students who prefer not to spend the extra time required to complete a dissertation.

Even if your field doesn’t require a doctorate, it may be beneficial to your advancement in your field, a potential salary increase, and your own personal ambitions of holding one of the most prestigious degrees available.

How Long Does It Take to Earn a Doctorate Degree?

There are two major types of doctoral degrees that students can earn; research-based and professional application. Both degrees require them to have a master’s degree, and if they already have one, it usually takes four to six years on average to earn their PhD.

On the other hand, students who are pursuing doctoral degrees part-time may take up to 10 years.

The time they need to complete a doctoral degree will depend on the program design and the area of specialization that they are taking. PhD programs usually require students to take 60 to 120 credit hours or about 20 to 40 classes.

However, some programs are streamlined and accelerated to help them earn their doctoral degree faster. If you have a tight schedule, then part time PhD programs are another option instead of accelerated programs.

Those who are pursuing a doctoral degree full-time can look for programs that have creative credit transfers, which can help them get their PhD within three years. These programs typically offer minimal on-campus obligations, giving scholars better flexibility in earning their degrees.

How to Accelerate Your Online PhD

Whether you’re searching for 1 year online doctoral programs or for a way to finish in 2 years, you may be able to accelerate the path to your doctorate.

Since you’ll already be expected to have completed a good amount of previous college training, there aren’t as many ways to accelerate a PhD as there are an associate, bachelor, or master’s degree. There are many accelerated PhD programs, however, that can help you move straight through a bachelor’s degree to a PhD.

In other words, you can apply to begin a bachelor’s degree with a program with the commitment and intention of following all the way through to a PhD as the final earned degree. These programs are designed so that you can earn your bachelor’s degree along the way and complete your PhD in as little as six years (including all the work you had to do towards the bachelor’s degree).

Most PhD programs take much longer than this, so this can be a great way to accelerate your degree. Alternatively, some programs award a terminal master’s degree as part of the PhD program.

If you don’t finish all the requirements for your PhD, you may still walk away with a master’s degree in your field, all of your work not having gone to waste.

Some accelerated PhD options online include accelerated courses as well. These courses can help you complete more credit hours in less amount of time and are great when you have some extra time to spare in your schedule.

They might not be as prevalent as accelerated courses at the undergraduate level, but many graduate programs online offer them as well. They are worth looking into if you’re itching to complete your degree quickly.

Advantages of Accelerated PhD Programs

Many traditional PhD programs can take a long time to complete. In fact, many programs allow students upwards of 10 years or more to complete all requirements of their degree, knowing that some students get stalled in the research and writing process.

Sometimes, having too much time to complete a degree can be detrimental to your progress and completion of that degree, especially when it comes to such an advanced degree like a PhD. Enrolling in an accelerated PhD program can encourage you to stay on track with your studies and finish within a reasonable time.

Just because you’ll be completing your doctorate online and in an accelerated format doesn’t mean the rigor or intensity of the program will be less. In fact, because you’ll probably be doing it in less time, it may be more. Most programs require a dissertation or large research project as a capstone to fulfilling the degree requirements.

Many PhD programs also require lengthy and difficult tests before they will allow students to advance to candidacy. Online degrees are not much different in regards to these expectations.

The Chronicle of Higher Education reports that the attrition rate for PhD programs is only 50%, which means that only one out of two people who begin a PhD program actually finish their degree.

It’s a sobering statistic, but it attests to the fact that a PhD is not a degree you can earn overnight. Even in an accelerated format, a doctorate takes time, effort, and dedication.

Since many people go back for their PhD’s after having already started a career in their field, choosing an accelerated PhD format might allow you to remain in your career while completing your degree. This is another benefit to completing a degree online rather than having to commute somewhere each week to complete coursework.

Finally and perhaps an overlooked advantage of these programs is that you’ll have the opportunity to network with people from across the nation. If getting a PhD means a potential climb up the ladder in your field, the rewards of moving for a job are probably worth it to you.

What better way to learn about job openings and potentials than in your online classes? Most jobs are advertised through word of mouth, so working with people from different regions and locations from where you are might open your eyes to an opportunity you never knew was there.

Getting a PhD is a serious commitment and not something you should decide on a whim to do. It can be tiring and stressful, but so very rewarding. If you complete your PhD, you’ll be one of only a small percentage of Americans who have one, and the job opportunities for you to do what you really love will most likely increase.

Accelerated PhD’s are convenient and can help you actualize your goals of earning the highest degree you can earn in your field.

Accreditation for an Online PhD Program

The Council for Higher Education Accreditation or CHEA reviews regional accrediting bodies to ensure that students receive the highest standard of education that meets local demands. In turn, these accrediting bodies evaluate academic institutions or online programs within the institution.

This process aims to regulate and ensure that the quality of education is current, practical, and is following the curriculum requirements in PhD programs.

Regional accreditation evaluates the learning process in different online programs, ensuring that students are spending money on education that employers will recognize. Look for accreditation from one of these regional boards:

• Higher Learning Commission (HLC)
• Middle States Commission on Higher Education (MSCHE)
• New England Commission of Higher Education (NECHE)
• Northwest Commission on Colleges and Universities (NWCCU)
• Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
• WASC Senior College and University Commission (WSCUC)

Regional accreditation of a program act as a guarantee of the value of the diploma that students receive upon completion of their course.

Financial Aid for PhD Students

On average, a PhD program costs $18,000, and taking up a five-year plan will cost at least $90,000. This amount is on top of the living expenses that students need to tank when pursuing their doctoral degrees.

However, there are different financial aids that they can pursue to fund their studies and earn their postgraduate degrees without going into debt.

Here are the types of financial aids that may be available for PhD students:

• Scholarships are the most common merit-based financial aid that students can receive. These programs can help in covering the cost of tuition and other fees that are related to earning their doctoral degrees.
• Grants are similar to scholarships, but it is for students with the need for financial assistance. Students who want to apply for grants will have to go through different evaluations to be eligible for it.
• Fellowships are programs that can provide financial aid to students who are pursuing doctoral degrees. These aids often cover the full tuition, together with a yearly stipend that students can use to cover other expenses related to earning their degrees.

You can find out what you qualify for at the federal level by filling out the Free Application for Federal Student Aid (FAFSA) .

Questions Related to Earning a PhD Online

Here are our answers to a few more questions you might have.

Can I Get My PhD Online?

Yes, it is possible to get a PhD from online programs. These programs receive regular innovations up to the point that it became the most attractive method of earning a PhD.

Today, there are 205 accredited academic institutions in the United States offering thousands of online programs that help students get their doctoral degrees.

Are Online PhD Programs Credible?

Yes, earning a PhD from online programs is a recognized achievement by employers. However, the credibility of this degree depends on the accreditation of the institution where students received it.

Regional accreditation is the process of evaluating academic institutions to ensure that students will complete a program that follows the strict guidelines and curriculum requirements of CHEA.

How Much Do Online PhD Programs Cost?

The cost of taking up online PhD programs will vary on the specialization that students want to take. On average, earning a PhD from online programs costs $4,000 to $20,000, and this amount includes the expenses for registration, books, and online coaching.

Taking a five-year plan, which is the average for most PhD courses, typically costs $20,000 to $100,000.

What Are the Best Online PhD Programs?

The best online PhD programs are those that lead you to a balance of a career you enjoy and the salary you’re comfortable with. This balance will depend on your interests.

Online learning offers a wide range of benefits, including flexibility in scheduling and defining the learning pace that is comfortable for students. However, not all online programs are made equal.

Scholars can find the PhD courses best suited for them by checking the rates, courses that they will take, the size of the classes, and regional accreditation from organizations that CHEA recognizes in evaluating PhD programs.

Is PhD Worth It?

Yes, a PhD is worth it for many students. A PhD is the highest academic achievement that any student can get, and may give a significant boost in the career path that they choose. According to the Bureau of Labor Statistics, some careers “with an advanced degree, particularly a Ph.D., are expected to have the best opportunities.”

Acquiring advanced knowledge and highly-specialized skills in their field can help students become viable candidates in different high-paying positions. The unemployment rate for doctoral degree holders is only 1.1%, as opposed to 2% for master’s degree holders.

Universities are continuously innovating their PhD programs, making it easier for students to earn their diplomas without compromising the quality of education. With these programs, students can apply to an online PhD program and start pursuing a better career path with minimal on-campus obligations.

10 Fast Accredited Online PhD Degrees

Find your perfect business degree.

www.business-management-degree.net is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

With one of these  fast accredited online PhD degrees , you can quickly earn a terminal degree and have the flexibility to keep working. Pursuing a doctoral degree is the ultimate academic achievement, but it can be a long and arduous process. Fast, accredited online Ph.D. degrees are an excellent option for earning an accredited degree in less time than traditional programs. 

Are you looking to boost your career with a terminal degree without quitting your job? These programs offer accessibility and flexibility, making them the perfect fit for busy individuals like you. Don’t let a lack of time hold you back from advancing your career. Let us guide you through the challenges and considerations of this accelerated academic journey. Discover the fastest accredited PhD programs available today and take the first step towards achieving your educational and professional goals.

Featured Programs

Our editors first ranked the Fast Accredited Online PhD Degrees in August 2023. This ranking was updated March 2024.

Methodology for Ranking the Fastest Accredited Online Schools for PhD Degrees

This ranking helps you take that first step toward selecting an online college that suits your needs. Still, perusing each school’s website and requesting information to be sent to you for your evaluation is highly recommended and encouraged.

Below is our list of accredited online schools offering accelerated Ph.D. programs. We provide a glimpse into each one, offering insights into features like the number of credits, types of courses, program length, and also other essential information. See our  Methodology  page for more information regarding our analysis.

Other factors that might be considered for this ranking include schools that:

• Offer 100% online or hybrid Ph.D. programs
• Provide a comprehensive degree program within the scope of work allowable within a limited period of time (e.g., three to five years)
• Combine online master’s and doctoral degree programs to reduce the time to earn your degree
• Allow graduates the opportunity to enter the job market sooner than average through a fast-paced Ph.D. program
• Have proper programmatic or institutional accreditation

Note: Data was accurate at the time of publication. Certain criteria, such as tuition rates, may change.

Fast Accredited Online Ph.D. Degree Programs

Some of these fast Ph.D. programs can be completed within three to five years on a full-time or part-time basis, either online or in a hybrid format. Based on your previous academic experience, a few Ph.D. programs can also be completed briefly in two to three years.

1. University of South Florida

Prominent Program Features:

The Muma College of Business at the University of South Florida offers an online DBA. USF students move through the three year program as a cohort and meet on alternating Saturdays. Like many accelerated online doctoral programs, the format has three terms per year with a break after each trimester. The first two years of the program are predominantly coursework and then in the third year students work on the dissertation requirement.

Program Pros:

• Master’s degree requirement may be waived for exceptional professional experience.
• A new cohort launches every January, with rolling applications and admission throughout the year.

Program Cons:

• Required live meeting on weekends.
• Applicants must have at least 12 years of professional work experience.

2. Walden University

Walden University offers an online Ph.D. in Management that requires no on-campus visits. The curriculum is designed to be flexible to meet your specific needs. Moreover, Walden provides ample support services to help you along your doctoral journey. For example, students can access a doctoral degree coaching program that will help them stay on track throughout the program.

This Ph.D. in Management offers seven distinct specializations. You can focus on 21st Century Finance, Human Resource Management, or also Information Systems Management. Other options include:

• Leadership and Organizational Strategy
• Organizational Design and Innovation
• Ph.D. Completion Program
• Self-Designed Curriculum

Each track includes opportunities for coursework and critical research. A dissertation is required, which you will construct over the course of several semesters and defend at the end of the program. This program has the distinction of being accredited by the Accreditation Council for Business Schools and Programs (ACBSP).

• Extremely flexible to meet your needs
• Multiple specializations to choose from
• Potentially very short timeframe for completion
• There are not as many collaborative learning opportunities as in other programs
• You might need up to eight years to complete the program

3. Trident University International

The online Ph.D. in Business Administration from Trident University International focuses on academics, research, and business practice. With individualized support, generous transfer policies, and flexible course structures, this program is tailor-made for working professionals.

This 56-credit hour Ph.D. is one of the shortest doctoral programs available online. Students can completed it in as little as three years, depending on course load and the number of transfer credits. The program includes advanced coursework, a comprehensive exam, and a dissertation, during which you will investigate a specific business-related issue.

Trident offers numerous concentrations for its Business Administration Ph.D. students. These include:

• Accounting/Finance
• Information Systems/Information Technology Management
• Management and Organizations

You can also choose no specialization, which allows you to pursue a dissertation focus area that doesn’t fit into one of the above concentrations.

• No campus visits are required
• Multiple specialization options
• Individual faculty support during the dissertation stage
• A comprehensive examination is required
• Fewer hands-on learning opportunities than other programs

4. Liberty University

Liberty University offers an online Ph.D. in Management and Organization that can be completed in 5 years or less. You can transfer up to 50% of the total degree credits and finish the degree in 3 years of full-time study. The coursework is in 8-week sessions, one class at a time, and prepares you for business leadership positions. Additionally, the program has a research component that can be completed with the support of Liberty’s extensive online library portal.

This Ph.D. in Management and Organization offers three distinct specializations: Entrepreneurship, Executive Coaching, and Leadership. You can choose the specialization that fits your needs the best and further customize your learning experience with research in an area of management and organization that most interests you.

Courses you might take include the following

• Foundations of Applied Research Methods
• Leading Organizational Change
• Risk Management Process & Practice
• Quantitative Research Methods
• Qualitative Research Methods
• 100% online in 8-week courses
• Apply with any master’s degree
• Transfer up to 50 percent of the needed credits
• Few formal opportunities for hands-on learning
• Liberty’s religious teachings may conflict with your personal beliefs

5. Wilmington University

The online Doctor of Business Administration degree offered by Wilmington University is an excellent choice for professionals who want to work in business management or finance. This three-year program will help you develop advanced leadership, management, and research skills. During your time in the program, you will learn from experienced academics and professionals in the business administration field.

At just 54 credits, this is one of the quickest doctorates available. It has accreditation from the International Accreditation Council for Business Education (IACBE), a well-respected accreditation body. Upon completing the program, you will have gained a deep understanding of business ethics, disciplined inquiry, and practical communication skills, making you a thought leader in the field of business.

• No on-campus visits
• Faculty have executive-level experience
• Opportunities are available for high-level fieldwork in business administration
• The small cap on cohort size means this program often fills up quickly

6. Concordia University Chicago

The Doctorate in Business Administration (DBA) program from Concordia University Chicago is a 60-credit, 3-year hybrid program that requires three on-campus residencies. You can complete most of the coursework online and work collaboratively with peers and professors during the residencies. The program integrates a mentorship experience, and you will start the dissertation process during the first semester of your studies. Your mentor will be an expert in your chosen knowledge area and will help guide you through the process of developing your dissertation.

You can choose from two specializations to narrow the focus of your studies in either Innovation in Healthcare Management or Strategic Leadership and Innovation.

• One of the shortest programs on this list
• Specialization, mentorship, and residency opportunities lead to a rich learning environment
• Strong emphasis on business research
• Multiple on-campus visits are required
• Five years of professional experience is strongly recommended

7. Southern New Hampshire University

If you’re interested in pursuing a career in business or academics and gaining advanced skills, Southern New Hampshire University’s Ph.D. in International Business can be the perfect program for you. This program is designed in a hybrid format, where most of the coursework is conducted online, and only a few campus visits are required.

This 46-credit program takes around 4.5 years to complete and comprises three stages of study: coursework, a comprehensive examination, and dissertation research and writing. The program is based on the cohort model, which means you’ll be studying with the same classmates in each course, allowing you to build relationships with your peers and develop a network of business associates upon graduation.

As part of this program, you will complete various courses, including Foreign Direct Investment, Theories of Globalization, Seminar in Global Business Strategy, Foundations for Advanced International Business Study, and Seminar in Multinational Finance.

• This program is accredited by the Accreditation Council for Business Schools and Programs (ACBSP)
• You can apply with a master’s degree in any field
• Multiple specializations areas, including Business Strategy & Management, Finance, Marketing, and Information Technology
• On-campus visits are required each semester
• A week-long on-campus seminar is required
• Longer than some of the other programs on this list

8. Grand Canyon University

The online Doctor of Business Administration (DBA) in Management program from Grand Canyon University equips you to manage and create organizations in a broad range of industries. GCU’s program imparts theoretical knowledge of business management principles while also exploring techniques that enhance organizational performance.

This 60-credit program typically takes four years to complete. However, in some instances, students may finish it in as little as three years. The core coursework focuses on areas like management theory, qualitative studies, and research design. In addition to that, you’ll also take courses in subjects such as Financial Management, Organizational Structures, Business Law, Sustainability, and Qualitative Data Collection and Management. Graduates are well-prepared for executive-level careers in business and management, academic roles, consulting positions, and more.

• Strong focus on qualitative research
• Opportunities for real-world experience
• Flexible schedule with 100 percent online coursework
• Academic rigor is lower than other programs on this list
• Lack of a cohort model might lead you to feel disconnected from your classmates

9. Keiser University

The Ph.D. in Industrial and Organizational Psychology offered by Kaiser University is an entirely online program that provides maximum flexibility to students. You don’t have to worry about attending on-campus classes; instead, you can focus on your studies and complete coursework on your schedule.

This program is designed to be one of the quickest Ph.D. programs available, as students take one class at a time. This format lets you master each topic thoroughly before moving on to the next subject. Each of the program’s 20 courses is in an accelerated 8-week format.

If you are a master’s degree holder, you should have at least 60 graduate semester credit hours to earn a Ph.D. in Industrial and Organizational Psychology. Alternatively, if you have a bachelor’s degree, you can complete enough semester credit hours and a thesis to earn a master’s degree while being enrolled in the Ph.D. program.

• The program is available for bachelor’s degree holders
• No GRE is required
• Opportunities for real-world learning in residency placements
• No specialization options
• Fully independent online learning is not for everyone

10. Kansas State University

The Personal Financial Planning Doctorate program at Kansas State University is a five-year hybrid program. The program has online coursework in the spring and fall semesters, while a 10-week on-campus intensive experience is required during the summer session. The final summer session is abroad, allowing you to experience how global markets impact personal finance decision-making in other parts of the world. This mix of learning experiences helps you develop strong knowledge and skills in personal finance while also developing collegial relationships with your peers.

This 90-credit program offers a wide range of coursework that helps you build expertise in personal finance. You’ll take courses such as Personal Finance Theory, Statistical Methods in Personal Finance, and Regression and Analysis of Variance. Other areas of study include Personal Income Taxation, Estate Planning for Families, Retirement Planning for Families, Financial Planning Case Studies, and also Insurance Planning for Families.

This program’s combination of coursework and research activities prepares you for various careers. Graduates from this accredited online PhD program find roles in personal finance, academic, and business industries.

• One of only three doctoral programs registered with the CFP board
• Minimal campus visits
• Opportunities for real-world learning abroad
• Up to 30 credits can be transferred
• GRE/GMAT scores are required for admission

What is a Doctor of Philosophy (PhD) Program?

A Doctor of Philosophy (Ph.D.) program is a rigorous academic endeavor typically undertaken after completing a master’s degree. Although some programs accept students directly from a bachelor’s program. It involves advanced study and research in a specific field, requiring candidates to make an original contribution to knowledge through completing either a dissertation or a thesis.

PhD programs vary in length but generally take several years to complete, during which students engage in coursework, seminars, and independent research under the guidance of a faculty advisor. The ultimate goal of a Ph.D. program is to produce scholars equipped with specialized expertise and critical thinking skills to advance their chosen field through innovative research and also scholarship.

What’s the Difference Between a PhD and a Doctorate Degree in Business?

A PhD in Business typically focuses on research and academia, delving deep into theoretical frameworks and methodologies relevant to the field. On the other hand, a Doctorate in Business Administration (DBA) often emphasizes the application of business theory to real-world problems, geared towards professionals seeking to enhance their practical expertise and leadership skills.

Why Earn a PhD Degree Online?

Earning a Ph.D. can be challenging for working professionals with busy schedules who can’t attend on-campus classes. There are also other obstacles, such as location and cost. However, online Ph.D. programs offer a more convenient option with flexible schedules and learning pace options. With the right platforms, accessible materials, and excellent instruction, obtaining a Ph.D. online is generally considered a faster and more accessible option.

In the past, there was a stigma attached to earning a Ph.D. online, but that has changed now. Online Ph.D. programs accredited by a regional organization meet quality standards that employers recognize. Employers now look favorably upon online degrees and understand the dedication, time management, and independence required to complete such programs.

How Much Does an Online Ph.D. in Business Cost?

If you’re considering pursuing an online Ph.D. in Business, it’s essential to understand the costs involved. Generally, you can expect to pay anywhere from $10,000 to $40,000 per year in tuition and fees. However, the total cost of your program will depend on several factors, such as whether you’re a resident of the state where the school is located, the type of institution (public or private), the length of the program, and the amount of financial aid you receive.

To save money, search for programs that offer in-state tuition rates to residents. It is also important to fill out the FAFSA each year to qualify for federal financial aid. Additionally, you should budget for travel expenses to and from campus and research sites, especially as you begin working on your dissertation.

What are the Benefits of Earning a PhD?

Earning a PhD increases your earning potential and job security . According to the BLS, Doctorate-holders have an unemployment rate of 1% and earn $651 more per week than workers with a bachelor’s degree.

How Long Does a PhD Program Take?

Quick completion of Ph.D. programs depends on the required credits and the program’s format. Typically, regular full-time Ph.D. programs take three to five years to complete, while part-time Ph.D. studies can take up to eight years.

Online DBAs and accelerated PhD programs cater to professionals seeking to advance their careers quickly without sacrificing quality education. Some 1 year PhD programs online offer completion in one year. These fastest PhD programs online provide a flexible learning environment conducive to working professionals, allowing them to balance academic pursuits with their professional and also personal commitments. By offering expedited pathways to doctoral degrees, online DBAs and accelerated PhD programs empower individuals to achieve their academic and career goals both efficiently and effectively.

Nowadays, both on-campus and online Ph.D. degree programs consider your previous credits and often provide the option of combining your master’s program with earning your doctoral degree. As a result, students can complete some accelerated Ph.D. programs in as little as two years. However, the time spent on a Ph.D. program ultimately depends on a student’s pace and intended course of study.

What Jobs Can You Get After Earning an Online Ph.D. in Business?

Earning an online PhD in Business or a Doctor of Business Administration (DBA) can open up various career opportunities in academia, research, consulting, and also executive leadership roles in multiple industries. Below are some potential career paths you could pursue.

Corporate Executive

Some individuals with advanced business degrees take on executive roles in corporations, such as Chief Executive Officer (CEO), Chief Operating Officer (COO), Chief Financial Officer (CFO), or Chief Marketing Officer (CMO). Executives plan strategies and policies to ensure that an organization meets its goals.

Director of Finance

Individuals with advanced business degrees may work as financial managers. A Director of Finance is a senior executive responsible for overseeing an organization’s financial operations, including budgeting, forecasting, financial reporting, and risk management. They play a crucial role in economic decision-making, providing strategic guidance to optimize the organization’s economic performance and also ensure compliance with regulatory requirements.

Director of Marketing

A Director of Marketing oversees all aspects of a company’s marketing activities, including strategic planning, brand management, advertising, promotions, and also market research. They lead a team of marketing professionals to develop and execute marketing initiatives that drive brand awareness, customer acquisition, and revenue growth in alignment with the organization’s goals and objectives.

Human Resources Director

Some graduates pursue careers in human resources, working as HR directors. These professionals oversee organizational recruitment, training, performance evaluation, compensation, and employee relations. Human resources managers plan, coordinate, and also direct an organization’s administrative functions.

Organizational Development Manager

Ph.D. or DBA holders may work in corporate training departments or as organizational development managers, designing and delivering training programs to improve employee skills and organizational performance. Training and development managers plan, coordinate, and direct skills- and knowledge-enhancement programs for an organization’s staff.

Public Relations Managers

A Public Relations Manager develops and implements strategic communication plans to maintain a positive public image for an organization or individual. They oversee media relations, manage press releases, cultivate relationships with journalists and stakeholders, and also handle crisis communication to protect and enhance the organization’s reputation.

University Professor or Lecturer

With a PhD or DBA, you can pursue an academic career as a University Professor or Lecturer. They may teach courses in business administration, management, finance, marketing, or related fields at colleges and also universities.

How Much Can I Make With an Online Ph.D.?

Is an Online Ph.D. a Good Option for You?

Watch this first:

Most programs take from 2 to 8 years to complete. The speed at which you can complete an online doctoral program can vary depending on factors such as the program structure, your prior education and experience, and the program’s specific requirements.

Quick PhD programs in professional fields like business, education, and healthcare are popular. They have structured curricula and may offer accelerated formats or credit for prior experience.

Yes, many programs allow you to complete coursework, research, and dissertation requirements remotely. The specific requirements and format of online Ph.D. programs may vary depending on the institution and field of study.

Sullivan University National University University of North Carolina at Greensboro Capella University Hampton University

Yes, if you enroll in a program that has been approved and accredited by a recognized accreditation agency. You should also check with potential employers to ensure that they recognize and accept the credentials of accelerated Ph.D. programs.

Not all Ph.D. programs require a dissertation. For instance, some Ph.D. programs in humanities, education, and criminal justice only need a more straightforward and shorter written project, or even no dissertation, for faster completion.

Although employers may still have some skepticism about online doctoral programs, attitudes are gradually shifting as the quality and reputation of online education continue to improve.

Related Articles:

• Fast Online Doctorate of Business Management Programs
• The Top 9 Fully Funded Ph.D. Programs in Business
• Is a Fast Ph.D. Degree in Business Worth It?
• 5 Best Online Public Administration Doctorates
• 20 Accredited Online Schools for a Doctorate in Business Administration

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Intercountry Adoption: Regulatory Changes to Accreditation and Approval Regulations in Intercountry Adoption

A Rule by the State Department on 07/12/2024

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Supplementary information:, preamble contents, i. introduction, ii. overview of major changes and provisions in the final rule, a. adoption by relatives, b. compliance with all applicable laws, c. child care payments, d. procedures and requirements for adverse action by the secretary, including for challenges to such adverse action, e. pausing on revising standards in three sections of subpart f, § 96.40: fee policies and procedures, § 96.50: placement and post-placement monitoring until final adoption in incoming cases, § 96.54: placement standards in outgoing convention cases, two additional sections in subpart f ready for renewed consultations, § 96.46: using providers in foreign countries, § 96.48: preparation and training of prospective adoptive parents in incoming cases, f. other significant changes, changes to elements in subpart a, general provisions, changes to elements in subpart b, selection, designation, and duties of accrediting entities, changes to elements in subpart e, evaluation of applicants for accreditation and approval, changes to standards in subpart f, standards for intercountry adoption accreditation and approval, iii. section-by-section discussion of comments, subpart a—general provisions, section 96.2 definitions, subpart b—selection, designation, and duties of accrediting entities, section 96.4 designation of accrediting entities by the secretary, section 96.6 performance criteria for designation as an accrediting entity, section 96.7 authorities and responsibilities of an accrediting entity, section 96.8 fees charged by accrediting entities, section 96.10 suspension or cancellation of the designation of an accrediting entity by the secretary, subpart e—evaluation of applicants for accreditation and approval, section 96.25 access to information and documents requested by the accrediting entity, section 96.26 protection of information and documents by the accrediting entity, section 96.27 substantive criteria for evaluating applicants for accreditation or approval, subpart f—standards for convention accreditation and approval, section 96.29 compliance with all applicable laws, licensing, compliance with applicable laws, and corporate governance, section 96.30 state licensing and compliance with all applicable laws, section 96.32 internal structure and oversight, financial and risk management, section 96.33 budget, audit, insurance, and risk assessment requirements, section 96.34 compensation, ethical practices and responsibilities, section 96.35 suitability of agencies and persons to provide adoption services consistent with the convention, section 96.36 prohibition on child buying and inducement, professional qualifications and training for employees, section 96.37 education and experience requirements for social service personnel, section 96.38 training requirements for social service personnel, information disclosure, fee practices, and quality control policies and practices, section 96.39 information disclosure and quality control practices, responding to complaints and records and report management, section 96.41 procedures for responding to complaints and improving service delivery, section 96.42 retention, preservation, and disclosure of adoption records, section 96.43 case tracking, data management, and reporting, service planning and delivery, section 96.45 using supervised providers in the united states, section 96.46 using providers in foreign countries, standards for cases in which a child is immigrating to the united states (incoming cases), section 96.47 preparation of home studies in incoming cases, section 96.49 provision of medical and social information in incoming cases, § 96.51 post-adoption services in incoming cases, section 96.52 performance of communication and coordination functions in incoming cases, standards for cases in which a child is emigrating from the united states, section 96.55 performance of convention communication and coordination functions on outgoing convention cases, subpart l—oversight of accredited agencies and approved persons by the secretary, section 96.83 suspension or cancellation of accreditation or approval by the secretary, section 96.88 procedures for debarment with prior notice, section 96.90 review of suspension, cancellation, or debarment by the secretary, subpart m—disseminating and reporting of information by the accrediting entities, section 96.92 dissemination of information to the public about accreditation and approval status, subpart r—alternative procedures for primary providers in intercountry adoption by relatives, § 96.100 alternative procedures for primary providers in intercountry adoption by relatives, iv. timeline for implementing changes in the final rule, v. regulatory analysis, administrative procedure act (apa), regulatory flexibility act/ executive order 13272 : small business, (1) a statement about the need for and objectives of the rule, (2) a statement of the significant issues raised by the public comments in response to the initial regulatory flexibility analysis (irfa), a statement of the assessment of the agency of such issues, and a statement of any changes made in the proposed rule as a result of such comments, (a) standards related to adoption placement disruption reporting, (b) standards relating to making direct payments to orphanages or other entities for children pending adoption, (c) standards relating to disclosure of fees to be paid by prospective adoptive parents, (3) a description of the comments filed by sba, (4) a description and estimate of the number of small entities to which the rule will apply, (5) a description of projected reporting, recordkeeping, and other compliance requirements of the rule, including estimation of the classes of small business entities that will be subject to the requirements and the types of skills necessary for preparation of the report or record, (6) description of the steps the agency took to minimize the significant adverse economic impact on small entities, organizations, or small government jurisdictions, congressional review act, the unfunded mandates reform act of 1995, executive orders 12372 and 13132: federalism, executive orders 12866, 14094, and 13563, total cost estimates, executive order 12988 : civil justice reform, executive order 13175 : consultation and coordination with indian tribal governments, the paperwork reduction act of 1995, list of subjects in 22 cfr part 96, part 96—intercountry adoption accreditation of agencies and approval of persons, subpart f—standards for intercountry adoption accreditation and approval, responding to complaints and records and reports management, standards for convention cases in which a child is emigrating from the united states (outgoing cases), licensing, compliance with applicable laws, and corporate governance, subpart m—dissemination and reporting of information by accrediting entities, subparts n, o, p, and q [reserved], enhanced content - 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Department of State.

Final rule.

The Department of State (the Department) publishes a final rule revising the Code of Federal Regulations to amend requirements for accreditation and approval by the United States to provide adoption services in intercountry adoption cases. This rule amends regulations to provide clarification, updates, or other adaptation of familiar accreditation and approval standards for intercountry adoption. It also includes a new section with alternative procedures for primary providers that apply in intercountry adoption by relatives. The new regulations for adoption by relatives simplify and streamline the adoption process by limiting the number of adoption services the primary provider must provide. The final rule emphasizes that accredited agencies and approved persons comply with all applicable laws in foreign countries where they provide adoption services.

This final rule becomes effective January 8, 2025.

• Technical Information: Emily Spencer, (202) 647-4000, [email protected] .

E. Pausing on Revising Standards in Subpart F

III. Section-by-Section Discussion of Significant Public Comments

This final rule amends 22 CFR part 96 and the changes clarify and update the 2006 final rule that established the regulatory framework for the accreditation and approval function required under the 1993 Hague Convention on Protection of Children and Co-operation in Respect of Intercountry Adoption (the Convention), the Intercountry Adoption Act of 2000 (IAA), and the Intercountry Adoption Universal Accreditation Act of 2012 (UAA). The Department drew from its 17 years of observations and experience with the accreditation regulations to reflect the rule's practical operation, and from the observations of adoption stakeholders including, but not limited to, adoptive parents, adoption service providers (ASPs), Congressional offices, adult adoptees, and law enforcement authorities.

On November 20, 2020, the Department published a notice of proposed rulemaking (NPRM, often referred in this preamble as the proposed rule). The proposed rule included changes to subparts A, B, E, F, L, and M and a new subpart R. The Department intends to examine changes to the remaining subparts at a later time.

This final rule takes into account public comments received in response to the NPRM. The Department appreciates the extensive feedback received from stakeholders in response to the NPRM and notes the many contributions from stakeholders who recommended substantive revisions to the Department's changes in the proposed rule. The final rule incorporates many of the substantive revisions proposed by the public. Additionally, as explained below, this rule does not include three major sections of the proposed rule. The Department will consider consultations with stakeholders before making further regulatory proposals relating to these three sections.

This section of the final rule summarizes the major differences between the proposed rule and the final rule. This overview is followed in part III by a detailed, section-by-section discussion of significant comments received in response to the NPRM.

The long-anticipated  [ 1 ] new provisions on adoption by relatives were welcomed by most commenters, though some thought the new provisions did not go far enough in streamlining the required adoption services and should have further limited the role of primary providers in relative cases. Most commenters, however, welcomed the simplified role of the primary provider in the proposed rule requiring primary providers to focus on three of the six adoption services listed in the CFR:  [ 2 ]

(3) Performing a background study on a child or a home study on a prospective adoptive parent(s), and reporting on such a study;

• (5) Monitoring a case after a child has been placed with prospective adoptive parent(s) until final adoption; and
• (6) When necessary because of a disruption before final adoption, assuming custody and providing (including facilitating the provision of) childcare or any other social service pending an alternative placement.

The new provisions in § 96.100 allow a primary provider to develop and implement an adoption service plan addressing only three adoption services noted above in adoption by relatives. In all other intercountry adoptions, the primary provider must develop and implement a service plan for providing all six adoption services, in accordance with § 96.44. The provisions in § 96.100(d) require that the alternative procedures in § 96.100 be performed in accordance with the Convention, the IAA, the UAA and their implementing regulations.

Some commenters expressed the preference that post-placement monitoring should not be required at all in adoptions by relatives. The Department emphasizes that post-placement monitoring mandated in the IAA remains an important element of the adoption services in the final rule, Start Printed Page 57239 including with respect to the adoption by relatives. Adoption services five and six include essential services related to monitoring the continued well-being of the child's placement and to ensuring that the prospective adoptive parents can care for the particular needs of a child. Unlike other services that may not be applicable or made redundant in the context of a pre-existing relationship, services 5 and 6 apply equally whether or not the child is related to the prospective adoptive parents.

The public comments also revealed disagreement regarding how the term “relative” should be defined and to which family relationships the alternative procedures for primary providers should apply. Some commenters preferred the relationships found in the regulations of the Department of Homeland Security (DHS) at 8 CFR 204.309(b)(2)(iii) which are exempt from the prohibition on prior contact with a child's parents or caregivers. Section 96.2 Definitions includes a definition of relative relationships that applies solely to determinations of when those alternative procedures for primary providers in § 96.100 may be used. Although the Department's and DHS's definitions overlap quite a bit, they differ enough in content and purpose that the Department retained its proposed definition of “relative” in the final rule. The definition of “relative,” and other public comments related to subpart R are further addressed in the section-by-section discussion in part III, below, and in appendix A at the end of this notice.

In the NPRM, the Department proposed a new section 96.29 in subpart F identifying conduct that does not conform to the regulatory framework of the IAA. Commenters found the new provisions to be duplicative and pointed out that agencies and persons were already required to operate in accordance with the Convention, the IAA, the UAA, and their implementing regulations. They suggested that restating the principle again as a new standard in subpart F was not necessary. The final rule does not include a new section 96.29. The Department instead retained the provisions on compliance with applicable laws in foreign countries in section 96.30 and renamed that section State Licensing and Compliance with All Applicable Laws. For a discussion of this and other provisions proposed in section 96.29, see the public comment discussion of § 96.29 in section III of this preamble.

The changes to sections 96.36(a) and 96.40(c)(4) in the NPRM would have prohibited ASPs from charging prospective adoptive parents for the care of a particular child prior to the completion of the intercountry adoption process. Payments for specific child welfare activities, if permitted by the country of origin, are controversial because of the potential risk of diverting payments to support illicit practices such as recruiting children into institutions or incentivizing institutions to retain children longer than necessary, and as such, have been prohibited by many countries. The Department recognizes, however, that prohibiting such payments that could pay for essential needs such as food, medical care, and other child welfare-related services may be detrimental to children, particularly for children awaiting adoption who have special needs.

Commenters pointed out that historically payments were allowed if permitted or required by the child's country of origin. Several commenters noted the regularity with which the health of a child with special needs deteriorates and medical needs increase during the time between the referral and the final adoption, and that preventing funding for such care, if permitted by the country of origin, would not be in the best interests of the child. As discussed in section III of this preamble, the Department did not retain in the final rule proposed changes to § 96.36(a). This final rule reinforces the standard in § 96.36(a) with changes to § 96.36(b) that augment recordkeeping requirements on the payment of fees in connection with intercountry adoption. Enhanced standards for recordkeeping will increase the oversight of any permitted or required payments for specific activities related to the adoption as outlined in § 96.36(a). The recordkeeping requirements will help decrease the risk that payments intended to benefit children will be diverted for illicit purposes. It will also assist agencies and persons to effectively monitor and oversee payments and fees paid by their employees and supervised providers in connection with an intercountry adoption. In no instance shall permitted or required contributions be remitted as payment or as an inducement to release a child for adoption.

The proposed changes to section 96.83 in subpart L impact provisions regarding adverse action by the Secretary leading to suspension or cancellation of an agency or person's accreditation or approval. The changes include procedural requirements for notifying agencies and persons of adverse actions taken by the Secretary and the reasons for such action. New sections 96.84(a) and (b) describe the administrative process by which an ASP may request withdrawal of the suspension or cancellation as unwarranted and the standards the Department will use to review such a request. The process mirrors provisions in §  96.76 in which an ASP may provide information to an accrediting entity to demonstrate that an adverse action was unwarranted. This process is independent of a petition for relief from the Secretary's suspension or cancellation and is based upon the ASP's correction of deficiencies. A petition for relief is now addressed in §  96.84(c) and is similar to provisions in § 96.78(a).

A number of commenters appreciated the introduction of due process features when the Secretary imposes adverse action of suspension or cancellation. Other commenters thought accrediting entities should adhere to such procedures when imposing adverse actions, particularly providing specific evidence relied on to support the adverse action. The discussion in the section-by-section analysis for section 96.83 explains that some due process provisions in § 96.83 go farther than those governing adverse action by accrediting entities in § 96.76. This is largely because of the emergent nature of the conduct triggering suspension or cancellation by the Secretary. Similarly, imposing adverse action before providing an opportunity to rebut the Department's conclusions is justified and often cannot wait when the imposition of adverse action relates to child safety or other serious or emergent compliance issues.

In 2016, the Department exercised its authority for the first time to debar an agency and determined based on that experience that it would be beneficial to propose relevant details in the regulations as to the notice, evidentiary, and procedural requirements relating to debarment proceedings. Section 96.88 sets forth the procedures, requirements, time frames, and standards of review that apply when the Department Start Printed Page 57240 undertakes a debarment proceeding when prior notice is given. In §  96.89, the Department sets forth the corresponding procedures, requirements, time frames, and standards of review for debarment effective immediately, without prior notice. Some commenters objected to short time frames to obtain and present information in the proceedings and the lack of common procedural features such as discovery. They asserted the lack of discovery, for example, might prejudice the agency's or person's ability to respond fully to claims against it. The Department considers these and other comments relating to debarment proceeding procedures and requirements in the section-by-section analysis in part III of this preamble, including appeal options in federal court and notification requirements when the Secretary debars an accredited agency or approved person.

The Department received public comments expressing concern or disagreement about parts of the proposed changes in sections 96.40, 96.50, and 96.54 in the proposed rule. The Department concluded that the issues raised in these comments warrant further consideration. This final rule does not include revisions to these three sections. A brief summary of the relevant comments and content of these sections follows:

Comments submitted about standards relating to adoption fees and expenses uniformly expressed concern with the way the Department characterized fees relating to intercountry adoption practice and the burden on adoption service providers to revise, recalculate, and report fee schedules conforming to the proposed changes. Commenters indicated the proposed rubrics failed to reflect the way agencies and persons structure their work as well as the flexibility needed to adapt to dynamic conditions.

The revisions to § 96.50 in the proposed rule would have expanded required efforts by ASPs for taking action in the event of a disruption and reporting to all relevant authorities about disruption cases. Commenters asserted the proposed changes would require significant resources to implement.

We received many comments relating to the proposed changes to this section. The comments were against making any of our proposed changes, arguing among other things that the provisions would have a negative impact on outgoing adoption practice.

Several commenters expressed strong interest in making changes to two additional sections in subpart F, sections 96.46 and 96.48.

Regarding foreign supervised providers, in the proposed rule the Department acknowledged there were areas of discord relating to oversight of foreign supervised providers. We stated our intention to undertake a consultative process on these issues that would consider the entire range of standards relating to foreign supervised providers. In addition to a few minor textual updates to § 96.46 in the NPRM and in the final rule, we made changes to § 96.46(b)(7) and (8) requiring all payments to foreign supervised providers be provided through the primary provider. The primary provider must also provide prospective adoptive parents with a written explanation about the return of unused funds within 60 days.

Several commenters were disappointed that the proposed rule did not amend the requirements for parent preparation and training. The commenters expressed a need to increase the number of hours required for parent preparation and welcomed an opportunity to collaborate on the parameters of such training. No such changes are reflected in the final rule but further consideration will be given to these suggestions.

In the definitions section of the final rule, § 96.2, we did not retain the proposed definition of “authorization.” Commenters noted this feature of the Hague Adoption Convention, Article 12, is already incorporated into the regulations in the many references to compliance with the Convention and further definition would be repetitive.

In the final rule, we have kept several of the proposed changes to the definition of “best interests of the child” in § 96.2. The definition in the final rule clarifies how U.S. accredited and approved providers should consider the best interests of a child when the child is abroad and outside the jurisdiction of a U.S. State. The NPRM only included a reference to the Convention in the proposed revision to the definition of best interests of the child. Based on public comments, the definition in the final rule also includes a reference to the IAA, the UAA, and their implementing regulations.

We made a change from the NPRM to the definition of “supervised provider,” adding for clarity the term “domestic or” before the term “foreign entity.”

We did not retain a definition of “unregulated custody transfer” (UCT) in the NPRM, in response to comments noting that States have jurisdiction over child welfare and protection matters, including what constitutes UCT and any practice standards relating to it.

Section 96.7 of the final rule retains the proposed revision in the NPRM requiring accrediting entities to retain all records relating to accreditation decision making for a period of 10 years. In response to comments, this final rule provides for the Secretary to extend the time accrediting entities must retain documents, but not shorten it to less than 10 years.

Section 96.8 of the final rule incorporates the proposed provisions establishing a new process for reporting accrediting entity fee schedule changes in the Federal Register .

The Department retained the proposed change to § 96.10 permitting a finding that accrediting entities are out of compliance for approving or accrediting an agency or person when the Secretary had to intervene and itself impose suspension, cancellation, or debarment of an agency or person.

Section 96.12 of the final rule retains the minor edits in the NPRM, but it remains in subpart C.

In tandem with changes in section 96.7 as noted above, we retained in the final rule the proposed change to § 96.26 requiring accrediting entities to retain an accurate record of accreditation and approval decision making for at least 10 years, or longer if the Secretary requires it. Start Printed Page 57241

In § 96.27(e) the final rule incorporates a proposed change requiring accrediting entities to take into account in evaluating an application for accreditation or approval the reasons underlying a previous denial of accreditation or approval.

We did not retain proposed changes to § 96.32 requiring agencies and persons to retain records related to the monitoring and oversight of supervised providers for a period of not less than 25 years. Several commenters expressed concern with the cost of implementing these provisions. On balance, the cost of creating and retaining such records for 25 years and potentially even longer could not be justified by the potential benefits.

Concerning the requirements in § 96.33(e) relating to the cash reserve of two months operating expenses, in the final rule we did not retain the proposed deletion of “financial resources” in this standard. Based on several public comments, we removed the reference to liquid assets. To avoid possible confusion or ambiguity as to these terms, the Department retained the existing CFR language in § 96.33(e).

Section 96.34 of this final rule mandates that compensation must not be unreasonably high but does not retain the proposed changes meant to take into account what services “actually cost.” Commenters found the proposed formulation too vague for accrediting entities to implement.

The Department accepted the recommendation by a commenter that several additional training topics be added to the list of topics in § 96.38. They relate to trauma-informed parenting, the impact of adoption on children already in the home, and parental support for children who experience discrimination based on race, physical, cognitive, and other disabilities.

Addressing questions raised in comments, section 96.41 of the final rule establishes that a complaint may be submitted by email, must include the name of the complainant and must be dated.

The final rule incorporates practical steps in § 96.47 for withdrawal of a home study recommendation that a family be found suitable to adopt abroad, including timelines for notifying adoptive parents, primary providers, and USCIS. The final rule does not retain proposed changes to § 96.52(a)(1) requiring extensive additional agency and person reporting to the Secretary and the foreign Central Authority about “material facts” of intercountry adoption cases.

This section provides a detailed discussion of significant comments received and describes differences between the NPRM and this final rule.

1. Comment: Several commenters suggest edits to the proposed definition of “authorization” to clarify that such permission from a Central Authority is for the ability to provide adoption services generally and not just for one specific adoption. The commenters also recommend deleting the last sentence of the definition suggesting it goes beyond the scope of defining the term.

Response: The final rule does not retain the proposed definition of “authorization.” It also does not establish a standard for foreign authorization. Where foreign countries require authorization to provide adoption services, agencies and persons are obliged to be in full compliance with the laws of that foreign country in accordance with the new section 96.30(e) in the final rule. For additional information, see the discussion relating to section 96.29, below.

2. Comment: One commenter expresses concern that the proposed revision to the definition of “best interests of the child” does not sufficiently reflect the provision of section 503(a) of the IAA ( 42 U.S.C. 14953(a) ) that defers to State law unless such provisions are inconsistent with the Convention or the IAA. The commenter is concerned the phrase “without reference to the law of any particular State” is in direct conflict with the IAA's objective to defer to State law definitions whenever possible. The commenter recommends deleting this reference and if it is retained, that in addition to the Convention, a reference to the IAA should also be added. The commenter is also concerned that a reference to “the object and purpose of the Convention” could be interpreted to include provisions of other international conventions.

Response: The Department revised the definition of “best interests of the child” in the final rule to include a reference to the IAA, the UAA, and their implementing regulations to clarify that the revision does not include reference to any other international conventions. We have also removed the reference to “without reference to the law of a particular State” because we believe the intent of the regulation is clear without this specific reference. The Department does not agree that the new definition is inconsistent with the IAA. The value of the revised definition is that it provides useful information to agencies and persons about how to approach making determinations of the best interests of a child when the child is outside of any State jurisdiction. The definition affirms the central concept that in cases in which a State has jurisdiction to decide whether a particular adoption or adoption-related action is in a child's best interests, “best interests of the child” shall have the meaning given to it by the law of the State.

3. Comment: Some commenters are concerned the definition of “best interests of the child” does not appropriately acknowledge the role played by central or competent authorities in making best interest determinations for children in countries of origin. The commenters note such determinations usually require judicial approval.

Response: The revised definition does not impose duties on public foreign authorities, who are expected to act in accordance with their own laws, regulations, and practices. In this final rule, to the extent that accredited agencies and approved persons contribute to decisions or actions abroad regarding best interests of the child, the revised definition reinforces how the determination should be made. Section 96.2 of the regulations specifically defines one of the six adoption services as “making non-judicial determinations of the best interests of the child and the appropriateness of an adoptive placement for a child.” The Department recognizes the role played by the competent authority but does not agree this definition in the final rule conflicts with the role played by central or competent authorities in making a best interest determination for children. Rather, it clarifies the guiding documents an agency or person should use when providing this adoption service outside of a State jurisdiction.

4. Comment: One commenter proposes adding other people who could be party to a service agreement in accordance with § 96.44 to the definition of “client,” namely, birth parents in outgoing adoption cases. This commenter also recommends including the child who is being adopted in an outgoing adoption in the definition of “client” in § 96.2.

Response: Based on the public comments, we have withdrawn the definition of “client.” We agree that Start Printed Page 57242 only referencing prospective adoptive parents in the definition of client with respect to a service agreement may be unnecessarily limiting, particularly with respect to outgoing adoptions. Given the possible different parties that could be included as clients for the services agreement with an agency or person, the Department is not including a definition of “client” in § 96.2 of the final rule.

5. Comment: Several commenters raise concerns about the addition of a new definition of “complaint” in § 96.2 and its impact on § 96.41, procedures for responding to complaints and improving service delivery.

Response: The final rule does not add a definition of “complaint.” For comments and responses relating to the proposed definition of “complaint” together with a discussion of comments relating to responding to complaints and related procedures, see § 96.41, below.

6. Comment: Two commenters note the Department proposed changes to the definition of “public foreign authority” by adding “a court or regulatory” before “authority operated by a national or subnational government of a foreign country” but did not propose similar changes to the definition of “public domestic authority.” The commenters object to the difference and are concerned the differences could cause confusion, particularly the proposed changes to the definition of public foreign authority.

Response: In response to these comments the Department is not including in the final rule the revisions to definitions of “public foreign authority” and “public domestic authority.” The Department does not want to create confusion between the definitions of “competent authority” and “public foreign authority” as used in sections 96.12 and 96.14 which could make it more difficult to determine which entities require supervision.

7. Comment: Several commenters recommend the Department revise its definition of “relative” by using instead the list of relative relationships found in 8 CFR 204.309(b)(2)(iii) .

Response: This final rule retains the NPRM definition of “relative” in § 96.2. The Department believes the § 96.2 definition of relative serves a purpose entirely different from the definition of relative found in DHS regulations at 8 CFR 204.309(b)(2)(iii) . Although there is significant overlap in the two definitions, their differences are also significant. See Appendix A at the end of this notice showing how the two lists of relative relationships overlap and how they differ in approach.

The DHS regulation at 8 CFR defines which pre-existing familial relationships are exempt from the prohibition on prior contact between a prospective adoptive parent and the prospective adoptive child's parents, legal custodian, or other individual or entity who is responsible for the child's care. Additionally, the DHS regulation defines such relative relationships in terms of the prospective adoptive parent's relationship with the parent of the child to be adopted. In contrast, the Department's final rule definition of relative addresses relationships between the prospective adoptive parent(s) and the child to be adopted.

The relationships in the Department's definition of relative in § 96.2 include first- and second-degree relatives: parents and siblings and grandparents, aunts, uncles, nieces and nephews as well as analogous relationships through marriage and adoption. These are all familial relationships that a primary provider can more readily document to determine whether a prospective adoptive parent has a qualifying relationship for the alternative procedures for primary providers in § 96.100. Relatives beyond the second degree such as great-grandparents, great aunts, great uncles and first and second cousins may still adopt relatives. However, primary providers in these cases would be required to develop a service plan for all six adoption services and implement that plan in accordance with § 96.44.

8. Comment: Commenters raised the concern that adoptive parents who adopt a child could assert a relative relationship with that child on the basis of its adoption and thus avail themselves of the alternative procedures for adoption by relatives in § 96.100.

Response: The relationships within the definition of “relative” in § 96.2 must exist between the prospective adoptive parent and the child prior to initiating an adoption to be able to take advantage of the provisions in § 96.100. For greater clarity, we revised the definition of “relative” as follows: “Relative . . . means a prospective adoptive parent was already, before the adoption, any of the following: parent, step-parent, etc. (emphasis added).”

9. Comment: One commenter is concerned that the addition of “person or” after “foreign” in the definition of “supervised provider” will cause ambiguity in the definition given that the phrase “person” is first referred to in the definition of supervised provider, without specific reference to “foreign.” The commenter suggests adding a reference to “domestic” in addition to “foreign” to clarify the definition.

Response: The Department has modified the definition of “supervised provider” to provide clarity. We included “domestic or” before the word “foreign.”

10. Comment: Several commenters object to the phrase “intent on severing” in the proposed definition of “unregulated custody transfer” because it is ambiguous and does not explain how a parent's intention should be determined. Another commenter argues that the definition is unconstitutional because it treats parents by adoption differently from biological parents.

Response: The final rule does not contain a definition of “unregulated custody transfer.” Given that the States have jurisdiction over child welfare and protection matters and that some States have already defined UCT, we defer to the States to determine what constitutes UCT rather than propose a definition in this rule.

1. Comment: Several commenters are concerned the proposed addition of “under § 96.5(b)” to § 96.4(c) will result in adoption service providers losing the choice to select the accrediting entity that conducts their accreditation or approval.

Response: Section 96.4(b) is unchanged in the final rule and permits the Secretary's designation of an accrediting entity to include limitations on the accrediting entity's geographic jurisdiction or impose other limits on the entity's jurisdiction. For clarity, the final rule retains the minor proposed change in § 96.4(c), which connects the reference to a public entity in § 96.4(c) to the requirements relating to public entities in § 96.5(b).

1. Comment: One commenter suggests the Department is revising § 96.6 to accommodate a specific accrediting entity.

Response: The Department made no changes in response to this comment. Rather than addressing any one specific entity, the requirements in § 96.6 outline the performance criteria any accrediting entity must demonstrate to the Secretary when it is seeking designation as an accrediting entity. The changes to § 96.6(c) and (d) clarify that an accrediting entity must demonstrate that it has the capacity to monitor and take appropriate adverse actions against agencies and persons, even if did not initially accredit or approve them. This change expands the performance criteria Start Printed Page 57243 that must be demonstrated by an entity seeking designation by the Department.

1. Comment: A commenter noted in § 96.7(a)(4) that the Department changed the function of the accrediting entities from “investigating” complaints to “reviewing” complaints and asked for clarification of what review means in this context.

Response: The Department declines to further define “review” in the final rule. Clarification of the meaning of the term “review” is incorporated in the Memoranda of Agreement between the accrediting entities and the Department and figures prominently in the Department-approved accrediting entity policies and procedures relating to complaints.

2. Comment: Several commenters recommend the Department specify in the regulation that the Secretary could extend the time that an accrediting entity maintains all records related to its role as the accrediting entity.

Response: In response to these comments, § 96.7(a)(9) and § 96.26(d) of the final rule include a reference to “longer if” to clarify that ten years is the minimum amount of time for an accrediting entity to maintain its records, but the Secretary can extend it.

1. Comment: Several commenters expressed the belief that the Department should require more transparency of an accrediting entity's costs to perform functions authorized by the Secretary by requiring it to make available, upon request from the public, its demonstration of compliance with § 96.8(a).

Response: The Department is not changing the rule to mandate that accrediting entities demonstrate to the public compliance with § 96.8 as this regulation addresses the factors the Department will consider, pursuant to Section 202(d) of the IAA, in deciding whether to approve an accrediting entity's proposed fee schedule. The language in the proposed rule for § 96.8(b) is the same in the final rule and requires the Department to publish proposed fee schedules in the Federal Register for public comment. The Department believes this will increase the transparency of an accrediting entity's fee schedules, particularly proposed changes, while also adhering to the requirements in the IAA.

2. Comment: Several commenters suggest that fees charged by accrediting entities should be refundable for services not rendered. Several commenters also recommend the Department add a provision prohibiting accrediting entities from charging additional fees for siblings.

Response: Section 96.8(c)(1) requires that the fees for accreditation and approval not be refundable. The Department is not changing this provision because we believe it protects an accrediting entity's capacity to perform its roles and functions required by law and its agreement with the Department, while remaining consistent with Section 202(d) of the IAA. The Department does not agree that a new provision should be added to restrict the possible fee structure for an accrediting entity; however, we encourage interested persons to utilize the public comment process outlined in § 96.8(b).

1. Comment: Several commenters propose adding the word “sufficient” in front of evidence in § 96.10(c)(1).

Response: The Department is not making any changes in response to this comment because we do not agree “evidence” needs to be qualified in this standard. The procedures outlined in § 96.10(b) provide the accrediting entity with an opportunity to demonstrate that suspension or cancellation by the Secretary is unwarranted, in accordance with the agreement with the Department pursuant to § 96.9.

1. Comment: One commenter is concerned the proposed change to § 96.25 is overly broad and should specify that the intent of “deliberate destruction of documentation” is to prevent an accrediting entity from accessing the documentation. Several commenters indicate support for the change but are concerned an accrediting entity could take adverse action against an agency or person for following its own document retention and disposition policy. These commenters recommend that an accrediting entity be required to provide notice specifying which documentation and information the agency or person must retain.

Response: Section 96.25(c) permits an accrediting entity to take appropriate adverse action against an agency or person based solely on an agency or person failing to provide requested documents or information to an accrediting entity. The final provision in § 96.25(c) permits an accrediting entity to take appropriate adverse action if the agency or person “engages in deliberate destruction of documentation or provides false or misleading documents or information” to an accrediting entity. An accrediting entity requires access to an agency or person's information and documents to perform its functions authorized by the Secretary. Section 96.25(a) outlines the access and § 96.25(b) limits the accrediting entity's access to Convention adoption files and cases subject to the UAA, with the exception of first-time applicants for accreditation or approval. The requirements in this regulation, along with § 96.42 on the retention, preservation, and disclosure of adoption records, provide sufficient information for an agency or person about the disclosure requirements to an accrediting entity.

With regard to adverse action, section 96.76 outlines the procedures governing adverse action by an accrediting entity. These procedures would guide an accrediting entity's procedures for taking appropriate adverse action based on § 96.25(c).

The Department has modified § 96.25(c) in the final rule to clarify that the deliberate destruction of documentation relates to the documents or information requested by the accrediting entity that requires or requests the documentation to evaluate an agency or person for accreditation or approval and to perform its oversight, enforcement, renewal, data collection, and other functions.

1. Comment: Several commenters disagree with adding “foreign” to § 96.26(b) because they do not think an accrediting entity should make disclosures of information and documents to a foreign authority unless such disclosure falls into a circumstance outlined in § 96.26(b). The commenters suggest such disclosures to a foreign authority be coordinated through the Department of State.

Response: We have made a change to § 96.26(b) by removing the term “foreign” as recommended. This change clarifies that documents and information may not be disclosed by an accrediting entity to a foreign authority unless the disclosure meets the circumstances outlined in § 96.26(b)(1) through (3).

2. Comment: Several commenters are concerned § 96.26(d) would limit the requirements for an accrediting entity to Start Printed Page 57244 maintain accurate records. The commenters suggest this could weaken the Department of State's oversight of an accredited entity.

Response: Section 96.26(d), formerly the last sentence of § 96.26(c), clarifies the minimum period for an accrediting entity to maintain complete and accurate records of all information it receives related to an agency or person and the basis for accrediting entity decisions concerning the agency or person. The Department has made a change to clarify that the Secretary will only lengthen, not shorten, the requirement for an accrediting entity to maintain a complete and accurate record of all information it receives related to an agency or person, and the basis for an accrediting entity's decisions concerning the agency or person.

3. Comment: Several commenters suggest requiring an accrediting entity to disclose to an agency or person any information or records the accrediting entity uses as the basis of an adverse action.

Response: We did not make any changes in response to this comment. The Department did not propose changes to subpart K, which includes procedures and responsibilities of an accrediting entity for decisions leading to the imposition of adverse action.

1. Comment: Several commenters are concerned that removing the word “only” from § 96.27(c) would allow an accrediting entity greater flexibility and discretion, outside the scope of subpart F, when evaluating applicants for accreditation or approval.

Response: To avoid any confusion about how the standards are applied, we have not included the proposed changes to § 96.27(c) in the final rule.

1. Comment: Commenters object to the provisions in the proposed § 96.29(a) requiring that an agency or person has not provided any adoption service without accreditation or approval, or as an exempted or supervised provider. Commenters also object to the proposed requirement that an agency or person demonstrate it has not provided any adoption services in a foreign country without authorization. In addition, commenters point out that these prohibitions are not constrained in time, not limited in terms of pre- or post-IAA or Convention, nor do they contemplate how agencies and persons must document their compliance.

Response: The Department is reorganizing the material in § 96.29 and has removed the proposed § 96.29(a) from subpart F. The provisions in the proposed § 96.29(b) are already included in § 96.25 where issues relating to an accrediting entity's access to information and documents are found. The parts of the proposed § 96.29(c) and (d) relating to compliance with the laws of jurisdictions where agencies and persons provide adoption services are now retained in § 96.30(e). For information about disposition of provisions in the proposed § 96.29 relating to foreign country authorization in line with Convention Article 12, see comment 4, below.

2. Comment: Several commenters are concerned with the provisions in the proposed § 96.29(d) concerning compliance with the laws of each jurisdiction in which an agency or person operates. They state that foreign laws are often vague or contradictory and compliance is difficult to achieve. Some also note that even when laws are clear, some countries of origin lack the infrastructure to act on them quickly enough to meet urgent needs of children waiting for intercountry adoption placements.

Response: The requirement for agencies and persons to act in compliance with all applicable laws tracks closely with the minimum requirements of the accreditation regulations in the IAA found in Section 203(b)(1)(F) ( 42 U.S.C. 14923(b)(1)(F) ): “The agency has established adequate measures to comply (and to ensure compliance of theirs and clients) with the Convention, this chapter, and any other applicable law.” To clarify the provisions relating to compliance with all applicable laws, the final rule includes the first sentence of the proposed language of § 96.29(d) as new section 96.30(e).

3. Comment: Several commenters note that even when laws in some countries of origin are known there may be different interpretations of laws as well as waivers or exceptions that may be informally permitted and unevenly administered. These factors make it difficult to determine compliance with applicable foreign laws. Commenters recommend that issues of compliance with foreign laws be referred to law enforcement, noting further their belief that it is not an accrediting entity role to unilaterally determine if an agency has violated a law. The commenters question the practicality of expecting accrediting entities to have and maintain expertise in domestic and foreign law.

Response: The IAA gives accrediting entities the responsibility to assess agency and person substantial compliance with accreditation standards, which include requirements to comply with applicable foreign laws. Law enforcement concerns may emerge in the context of an accrediting entity's accreditation, approval, or monitoring and oversight of an agency or person and, where appropriate, the agency's or person's conduct may be referred to law enforcement entities for investigation and possible prosecution. The role of law enforcement is separate from that of an accrediting entity, which is to provide monitoring and oversight of an agency's or person's compliance with standards for accreditation and approval.

4. Comment: Several commenters observe that the proposed rule introduces a new standard in the proposed §§ 96.29(a), (c), and (d) requiring foreign country authorization to provide adoption services in countries requiring such authorization. They note that determining country of origin authorization requirements can be difficult.

Response: The Department removed the specific references to foreign country authorization in the final rule. However, if a country of origin requires authorization in the context of obligations under Article 12, an agency or person must obtain such authorization to comply fully with the laws of the foreign country where they or it operates.

The Department is revising the heading associated with this Section and adding § 96.30(e), formerly the first half of the proposed § 96.29(d).

1. Comment: Many commenters oppose the proposed retention requirements for records relating to the selection, monitoring, and oversight of foreign supervised providers, financial transactions to and from foreign countries, and records relating to complaints. The commenters are concerned this new requirement will significantly increase the costs to an agency or person to comply with the new standard for document retention. Several commenters note § 96.42 Start Printed Page 57245 includes the requirements for the retention, preservation, and disclosure of adoption records. The commenters note the retention requirement in § 96.42 for adoption records defers to applicable State law, which may require adoption records be retained permanently. Several commenters are also concerned that the change to the standard could violate State laws in some jurisdictions.

Response: In response to public comments, the final rule does not include the provision in § 96.32(c) of the NPRM. The final rule continues to require the agency or person to keep permanent records of the meetings and deliberations of its governing body and of its major decisions affecting the delivery of adoption services.

1. Comment: Commenters want the term “liquid assets” removed from the proposed changes to § 96.33(e) because “liquid assets” are already included in the standard, as “liquid assets” are a type of asset. The commenters suggest using the term “or other assets,” which is inclusive of liquid assets. Commenters are also concerned that emphasizing liquid assets will make it more difficult for smaller agencies and persons to keep sufficient assets liquid and in reserve.

Response: The final rule does not include the proposed reference to liquid assets. Also, the final rule does not retain the proposed deletion of “financial resources.” To avoid possible confusion or ambiguity as to these terms, the Department retained the existing CFR language in § 96.33(e).

2. Comment: Several commenters recommend the reserve requirement should apply only to an agency or person's intercountry adoption work. These commenters note that it is more challenging for agencies and persons that operate non-adoption programs to meet the reserve requirement of the standard.

Response: We have not included limiting the cash and other asset reserves solely to an agency or person's intercountry adoption programs. The reserve provisions are meant to protect prospective adoptive families by considering the financial viability of the entire organization, including where the agency or person engages in other work beyond intercountry adoption.

3. Comment: One commenter requests the Department clarify why it is moving the last sentences of § 96.33(e) to a new section, § 96.33(f). The commenter notes if an agency or person ceases to provide or is no longer permitted to provide adoption services in intercountry adoption cases, the transfer plan required by the standard is not enforceable. The commenter notes agencies and persons are increasingly unwilling to accept transfer cases due to concerns that the agency or person may be found out of substantial compliance with the regulations. The commenter suggests the Department should play a greater role helping agencies and persons to transfer adoption cases and records.

Response: Section 96.33(f) remains unchanged from its formulation in the proposed rule. The standard requires an agency or person to have a plan to transfer its intercountry adoption cases if it ceases to provide or is no longer able to provide adoption services in intercountry adoption cases. Making a transfer plan benefits adoptive families in the process of adopting because it includes provisions for reimbursement to them of funds paid for services not yet rendered. For purposes of clarity, we have included this standard in its own section. The Department's role when an agency or person is unable to transfer its intercountry adoption cases consistent with its plan is outlined in §§ 96.7 and 96.77.

1. Comment: Several commenters request clarification about the meaning of a “plan to compensate” in § 96.34(a). These commenters recommend that the Department use the phrase “or offers to compensate” to clarify the requirement of the standard.

Response: We have modified § 96.34(a) to clarify that any payment or offer of payment that includes an incentive fee or contingent fee for a child placed for adoption is not in compliance with this standard. The final rule broadens the requirement to ensure that any individual or entity involved in an intercountry adoption is not compensated with an incentive fee or contingent fee for a child located or placed for adoption. The final rule addresses known practices to circumvent this limitation on the payment of incentive and contingent fees.

2. Comment: In several sections of the proposed rule commenters expressed uncertainty of our meaning when we inserted the term “or entity” after the word “individual.”

Response: The Department made no change in response to the comments regarding use of the terms “individual” or “entity.” In their common usage, the terms differentiate between a single person—an individual—and a group of individuals such as a corporation or agency—an entity. This distinction helps to clarify that the compensation limits in § 96.34 have broad application.

3. Comment: In § 96.34(d), commenters oppose the proposed formulation “what such services actually cost” in the country for lack of clarity, particularly regarding who determines what services actually cost in every country program. The commenters also point out that what a service costs is influenced by many factors, and that it will be difficult for an accrediting entity to determine actual costs given the variables involved.

Response: The standard in § 96.34(d) relates to avoiding unreasonably high fees, wages or salaries paid to directors, officers, employees, and supervised providers along with any other individual, or entity involved on behalf of an agency or person. The Department has not retained the proposed phrase “what services actually cost,” including instead “taking into account the country in which the services are provided and norms for compensation within the intercountry adoption community in that country, to the extent that such norms are known to the accrediting entity.” This standard provides several factors to consider in making such a determination including, the country, the location, number, and qualifications of staff, workload requirements, budget, and the size of the agency or person (such as a for-profit organization).

1. Comment: A commenter requests clarification as to whether the new disclosure requirement in § 96.35(b)(6) relates to investigations by foreign authorities that are known to an agency or person.

Response: Section 96.35(b)(6) adds a new element to the disclosure requirement relating to any known past or pending investigations by foreign authorities.

2. Comment: A commenter raised a concern about a disclosure requirement in § 96.35(b)(7) that an agency of person must disclose “any instances where the agency or person has been found guilty of any crime under Federal, State, or foreign law . . .” The commenter pointed out that in some criminal cases a defendant may be permitted by the court to enter a plea of nolo contendere resulting in a conviction, but without Start Printed Page 57246 admission or finding of guilt. The commenter was concerned that an agency or person may have been convicted of illicit activity without being found guilty and would not be under obligation to disclose the conviction.

Response: The Department made no changes to this section. We decline to look behind the court's acceptance of the nolo contendere plea. Only those convictions in which an agency or person is found guilty of a crime requires disclosure under § 96.35(b)(7). We note that other parts of § 96.35, i.e., paragraphs (b)(9) and (c)(1), may require disclosure of conduct of concern that leads to a conviction even without specifying guilt, or that is inconsistent with the principles of the Convention.

3. Comment: One commenter is concerned the proposed change in § 96.35(b)(9) from activities that “are” inconsistent with the principles of the Convention to activities that “may be” inconsistent could create ambiguity for an agency or person about the disclosures required by this standard.

Response: The Department removed the proposed changes to “may be” in §§ 96.35(b)(9) and 96.35(c)(4) replacing them with “are.”

4. Comment: Commenters are concerned in § 96.35(c)(2) that the broader language requiring disclosure of employees with formal disciplinary actions or known investigations might be too broad because it would include employees who are not involved in the adoption process. One commenter suggests the new standard would require an agency or person to disclose to an accrediting entity any disciplinary actions, such as reporting late to work.

Response: The Department has revised the standard to revert to the language limiting the section to senior management positions but has retained the language adding formal disciplinary actions. Disciplinary action taken against employees at any level relating to lateness for work would fall outside the scope of these changes because they are not related to financial irregularities. Furthermore, the scope of these changes in this section is likely to reassure prospective adoptive parents that agencies and persons do due diligence across their entire organization to detect and address financial irregularities by senior management.

1. Comment: Some commenters are concerned the proposed changes to § 96.36(a) would restrict agencies and persons from remitting reasonable payments for activities related to the adoption as outlined in the current § 96.36(a) as long as such payments are permitted by the child's country of origin and are not remitted as a payment or inducement to release the child. One commenter states that this change would prohibit an agency or person from making reasonable payments to address often severe medical needs for a child who had already been matched with prospective adoptive parents. The commenter notes that prohibiting such payment could be harmful to the best interests of a child.

Response: In response to these comments, the Department has revised § 96.36(a), reintroducing the deleted portion relating to “reasonable payments.” We have also retained language in § 96.36(a) clearly prohibiting agencies and persons from “giving money or other consideration, directly or indirectly, to a child's parent(s), other individual(s), or an entity as payment for the child or as an inducement to release the child.” As we noted in 71 FR 8063 , February 15, 2006, “This standard, derived from the current, longstanding DHS regulations at 8 CFR 204.3 , protects birth parents, children, and adoptive parents. Regardless of how adoption services fees are described, characterized, or classified, if the fee is remitted as payment for the child, or as an inducement to release the child, then the standard is violated and appropriate action may be taken against an agency or person.” This standard is also consistent with DHS regulations at 8 CFR 204.304 , which prohibit in Convention cases the improper inducement or influence of any decision concerning the placement of a child for adoption, consent to the adoption of a child, relinquishment of a child for purposes of adoption, or performance of any act by the child's parents that make the child eligible for classification as a Convention adoptee.

2. Comment: Commenters point out that the term “inducement” (found in both the current and proposed regulations at § 96.36(a)) is not defined in these regulations and suggests that the Department include a definition for this term that makes clear it would only be prohibiting “illicit” inducement.

Response: The Department made no changes in response to these comments. Inducement in the context of this rule and in the DHS regulations governing the intercountry adoption of children from non-Convention countries under section 101(b)(1)(F) of the Immigration and Nationality Act (INA) ( 8 CFR 204.3(i) ) and governing Convention adoptions under INA 101(b)(1)(G) ( 8 CFR 204.304(a) ) refer to “the act of influencing an act or decision” and clearly encompasses the illicit conduct that the IAA and the Convention seek to eradicate. Whatever other benign meanings the term may have clearly do not apply here. The heading to § 96.36 already unambiguously employs the term “inducement,” associating it with the term “child buying,” leaving no question that “inducement” here refers to illicit conduct.

3. Comment: A commenter is concerned that the term “agent” has been too broadly interpreted and recommended we provide additional clarification.

Response: To refine the standard in § 96.36(b), the Department added the term “supervised” and removed the term “and agents” from the section. These changes are consistent with the definition of “supervised provider” in § 96.2, which makes clear that “agents” are encompassed in the meaning of supervised provider.

1. Comment: One commenter is concerned with the reference to “counseling” in § 96.37(a) and recommends changing it to “assessment” to more accurately reflect the services provided by agencies and persons.

Response: Apart from adding a heading to § 96.37(a), the Department did not propose a substantive change to this standard. Section 96.37(a) applies to employees of an agency or person with appropriate qualifications and credentials to perform work requiring application of clinical skills and judgment. This standard does not require that an agency or person have employees that provide all of the adoption-related social service functions outlined in § 96.37(a), but it does require that if an agency or person uses employees for such functions, that any such employee have the appropriate qualifications and credentials to perform functions requiring clinical skills and judgment, counseling among them.

2. Comment: A commenter suggests that the proposed change to § 96.37 adding “training” to the standard is duplicative of the training requirements for social service personnel in § 96.38 and should be deleted.

Response: The Department has retained the proposed change to § 96.37(c) thus expanding the existing standard to include training in the Start Printed Page 57247 professional delivery of intercountry adoption services for the agency or person's executive director, the supervisor overseeing a case, or the social service employee providing adoption-related social services that require the application of clinical skills and judgment. This aspect of the standard is not addressed in other areas of the regulations.

3. Comment: One commenter requests clarification about why the Department proposes to include headings for § 96.37(a), (b), and (c) and if the headings provide a change to the meaning of the standard.

Response: Section 96.37 has four paragraphs with headings. The Department added headings to the other parts of the standard to enhance clarity, not to change the underlying meaning of the existing regulation.

1. Comment: One commenter seeks clarification as to whether in accordance with § 96.38(d) an agency or person has the discretion to exempt newly hired employees as it relates to § 96.38(b). Also, the commenter thinks the use of the term “exemption ” in the context of this section needs clarification.

Response: We have modified § 96.38(d) to make it clear that an agency or person may, but is not required to, exempt newly hired employees from elements of the orientation and initial training required in paragraphs (a) and (b) of this section. Such an exemption is only permitted if the newly hired employee was employed by an agency or person within the last two years and received the training requirements outlined in §§ 96.38, 96.39, and 96.40. Note that any exemption under § 96.38(d) is made solely by the employing agency or person, who have no need to seek such exemptions from another entity. We use this term “to exempt” or “exemption from” to mean “relieved from requirements ” elsewhere in this or other training sections of the rule.

2. Comment: A commenter suggests adding in § 96.38(b) several new areas for training social service personnel and recommends adding several additional topics to the standard.

Response: The Department revised the list of topics to include additional training requirements for social service personnel.

3. Comment: A commenter asks why the Department employed the term “ sociological . . . problems” in § 96.38(b)(7) and asked for clarification, particularly related to the proposed language related to the possibility that such problems may not be reflected in the medical reports transmitted to prospective adoptive parents.

Response: The Department revised the final rule by removing the term “sociological” from § 96.38(b)(7), relying on the remaining elements of this section to inform training relating to medical and psychological problems experienced by children and the possibility that such problems may not be reflected in the medical reports transmitted to prospective adoptive parents.

1. Comment: Some commenters think the new provisions in § 96.39(a)(1) are unduly burdensome for agencies and persons to disclose detailed fee information about supervised and exempted providers to prospective adoptive parent(s) on initial contact.

Response: In response to these comments, the Department has made several revisions to § 96.39 in the final rule. The final rule requires an agency or person to fully disclose to the general public and prospective client(s) the supervised providers in the United States and in the child's country of origin with whom they can expect to work and the usual costs associated with their services.

1. Comment: Several commenters raise concerns that the new definition of “complaint” and the changes in § 96.41(b) will increase the number of complaints and require significantly more disclosures to the Department pursuant to § 96.41(f). Commenters also state that the proposed changes expand the scope of complaints and would require agencies and persons to accept complaints from any individual or entity, even about matters unrelated to their intercountry adoption practice.

Response: The Department withdraws the proposed definition of “complaint” and the proposed changes to § 96.41(b), retaining a reference to written or electronic and dated complaint submissions (by email or facsimile) in which the complainant is clearly identified. These changes recognize the validity of electronic forms of complaint and the value of complaints from birth parents, prospective adoptive parents, adoptive parents, or adoptees. Tracking and summarizing the complaints received pursuant to § 96.41(b) provides useful information regarding trends to agencies and persons, accrediting entities, and the Department.

2. Comment: Several commenters object to removing the language in § 96.41(b) that agencies and persons accept complaints from a complainant “that he or she believes raise an issue of compliance with the Convention, the IAA, the UAA, or the regulations implementing the IAA or UAA.” The commenters also raise concerns about the proposed definition of complaint in § 96.2, noting that its formulation used “ may raise an issue of non-compliance with the Convention, the IAA, the UAA, or the regulations implementing the IAA and the UAA,” was different from the reference in § 96.41(b) of “ he or she believes raise an issue of compliance.” The commenters are concerned that the use of “may raise” in the definition along with the perception that individuals and entities could submit complaints directly to the Department would sidestep the process for filing complaints outlined in §§ 96.69-71.

Response: To improve clarity, the final rule does not include a definition of complaint in § 96.2. The final rule includes the reference to and most of the revisions to § 96.41(b) (as noted in its response to comment 1, above) returning to the formulation “he or she believes raise an issue of. . . .”

3. Comment: One commenter expresses concern that the changes to § 96.41(b) and to the new definition of complaint would permit complaints filed by anyone electronically without identifying the complainant. As written, this commenter thinks the changes would encourage anonymous complaints and that agencies and persons would be required to, but unable to, respond to such complaints.

Response: In the final rule, the Department provides for electronic submission of complaints without a written signature to facilitate use of electronic means of communication while at the same time adding clear requirements to the standard in § 96.41(b) that each complaint must be dated and identify the complainant.

4. Comment: A commenter believes provisions in the proposed complaint definition allow for filing complaints directly with an accrediting entity, the Department, and even the Complaint Registry, which would create a direct contradiction to §§ 96.69(b) and 96.71(b)(1). Section 96.69(b) requires complainants who are parties to a specific intercountry adoption case to first file a complaint and attempt to seek Start Printed Page 57248 resolution with an agency or person before filing with the Complaint Registry.

Response: We have withdrawn the new definition of complaint from the final rule, which removes the changes noted above that the commenter found suggestive of being contrary to the complaint procedures found in §§ 96.69 and 96.71.

1. Comment: One commenter, while not opposed to the revision, asked why it was necessary to include a reference to State law in § 96.42(b).

Response: The Department added a reference to State law because the proposed rule broadens the disclosure requirements by deleting “non-identifying” from “information.” Section 401(c) of the IAA mandates that applicable State law govern the disclosure of adoption records and State law may limit the information an agency or person may make available to an adoptee or adoptive parent(s) of minor children.

1. Comment: Several commenters request the Department add “whenever possible . . .” for information and reports on disruptions in § 96.43(b)(3) as it is in the rule for dissolutions in § 96.43(b)(4). The commenters maintain obtaining the requested information is difficult, particularly when adoptive parents are unwilling to provide the information to the agency or person.

Response: In response to public comments, the final rule reflects the removal of all proposed changes to § 96.43. Cooperation between the Department, the accrediting entities, and agencies and persons in recent years with regard to adoption instability matters, including reporting on disruption cases, has proven to be robust and effective. The proposed expanded reporting for disrupted placements includes information that is often already provided by agencies and persons reporting on disrupted placements.

2. Comment: Several commenters note that removing the phrase “set forth in the country of origin,” in § 96.43(b)(6) significantly broadens the scope of information agencies and persons will be required to provide the Department. The commenters also note agencies and persons would need time to comply with the reporting requirement due to the proposed significant changes to § 96.40.

Response: The final rule reflects the removal of all proposed changes to § 96.43 and continues to reflect the annual reporting requirement in section 104(b)(7) of the IAA. ( 42 U.S.C. Ch 143 § 14914 (b)(7)).

1. Comment: Several commenters are concerned with the proposed changes in § 96.45(a)(2) requiring supervised provider compliance with the Convention, the IAA, the UAA, and their implementing regulations. One commenter thinks the proposed regulation is overly broad and tantamount to requiring supervised providers to become accredited to comply with the standard. The commenter recommends limiting the provision as follows: “In providing any adoption service, complies with the relevant section of the Convention, the IAA, the UAA, and regulations implementing the IAA and UAA for the adoption service being provided.”

Response: The Department modified the final rule to reflect this suggested language.

2. Comment: One commenter, pointing to proposed changes to § 96.45(b)(9), is concerned the changes would expose a supervised provider in the United States to requests for information from accrediting entities with no jurisdiction over the accreditation or approval of the primary provider. Such inquiries would be burdensome and lack authority.

Response: In response to this comment, the Department is adding clarifying information about a requesting accrediting entity's jurisdiction. With more than one accrediting entity, an accrediting entity could be responsible for monitoring and oversight of a primary provider, even though it was not the accrediting entity to issue the primary provider's accreditation or approval. The final rule reflects this requirement for supervised providers to respond to an accrediting entity's request for information. However, we have modified the rule to add “. . . or an accrediting entity with jurisdiction over the primary provider” to § 96.45(b)(9) to clarify that the requesting accrediting entity must have jurisdiction over the primary provider.

1. Comment: Commenters remarked that the proposed rule stated the Department would not propose changes to the regulations relating to foreign supervised providers but in fact made a few changes to § 96.46.

Response: The Department noted in its preamble to the proposed rule  [ 3 ] that it was not addressing regulatory changes to accreditation standards relating to foreign supervised providers. Instead, the preamble pointed to a consultative process with stakeholders to address a wide range of related standards. Most of the changes introduced in the proposed rule in § 96.46 were minor corrections or clarifications. The one substantive change in this section, found in § 96.46(b)(7) and (8), requires the primary provider to include in the agreement with foreign supervised providers that the foreign supervised provider's fees and expenses will be billed to and paid by the client(s) through the primary provider. This change prohibits foreign supervised providers from requiring direct payments for adoption services abroad from prospective adoptive parents, which would expose them to potential abuses such as overcharging.

2. Comment: A commenter points out the benefit of requiring all foreign fees to be paid through the primary provider to mitigate the potential for fraud and illicit financial practices, but also notes the need to preserve provisions lost to the removal of § 96.46(b)(8), provisions for refundability of fees paid overseas.

Response: The Department included in the final rule a provision in § 96.46(b)(7) requiring the primary provider to provide a written explanation of how and when such fees and expenses will be refunded if the service is not provided or completed and will return any funds collected to which the client(s) may be entitled within sixty days of the completion of the delivery of services.

3. Comment: Several commenters recommend removing the new provisions in § 96.46(b)(7). They think requiring primary providers to bill prospective adoptive parents for and pay fees directly to foreign supervised providers is inefficient and would unnecessarily add administrative costs to prospective adoptive parents for making wire transfers on their behalf. The commenters observe this would limit families using other payment options open to them such as domestic wire transfers or domestic checking. These commenters recommend allowing prospective adoptive families to take care of their own wire transfers to pay for fees in country, including those due to foreign supervised providers. Other commenters question the stated premise on which the change was based, namely Start Printed Page 57249 that it was meant to protect adoptive families from transporting large sums of cash to countries of origin. These commenters argue that transporting cash to is no longer standard practice and that adoptive families typically use bank wire transfers instead.

Response: The Department retained the changes in § 96.46(b)(7) in the final rule. This standard applies only to fees and expenses related to providing adoption services. These services are enumerated in the supervisory agreement between the primary provider and the foreign supervisor, pursuant to § 96.46(b)(1). Fees and expenses for other services in the country of origin may be paid for directly by prospective adoptive parents. The elements in this standard reinforce in an important way the supervisory relationship between primary providers and foreign supervised providers as they require active primary provider oversight of the receipt and expenditure of funds relating to adoption services provided abroad.

1. Comment: A commenter recommends deleting “counseling” from § 96.47(a)(3). The commenter thinks this change would bring § 96.47(a)(3) into closer alignment with 8 CFR 204.311(c)(5) , (c)(8) , (c)(9) , and (g)(4) .

Response: In response to this comment, the Department revised § 96.47(a)(3) to include the language “preparation” in addition to “counseling” and “training.” Counseling, where indicated, may inform the home study, whether provided by a home study preparer licensed to provided formal counseling, or when the family is referred to a different professional licensed to provide it. Preparation would include a wide variety of work provided by the home study preparer short of formal counseling for which a separate license would be required.

2. Comment: Several commenters are concerned about the requirement in § 96.47(e)(1) to inform the prospective adoptive parent(s) prior to USCIS if the agency or person withdraws its recommendation of the prospective adoptive parent(s) for adoption. In their view, to provide for the child's safety, it may be in the best interests of the child to notify USCIS first.

Response: The Department made no revisions to the order in which agencies and persons must notify prospective adoptive families and USCIS of their withdrawal of a recommendation in favor of the family adopting. We did add the primary provider as an additional entity to notify, if appropriate. The notification requirements in § 96.47(b)(1) and (2) allow expeditious notification of prospective adoptive parents and USCIS. An agency or person is not required to wait five business days to provide adoptive families with written notice of the withdrawal, just that it do so within five business days of its decision to withdraw. Likewise, the regulation does not insist that an agency or person wait five days before notifying USCIS. In practical terms, once the agency or person decides to withdraw its recommendation of the family to adopt, it can notify the family in writing immediately following the decision and can notify USCIS in writing immediately thereafter, causing no delay that would be contrary to the best interests of the child.

3. Comment: A commenter is concerned that § 96.47(e) is unclear as to what involvement and responsibilities a primary provider would have if it was not the entity that conducted or approved the home study.

Response: The Department is revising § 96.47(e) to include notification of the primary provider in the case. Because the primary provider as identified in § 96.14 is responsible for ensuring the six adoption services are provided in an intercountry adoption case as provided in § 96.44, notification is essential to its ability to perform its overarching function in the case. We also revised § 96.47(e)(1) in the final rule to require the agency or person, if applicable, to make reasonable efforts to also notify the primary provider of its withdrawal of any approval of the home study.

4. Comment: Many commenters recommend the Department remove “good cause” from § 96.47(e)(3).

Response: The Department removed the reference to “good cause” from the final rule and revised § 96.47(e)(3) to require that an agency or person maintain written records of the withdrawal of its recommendation and/or approval, the step(s) taken prior to reaching such a decision, and the reasons for the withdrawal.

5. Comment: Several commenters believe the proposed language in the proposed § 96.47(e)(4) and (5) is repetitive of other provisions applicable to home studies and should be omitted.

Response: The Department removed § 96.47(e)(4) and (5) from the final rule in response to these comments.

1. Comment: A commenter requests the Department revise the reference to videotape and photograph to video and photo to make it clear the standard also includes digital videos and photographs.

Response: The Department replaced all references to the term “videotape” with the term “video” in § 96.49 in the final rule but did not revise the term “photographs.” The Department believes the term “photographs” is inclusive of photographs taken with film or digitally.

1. Comment: Several commenters are concerned that a dissolution could occur years after the adoption is finalized and any cost schedule would be obsolete. In addition, there are concerns this regulation would force ASPs to be experts in the laws of all 50 states where a dissolution could take place.

Response: The Department did not retain a requirement to provide the cost for post-adoption services for all agencies and persons. The rule requires agencies and persons to inform prospective adoptive parents whether post-adoption services will be provided. Section 96.40 requires agencies and persons, before providing any adoption services, to provide expected total fees and expenses for post-placement and post-adoption reports. The Department encourages agencies and approved providers to assist adoptive families by providing post-adoption services where possible. Section 96.51(c) requires agencies and persons to provide post-adoption reporting in the adoption services contract if such reporting is required by a child's country of origin.

1. Comment: Several commenters note the proposed changes in § 96.52(a)(1) would significantly increase reporting requirements for agencies and persons and that the new reporting requirements to U.S. and foreign Central Authorities are either already part of other reporting standards or not required by foreign authorities.

Response: In response to the comments about the proposed changes to § 96.52(a)(1), the final rule reflects removal of the proposed new requirements in § 96.52(a)(1).

2. Comment: One commenter notes the addition of “including any updates Start Printed Page 57250 and amendments” to § 96.52(b)(1) should be further clarified by adding “when requested or required” by the relevant Central Authority. The commenter is concerned that if the Central Authority does not require such updates, the additional information could overwhelm Central Authorities and add costs for clients if the updates or amendments require translation.

Response: In response to this comment, the Department revised § 96.52(b)(1) to include “any updates required by such competent authorities in the child's country of origin.” Agencies and persons must provide Central Authorities with the most up-to-date suitability information on the prospective adoptive parent(s).

3. Comment: One commenter notes the requirements under § 96.52(b)(4) is an action performed by the Department, not the agency or person, and should be deleted.

Response: The Department did not delete this section. Section 96.52(b) retains the flexibility of the phrase “the agency or person takes all appropriate measures, consistent with the procedures of the U.S. Central Authority and the foreign country.” The Department has revised the final rule to clarify that this action could be to “confirm that this information has been transmitted to the foreign country's Central Authority or other competent authority by the U.S. Central Authority.” Providing this communication and coordination is important to ensuring that the Convention process is followed and to avoid unnecessary delays in the process.

4. Comment: One commenter observes that the requirement of § 96.52(d) is about an outdated practice related to the cost of replacing hard copies of home studies. The commenter notes this requirement of returning an original home study and/or the original child background study to the authorities that forwarded them is unnecessary.

Response: The Department revised this standard in the final rule relying on agencies and persons to determine the appropriate course of action for disposition of case documents in the event the transfer of the child does not take place. Factors to consider include but are not limited to, the specific requirements, if any, of competent authorities in either the State or in the receiving country and the preference of prospective adoptive parent(s) to continue pursuing an adoption.

5. Comment: One commenter notes § 96.52(e) is overly broad and that a violation of any standard in Subpart F would also include a violation of § 96.52(e).

Response: We have made no changes in the final rule in response to this comment about section 96.52(e). This final rule clarifies that the obligation in § 96.52(e) only applies to requirements that the Secretary has identified under existing authorities and made known (directly or via an accrediting entity) to agencies and persons.

1. Comment: One commenter is concerned that in § 96.55(c) the use of the word “original” in this context is outdated and asks why this standard only applies to the home study and child study and not other documents.

Response: The requirement in § 96.55(c) derives from Article 19(3) of the Convention, which provides that: “If the transfer of the child does not take place, the reports referred to in Articles 15 (home study of prospective adoptive parents) and 16 (child background study) are to be sent back to the authorities who forwarded them.” The final rule allows accredited agencies and approved persons to meet this Convention obligation by considering the specific requirements, if any, of competent authorities in either the U.S. State or in the receiving country and the preference of prospective adoptive parent(s).

1. Comment: Several commenters note their support of the due process elements of the revisions in § 96.83(b) governing suspension and cancellation of accreditation by the Secretary and requested the same due process be given to agencies and persons when an accrediting entity imposes adverse action.

Response: The Department made no changes to the regulations in response to these comments. The circumstances associated with suspensions and cancellations by the Secretary under § 96.83 are more likely to involve complex fact patterns and emergent situations than the broader range of adverse actions imposed by an accrediting entity pursuant to subpart K. The revisions to § 96.83(b) include more detailed notice provisions warranted by the circumstances in such cases.

2. Comment: Commenters point out as written, § 96.83(c) mandates notification to entities including the Hague Permanent Bureau, State licensing authorities, Central Authorities where the agency or person operates, and other authorities as appropriate, of the Secretary's decision to suspend or cancel accreditation, seemingly before that decision has become final. Commenters request that the § 96.83(c) notifications occur only after the disclosures made to the agency or person at the time of the Secretary's written notice of its decision to suspend or cancel and after the process in § 96.84(a) and (b) permitting rebuttal of the decision on the facts.

Response: The Department made no changes to § 96.83(a) requiring the Secretary to suspend or cancel the accreditation or approval when s/he finds the agency or person is substantially out of compliance with the standards in subpart F, nor to notification of suspension or cancellation pursuant to § 96.83(c). There is no expectation of delay of the effect of suspension or cancellation and no provision similar to § 96.77(a) by which the Secretary could delay the effect of suspension or cancellation. Furthermore, the provisions in § 96.84 allowing for withdrawal of suspension or cancellation by the Secretary assume the suspension or cancellation has already been notified pursuant to § 96.83(c) and provides for notification to the same authorities of the withdrawal.

1. Comment: Commenters request that in the proposed § 96.88(a), the Department provide additional information on the rationale for standard-specific non-compliance determinations.

Response: The Department made no changes in response to these comments. The rationale for standard-specific non-compliance is demonstrated through conduct-specific information provided pursuant to § 96.88(a)(2). The two sections 96.88(a)(2) and 96.88(a)(3), in conjunction, will provide sufficient notice to agencies and persons to provide transparency and clarity to the adverse action notification process.

2. Comment: Several commenters are concerned the time allotted for the Department to respond to an agency's response to a notice of debarment hearing in the proposed § 96.88(b) and (c) precludes the agency or person from a meaningful response and allows the Department to gather additional or different evidence than was originally Start Printed Page 57251 relied upon without the agency having a similar opportunity. Similarly, commenters wonder why agencies and persons would not be entitled to conduct discovery.

Response: The Department made no changes in response to this comment. As noted in the proposed § 96.88(c)(5), the procedures for debarment in § 96.88 are informal and permissive; the hearing officer may accommodate reasonable variations in the process. Information developed from all sources becomes part of the record and is available to all parties. Although there is no right to subpoena witnesses or conduct discovery, the agency or person may testify in person, offer evidence on its own behalf, present witnesses, and make arguments at the hearing. Taken together, these features offer a sound basis for an effective and fair proceeding.

3. Comment: One commenter is concerned that the Department, while permitting agencies to provide witnesses, may undermine that right by denying a visa to a foreign citizen willing to testify.

Response: The Department has included the option for testifying via teleconference or to accept an affidavit or sworn deposition testimony at the discretion of the hearing officer if any witness is unable to appear. Obtaining a visa to appear in person should not prevent a witness in a foreign country from providing testimony in a debarment hearing. All testimony becomes part of the written record, the only record to be reviewed by the Secretary to make a debarment decision.

4. Comment: Citing the intent of Congress as stated in Senate Report 106-276 that the Secretary may take enforcement actions only after the established avenue of enforcement by the accrediting entity has been found wanting, one commenter recommends that any written notice of a debarment hearing explain why the accrediting entity with jurisdiction is not taking action in the case.

Response: The Department made no change to the regulation in response to this comment and notes that the cited Senate Report comments on the Secretary's authority in IAA Section 204(b) to suspend or cancel accreditation decisions by accrediting entities. The procedures in § 96.88 relate to IAA Section 204(c) Debarment. Debarment is an exceptional proceeding outside of other enforcement actions established by the IAA, justified by circumstances that warrant exceptional action, i.e., when “there has been a pattern of serious, willful, or grossly negligent failures to comply or other aggravating circumstances indicating that continued accreditation or approval would not be in the best interests of the children and families concerned.” IAA Section 204(c)(1)(B), ( 42 U.S.C. 14924(c)(1)(B) ). In this situation, the Congress provided authority for the Secretary to institute debarment proceedings on the Secretary's own initiative and independent of action by an accrediting entity, though an accrediting entity may request or recommend the Secretary debar an agency or person.

1. Technical Correction: The Department addresses in § 96.90(b) judicial review of final decisions by the Secretary pursuant to IAA Section 204(d) ( 42 U.S.C. 14924(d) ). We erroneously stated in our proposed rule that if the petition to Federal Court raises an issue “whether the deficiencies necessitating a suspension or cancellation have been corrected,” the agency or person must first exhaust the procedures pursuant to § 96.84(b). The referenced procedures are found instead in § 96.84(c). We made this correction in the final rule.

2. Comment: Several commenters are concerned with the provisions in § 96.90(b) requiring, under certain conditions, that agencies and persons exhaust the process in § 96.84(c) before seeking judicial review. The commenters think this requirement exceeds the Department's authority to limit judicial review.

Response: The Department has made no changes to the provisions in § 96.90(b). IAA Section 204(b) ( 42 U.S.C. 14924(b) ) provides for agencies or persons to petition a Federal Court to set aside the Secretary's final suspension, cancellation, and debarment decisions. Section 96.84(a)-(b) and § 96.84(c) provide two distinct processes to seek the Secretary's review of their suspension and cancellation decisions: Section 96.84(a)-(b) provides for a time-limited basis for filing with the Secretary a statement along with supporting materials as to why the decision was unwarranted and an internal review on the merits. Section 96.90(b) also denotes at what point a decision becomes final and thus reviewable in Federal Court. Section 96.84(c) is different in character from and operates independently of questions of “unwarrantedness.” Section 96.84(c) executes the Secretary's authority in IAA Section 204(b)(2) ( 42 U.S.C. 14924(b)(2) ) to terminate a suspension or permit reapplication in the case of cancellation, “at any time when the Secretary is satisfied that the deficiencies on the basis of which adverse action is taken under paragraph 1 have been corrected. . . .” Petitions under this section may be made regardless of whether the Secretary has made a final decision of suspension or cancellation pursuant to § 96.84(a) and (b) and IAA Section 204(d) ( 42 U.S.C. 14924(d) ). Far from limiting an agency or person's right to judicial review in such instances, § 96.90(b) streamlines that review process by allowing the Secretary to resolve first the issue the IAA assigns her/him to resolve. The decision to terminate suspension or cancellation pursuant to § 96.84(c) is not a final decision subject to judicial review pursuant to IAA Section 204(d).

1. Comment: One commenter thinks the proposed deletion of § 96.92(b) will weaken the requirement for an accrediting entity to make information available to the public about an agency or person's accreditation and approval status. However, the commenter also notes the revision to § 96.92(a) will require an accrediting entity to make information available more regularly than the current quarterly requirement.

Response: Subpart M is intended to help prospective adoptive parent(s) make informed decisions about accredited agencies and approved persons. The final rule requires an accrediting entity to provide information about agency and person activities in § 96.92(a) more frequently, at least monthly rather than quarterly. The final rule retains § 96.92(b), formerly § 96.91(b), in order to maintain the requirement for an accrediting entity to provide such information upon specific request to individual members of the public. The final rule retains the addition of “including, where relevant, the identity and conduct of any foreign supervised provider” to assist prospective adoptive parents to make more informed decisions about the selection of an agency or person.

1. Comment: Several commenters welcome the effort to provide Start Printed Page 57252 regulations relating to adoption by relatives. Others expressed reservations that the proposed regulation will not produce the anticipated result of streamlining the process.

Response: The Department made no changes to the proposed regulations in Subpart R except for withdrawing § 96.100(d) and renumbering Section 96.100(e) to become the new § 96.100(d). We agree with one commenter's statement that the relative adoption regulations balance services provided by close family members and services for which the primary provider is responsible. By limiting the required number of adoption services the primary provider must provide, the agencies or person's time commitment to such cases may be reduced, which is likely to reduce the cost of the services they provide in such cases.

2. Comment: Some commenters are concerned the new provisions are not sufficient to overcome the perceived risks to families and to agencies and persons for providing limited adoption services in relative cases. These commenters noted that providing adoption services 5 (post-placement monitoring) and 6 (disruption before final adoption) from the United States is difficult and it is unrealistic to expect an agency or person would have the capacity, knowledge, or relationships to effectively monitor a placement or be able to support the parties involved in a disrupted placement.

Response: As envisioned by the IAA, adoption services 5 and 6 are important pieces of the regulatory process to protect the interests of children, birth parents, and prospective adoptive parents in intercountry adoption cases. Protecting those interests is no less a feature in the alternative procedures for intercountry adoption by relatives, and the final rule reflects this reality. Circumstances in each adoption case may vary and demand the primary provider's judgment and expertise with post-placement monitoring and transfer of the child to the custody of the adoptive family.

3. Comment: Several commenters point out the importance of training for prospective adoptive parent(s) in relative adoption cases but note the training elements in § 96.48 were not tailored to prepare adoptive families for adoption by relatives.

Response: The Department made no changes to § 96.48 (preparation and training for prospective adoptive parents) in the final rule with respect to adoption by relatives. We agree prospective adoptive parent(s) adopting relatives will benefit from pre-adoptive training and preparation and that some parts of the training outlined in § 96.48 may be more relevant to the relative adoption context than others. See the plans for review of § 96.48 in paragraph II.E. of this preamble.

All changes in the final rule, including those related to the new alternative procedures for adoption by relatives abroad in subpart R, become effective 180 days after publication of the final rule in the Federal Register .

Consistent with the requirements in Section 203 of the Intercountry Adoption Act, as amended, the Department is issuing this final rule after having provided a period of public notice and comment on the rule in an NPRM published November 20, 2020.

This section considers the cost to small business entities of the changes to the accreditation regulations in this final rule as required by the Regulatory Flexibility Act (RFA, 5 U.S.C. et seq., Pub. L. 96-354) as amended by the Small Business Regulatory Enforcement Fairness Act of 1996 (SBREFA). The RFA generally requires an agency to prepare a regulatory flexibility analysis of any rule subject to notice and comment rulemaking requirements under 5 U.S.C. 553(b) . The IAA in section 203(a)(3) ( 42 U.S.C. 14923(a)(3) ) provides that subsections (b), (c), and (d) of 5 U.S.C. 553 apply to this rulemaking. Consistent with the Regulatory Flexibility Act, we prepared a final regulatory flexibility analysis, which requires the following elements:

We refer the reader to the supplemental information on the final rule at the top of this preamble, which summarizes what we set out to accomplish in this final rule.

The public comments addressed the content of our IRFA, both in general terms and in comments directed to specific proposed changes. Some commenters were concerned that the cumulative impact of the proposed changes to our accreditation rule would result in increased costs to agencies and to fees charged to families. This was the most consistent concern. Some commenters thought that our estimated costs of implementation were low or did not consider some of the tasks they felt were essential to implementing the proposed changes. Of the Department's roughly 170 proposed edits and substantive changes to the accreditation rule, nearly half received no public comments. For the most part, these were minor edits or corrections to the regulation text, with no impact on the cost of implementation. We incorporated these changes into the final rule.

For the proposed changes about which stakeholders provided comments, we evaluated them first on the basis of substance, i.e., what was the commenter trying to communicate about the proposed rule, and how did that align with our underlying statute, the IAA, and the Convention? Did the commenter propose a change we had not previously considered? How did the proposed change impact other parts of the regulations?

Subsequent to these considerations on substance we considered the cost to agencies and persons of implementing the commenter-proposed regulatory changes: If a proposed change was incremental, was the cost to implement also small? Or would a proposed change increase implementation costs but significantly enhance the regulation's ability to promote the child and family protection objectives of the IAA and the Convention? These inquiries helped us balance the impact of commenter-proposed changes on substance and costs in our final rule. The section-by-section discussion of significant comments in preamble section III demonstrates this analytical approach.

Significant Comments: Here are a few examples of significant public comments by commenters seeking relief from changes to the accreditation regulations they found too costly, too burdensome to implement.

In section 96.50, which deals with agency and person responsibilities when a placement disrupts prior to the final adoption, our proposed changes strengthened standards for agency or person action when a disruption occurs.

Commenters recommended reducing or eliminating many of the changes, which they found overly burdensome to implement. Our policy priority remains to enhance protection of children who Start Printed Page 57253 are the most vulnerable when a disruption occurs. We believe it may be possible to develop a more streamlined standard on disruption reporting that minimizes costs while enhancing protection for children in these cases. We withdrew proposed changes to § 96.50 to gain a better understanding of stakeholder perspectives through consultation before proposing changes relating to disruption reporting.

In the proposed rule in section 96.36 (a), we prohibited direct payments to birth parents, individuals, orphanages, or other institutions for the benefit of specific children and birth parents. Direct support payments by adoption service providers, their employees, and agents for specific child welfare activities, if permitted by the country of origin, has long been the subject of deep controversy among international child welfare and adoption experts. Our challenge is to sufficiently regulate the financial aspects of intercountry adoption to best mitigate the risk of these payments being diverted to support illicit practices directly or indirectly. Illicit practices we seek to avoid include, among others, recruiting children into institutions or child buying for purposes of intercountry adoption, or incentivizing institutions to retain children longer than necessary. Commenters argued strongly that this approach would be prejudicial to the best interests and wellbeing of children and noted in particular the importance of supporting children with medical conditions that require immediate attention that might not otherwise be possible without direct financial support. We found these arguments to be persuasive but remain deeply concerned about the possible diversion of these funds to illicit practices, which threaten the viability of intercountry adoption as a whole in addition to putting at risk the best interests and wellbeing of children. Our solution was to withdraw the prohibitions against making payments for child welfare and child protective services, while at the same time enhancing the standards for recordkeeping to increase oversight of the use of those funds. On balance, we wanted to respect the views of commenters about the value of providing targeted funds for child welfare and protective services in the period between matching and adoption, while imposing effective controls tracking the use of those funds.

We decided to withdraw, pending further stakeholder consultation, proposed changes in section 96.40 that would broadly restructure the way adoption service providers report fees to the public. The public comments argued strongly not to implement these changes because of the high cost associated with implementation. Many commenters thought the new structure did not adequately represent the way adoption service providers categorize fees and estimated expenses for prospective adoptive parent(s), nor did it address practical barriers to implementing the new structure. We believe strongly in achieving greater transparency in adoption service provider fees while taking seriously concerns that the cost of implementation would be higher than we had assessed. This is another area in which we believe additional stakeholder consultations are required to identify viable solutions before moving forward with any changes to the regulations.

The Chief Counsel for Advocacy of the Small Business Administration did not provide comments to our proposed rule.

Table 1 summarizes the number of adoption service providers accredited or approved to provide adoption services in intercountry adoption cases. As of July 2022, there were 84 accredited or approved firms. Of those firms, 72 are small business entities according to the definition of the North American Industry Classification System (NAICS), which the SBA relies on to define small business firms. Different industries define small business firms differently. NAICS Code 624110 is the industry code for Child and Youth Services and includes establishments such as adoption agencies or entities that provide child adoption services. NAICS code 624110 defines small firms as those with gross revenues of up to $15.5 million. We established agency and person annual gross revenues or receipts from their public filings of IRS form 990. Six firms are not small business entities because their annual gross receipts exceeded $15.5 million. For six adoption service providers we have no gross receipts data (a small number of firms are not required to file form 990). Table 1 shows the distribution of gross receipts for the remaining 72 small firms.

Table 1—U.S. Accredited and Approved Adoption Service Provider Firms Grouped by Annual Gross Receipts, NAICS Industry Code 624110

Firms grouped by self-reported gross receiptsNumber of adoption service providersPercentage of small firmsOther Firms:Firms with Gross Receipts over $15.5M6N/AAll Small Firms:Small Firms with Gross Receipts up to $15.5M72100%Firms with Gross Receipts over $5M and up to $15.5M710%Firms with Gross Receiptsover $2M and up to $5M1217%Firms with Gross Receiptsover $1M and up to $2M1115%Firms with Gross Receiptsover $500K and up to $1M1419%Firms with Gross Receiptsover $0 and up to $500K2839%Firms for Which We Have No Financial Data6N/ATotal Number of U.S.Accredited and Approved Adoption Service Providers84N/A

Several of the new provisions in the final rule require additional record-keeping or reporting. The skills needed to perform the recordkeeping and reporting aspects of these changes to the regulation include planning for the form such recordkeeping will take, tracking of funds possibly provided using Excel or similar spreadsheet software, collecting information in a word processing document in some cases, and planning for receipt and review of reporting. Examples of increased recordkeeping and reporting:

• Proposed changes to section 96.32 include a new requirement for agencies and persons to disclose to the accrediting entities business relationships with organizations having interlocking leadership or whose leaders share family relationships. This requirement will apply to all agencies or persons, regardless of size. The standard will require ASPs to maintain lists and to report them to the accrediting entities. It will also require keeping the lists updated, which will result in some, though modest, ongoing implementation costs, after the first year.
• Section 96.36 concerns the prohibition on child buying and inducement. As discussed above, this final rule does not contain the prohibition on certain reasonable payments proposed in the NPRM. At the same time, we introduced greater accountability for all payments through record-keeping requirements for payments made or fees paid in connection with an intercountry adoption. Accounting for such payments will help decrease the risk of payments intended to benefit children being diverted to support illicit practices. The record-keeping requirements mentioned here apply to agency and person employees and supervised providers who must retain a record of all payments provided in connection with an intercountry adoption and the purposes for which they were paid.
• Changes to section 96.46 provide that fees and expenses paid to foreign supervised providers for adoption services abroad will be billed to and paid by adoptive families through the primary provider. This new requirement will mean agencies and persons will transfer some funds to foreign supervised providers that families may have been providing themselves. Agencies and persons already have strong oversight responsibilities and supervision requirements with respect to foreign supervised providers, which are reinforced by these changes. The primary provider in the case is obliged under these changes to provide a written explanation of how and when such fees and expenses will be refunded if not used for the purpose intended. This process will require greater awareness and accountability on the part of the primary provider regarding how funds provided for use abroad are dispersed and accounted for.
• In some cases, an agency or person becomes aware of new information related to suitability and may withdraw its recommendation of the prospective adoptive parents in the home study or approval of a home study. When this occurs, the new provisions in section 96.47(e) require the agency or person to notify appropriate parties, including USCIS, the primary provider, and the prospective adoptive parents. These disclosure requirements must be accomplished in a timely fashion. All disclosures can be made electronically to facilitate the urgency of the decision-making in the case and to limit the cost of disclosures.
• Finally, in section 96.51, which addresses post-adoption services, including dissolution of an adoption, we included a new requirement that agencies and persons that do not provide post-adoption services provide clients information about potential sources of post-adoption support services where they live.

As noted, the Department diligently considered the concerns of agencies and persons about the cost of these changes to the regulations. The Department's primary concern was to meet the obligations of the statute on which the regulations are based and the treaty obligations under the Convention. We undertook to balance those interests with the practical realities of implementing changes to the regulations by the regulated entities. Part of this process was to try to determine what the cost of implementation would be. In our proposed rule, we provided the calculations we used to determine these costs, including the sources of information relating to national wage averages for the various categories of work with appropriate skill sets. The Department relied on the extensive public record of regional and national wage earner salaries found in Department of Labor publications. These data offered the most thoroughgoing estimates of what workers such as social workers, trainers, bookkeeping clerks, and auditors earn on average nationally, along with descriptions of what kinds of work they perform.

In Table 2, we summarize the implementation costs associated with significant changes found in the final rule. As noted before, we withdrew some proposed changes and accepted some recommendations from public commenters to alter other proposed changes, all of which had the result of significantly reducing projected implementation costs of this final rule. We estimated average cost of implementing the proposed changes in the proposed rule was over $14,000 for each small firm in the first year. The current estimate for implementing the changes in the final rule is just over $4,000 for a single firm in the first year.

Table 2—Projected Costs To Implement Changes in the Final Rule

A. Estimated Average First Year Costs for each Small Firm	$4,164.50
* For subsequent year average costs, see the bottom of this table.
B. Total Estimated Average First Year Costs for all Small Firms	$299,844
= A. × 72 small firms
C. Total Estimated Average First Year Costs for all Firms—all Sizes	$349,818
= A. × 84 firms of all sizes

New regulatory elements and computation of estimated average first year costs	A. Estimated average 1st year $ costs per small firm	B. Estimated average 1st year $ costs —all small firms	C. Estimated average 1st year $ costs —all firms
§  ASP discloses to the AE any orgs that share with it any leadership, officers, boards, or family relationships, and whether it provides services to or receives payment from the agency or person	$310	$22,320	$26,040
• Creating and maintaining needed information:
○ 10 hours @$31/hour.
§  No incentive or contingent fees or plans to compensate formally or informally for locating or placing children	180	12,924	15,078
• Updating Policies and Procedures:
○ 1-4 hours @$31/hour.
○ Min./Max. cost: $31/$124.
○ Average estimated cost: $77.50.
• Training:
○ 1-5 hours @$34/hour.
○ Min/Max cost: $65/$294.
○ Average estimated cost: $102.
§  Requires employees and supervised providers to record all payments or fees tendered and the purpose for which they were paid	1,228	88,380	103,110
• Updating Policies and Procedures:
○ 1-6 hours @$31/hour.
○ Min/Max Cost: $31/$186.
○ Average Estimated Cost: $108.50.
• Training:
○ 1-5 hours @$34/hour.
○ Min/Max Cost: $34/$170.
○ Average Estimated Cost: $102.
• Financial Recordkeeping:
○ 2-4 hrs./month @$23/hour (× 12).
○ Min/Max Cost: $552/$1104.
○ Average Estimated Cost: $828.
• Auditor/Defining Data Set:
○ 1-8 hours @$42/hour.
○ Min/Max Cost: $42/$336.
○ Average Estimated Cost: $189.
§  Social service personnel/supervisors require experience in professional delivery of adoption services	130	9,360	10,920
• Updating Policies and Procedures:
○ 2 hours @$31/hour.
○ Estimated cost: $62.
• Training:
○ 2 hours @$34/hour.
○ Estimated cost: $68.
§  Topics relating to intercountry adoption about which agency social service personnel require training	272	19,584	22,848
• Training:
○ 1-15 hours @$34/hour.
○ Min/Max Cost: $34/$510.
§  Exemption from training for newly hired social service staff in certain circumstances	97.50	7,020	8,190
• Updating Policies and Procedures:
○ 1-2 hours @$31/hour.
○ Min/Max Cost: $31/$62.
○ Average Estimated Cost: $46.50.
• Training:
○ 1-2 hours @$34/hour.
○ Min/Max Cost: $34/$68.
○ Average Estimated Cost: $51.
§  Permits any birth parent, PAP, adoptive parent, or adoptee to lodge electronic complaints and clarifies that all complaints must clearly identify the complainant and the date of the complaint	82	5,904	6,888
• Updating Policies and Procedures
○ 1 hour @$31/hour.
○ Estimated cost: $31.
• Training:
○ 1-2 hours @$34/hour.
○ Min/Max Cost: $34/$68.
Start Printed Page 57256
○ Average Estimated Cost: $51.
§  Prohibits PAP direct payments to foreign supervised providers for adoption services. Primary providers bill clients and pay fees and expenses due to the foreign supervised providers	729.50	52,524	61,278
• Updating Policies and Procedures:
○ 1-6 hours @$31/hour.
○ Min/Max Cost: $31/$186.
○ Average Estimated Cost: $109.
• Training:
○ 1-5 hours @$34/hour.
○ Min/Max Cost: $34/$170.
○ Average Estimated Cost: $102.
• Financial Recordkeeping:
○ 1-2 hrs./month @$23/hour (× 12).
○ Min/Max Cost: $276/$552.
○ Average Estimated Cost: $414.
• Auditor/Defining Data Set:
○ 1-4 hours @$42/hour.
○ Min/Max Cost: $42/$168.
○ Average Estimated Cost: $189.
§  Procedures for withdrawal of home study approval including notification to USCIS, the primary provider, and others as appropriate	326.50	23,508	27,426
• Updating Policies and Procedures; Notifying Prospective Adoptive Parents, USCIS, and the Department as Needed:
○ 1-8 hours @$31/hour.
○ Min/Max Cost: $31/$248.
○ Average Estimated Cost: $139.50.
• Training:
○ 1-10 hours @$34/hour.
○ Min/Max Cost: $34/$340.
○ Average Estimated Cost: $189.
§  Clarifies ASP role in post-adoption services in incoming cases and requires providing sources of support in the event of dissolution if the ASP does not provide post adoption services	365	26,280	30,660
• Updating Policies and Procedures:
○ 1-5 hours @$31/hour.
○ Min/Max Cost: $31/$155.
○ Average Estimated Cost: $93.
• Training:
○ 1-15 hours @$34/hour.
○ Min/Max Cost: $34/$510.
○ Average Estimated Cost: $272.
	445	32,040	37,380
• Executive Director's time:
○ 5 hours/year @$89/hour: $445.
• Cost of Archiving Electronic Information:
○ There may be some archiving costs to store the new information to be collected in the final rule. Costs will vary according to the ASP's electronic processing needs, how it organizes its electronic records, and any excess capacity on hand to absorb the additional information. Given these factors, we are unable to estimate this additional cost.
Total Estimated Average Costs for the First Year	4,164.50	299,844	349,818

New regulatory elements and computation of estimated average year costs	A. Average subsequent year $ costs per small firm	B. Average subsequent year $ costs —all small firms	C. Average subsequent year $ costs —all firms
§  Subsequent years average costs for maintaining lists and disclosure to the accrediting entities of any orgs that share with it any leadership, officers, boards, or family relationships and whether it provides services to or receives payment from the agency or person	62	4,464	5,208
• Maintaining the information:
○ 2 hours @$31/hour.

New regulatory elements and computation of estimated average year costs	A. Average subsequent year $ costs per small firm	B. Average subsequent year $ costs —all small firms	C. Average subsequent year $ costs —all firms
§	828	59,616	69,552
• Financial Recordkeeping:
○ 2-4 hrs./month @23/hour.
○ Min/Max cost: $552/$1,104.
Total Average Costs for Subsequent Years	890	64,080	74,760

Wage categories with national average wage rates from the may 2022 bureau of labor statistics occupational employment and wage statistics data tablesASP staff rolesPerformed byNational average hourly rateFinancial RecordkeepingBookkeeping Clerk (Occupation category 43-3031)@$23Updating Policies and Procedures; Notifying Prospective Adoptive Parents, USCIS, and the Department as NeededSocial Worker (Occupation category 21-1029)@31TrainingTraining Officer (Occupation category 13-1151)@34Auditor/Data Set DefiningAuditor (Occupation category 13-2011)@42Chief ExecutivesExecutive Director/CEO (Occupation category 11-1011)@89

Table 3 illustrates the estimated annual cost of implementation expressed as a percentage of gross receipts of agencies and persons. For nearly all accredited agencies and approved persons, the cost of implementation represents less than one percent, and in no case more than 1.6% of gross receipts, as reported in IRS Form 990. We also expect that agencies and persons will benefit from economies generated by sharing information related to implementation, which may result in cost savings, particularly relating to tasks such as updating policies and procedures and preparing internal and external training related to new or revised standards.

Table 3—Revenue Test for Accredited or Approved Adoption Service Providers' Cost of Implementation as a Percentage of Annual Gross Receipts

[NAICS Industry Code 624110—Up to $15.5 Million = Small Firm]

Firm size (by gross receipts)	Average annual gross $ receipts	Number of adoption service provider firms	Percentage of small firms	Average $ cost per firm in first year	Revenue test %	Average $ cost per firm in sub-sequent years	Revenue test %
Firms with Gross Receipts over $15.5M	26,375,544	6	N/A	4,165	<1	890	<1
Small Firms:
Gross Receipts—All Small Firms $0 up to $15.5M	2,883,831	72	100	4,165	<1	890	<1
Firms with Gross Receipts over $5M and up to $15.5M	8,550,186	7	10	4,165	<1	890	<1
Firms with Gross Receipts over $2M and up to $5M	3,577,609	12	17	4,165	<1	890	<1
Firms with Gross Receipts over $1M and up to $2M	1,351,564	11	15	4,165	<1	890	<1
Firms with Gross Receipts over $500K and up to $1M	677,821	14	19	4,165	<1	890	<1
Firms with Gross Receipts over $0K and up to $500K	261,977	28	39	4,165	1.6	890	<1
Number of Adoption Service Provider Firms about which We Have No Financial Data: 6.

This rule is not a major rule, as defined by 5 U.S.C. 804 , for purposes of congressional review of agency rulemaking under the Small Business Regulatory Enforcement Fairness Act of 1996, Public Law 104-121 . This rule will not result in an annual effect on the economy of $100 million or more; a major increase in costs or prices; or significant adverse effects on competition, employment, investment, productivity, innovation, or on the ability of U.S.-based companies to compete with foreign-based companies in domestic and import markets.

Section 202 of the Unfunded Mandates Reform Act of 1995 (codified at 2 U.S.C. 1532 ) requires agencies to prepare a statement before proposing any rule that may result in an annual expenditure of $100 million or more by State, local, or tribal governments, or by the private sector. This rule will not result in any such expenditure, nor will it significantly or uniquely affect small governments or the private sector.

While States traditionally have regulated adoptions and will have an interest in this rule, the Department does not believe this regulation will have substantial direct effects on the States, on the relationship between the national government and the States, or the distribution of power and Start Printed Page 57258 responsibilities among the various levels of government. The rule does not impose any obligations on State governments or have federalism implications warranting the application of Executive Orders 12372 and 13132.

The Department has reviewed this final rule to ensure its consistency with the regulatory philosophy and principles set forth in Executive Order 12866 , as amended by Executive Order 14094 . The cost to accredited agencies and approved persons for implementing the changes in the final rule are modest and reflect an effort to maximize desired outcomes at minimized cost. The obligation to determine whether the benefits of the proposed revision to the accreditation regulation outweigh the costs of achieving them is made more difficult by the fact that the benefits, which primarily relate to protecting the best interests of the child, as well as providing certain consumer protections for prospective adoptive parents, are difficult to quantify economically. That makes a strict cost-benefit analysis difficult to accomplish. Nonetheless, we believe the benefits apparent from this qualitative discussion of costs and benefits support our conclusion that the costs associated with the proposed changes are justified and conclude they deliver significant benefits on several levels. The benefits to children, to adoptive families, to society in general, and to the institution of intercountry adoption in terms of its world-wide viability, outweigh the dollar costs of implementing the proposed changes.

We discussed earlier in this preamble why we pursued revisions to the accreditation rule and why we introduced new elements. We noted qualitative factors informing the process and our estimates of average dollar costs to implement them. In parts II and III of this preamble, we highlighted changes included in this final rule responsive to adoption service provider comments addressing both the cost and the effectiveness of our proposed revisions to the rule. The following discussion summarizes the categories of benefits driving changes incorporated in the final rule.

Because this final rule concerns standards for agencies and persons providing adoption services in intercountry adoption and the accreditation and oversight process authorizing them to do so, our cost-benefit analysis relies on categories of benefits that are both nonmonetizable and nonquantifiable. The qualitative character of the resulting cost-benefit analysis closely reflects the qualitative outcomes essential to carrying out our statutory accreditation scheme in service of each side of the adoption triad: children, birth families, and adoptive families.

As part of the cost-benefit analysis responsive to Executive Orders 12866, as amended, and E.O. 13563 we weighed possible changes to the final rule against several categories of qualitative benefits summarized in Table 4.

Table 4—Benefit Categories

Benefit Category 1— Benefit Category 2— Benefit Category 3— Benefit Category 4— Benefit Category 5—

Benefit category 1— Efficiency. This category represents maximizing the effective use of resources in a standard or process. The new provisions relating to adoption by relatives are illustrative as they provide a streamlined process limiting primary provider services while leveraging the experience of in-country relatives. The resulting savings in time and expense promises to make adoption by relatives a more accessible option for adoptive families.

Benefit Category 2— Clarity and Transparency. The revised regulations provide processes that address persistent questions raised by adoption service providers and accrediting entities, such as requirements for notification regarding changes in prospective adoptive parent suitability. This benefit category is also embodied in the revision to best interests of the child and in clarifying the requirements of the submission of complaints to adoption service providers.

Benefit Category 3— Payment Accountability. In the final rule we introduce enhanced recordkeeping practices for payments and fees made in connection with an intercountry adoption. In addition, we added a standard that prohibits foreign supervised providers from directly billing prospective adoptive parents for the provision of adoption services abroad. These changes will increase transparency between primary providers and foreign supervised providers in a child's country of origin and better protect prospective adoptive parents from price gouging and from imposition of unexpected additional fees in the adoption process abroad.

Benefit Category 4— Enhanced Expertise of Social Service Personnel. We enhanced social worker training standards to incorporate new elements relating to trauma-informed parenting and assisting children with special needs. Agencies and persons utilize initial and ongoing training to keep newly hired and current employees well prepared and highly knowledgeable. Duties assigned to social service personnel include providing adoptive families adoption-related social services that involve the application of clinical skills and judgment.

Benefit Category 5— Preserving Due Process Protections. The accreditation regulations include procedures for holding agencies and persons accountable for misconduct through adverse action proceedings. In the final rule we introduce new procedural safeguards applicable when the Secretary suspends or cancels accreditation or approval, including how to overcome the suspension or cancellation either because the adverse action was unwarranted or because the deficiencies leading to suspension or cancellation have been corrected. These changes also enhance clarity and transparency for adoption service providers faced with a loss of accreditation or approval. The new procedures for use in debarment proceedings, likewise, provide clarity and transparency while also effectively protecting the due process rights of agencies and persons accused of the most egregious abuses and facing the most severe penalties.

Taken as a whole, the changes in this final rule represent essential revisions to make the accreditation regulations more effective given the purposes of the Convention and implementing legislation, noted above, working for the best interests of children and enhanced viability of intercountry adoption worldwide. Start Printed Page 57259

Table 5 summarizes the financial impacts of the proposed rule. Total monetized costs of the proposed rule include the aggregated average cost of implementing the proposed changes to the accreditation rule summarized in Table 2. The 10-year discounted cost of the proposed rule in 2023 dollars would range from $953,000 to $994,000 (with three and seven percent discount rates, respectively). The annualized costs of the proposed rule would range from $95,000 to $99,000 (with three and seven percent discount rates, respectively).

Table 5—Costs of the Proposed Rule in 2023 $ (Thousands) With Three and Seven Percent Discount Rates

Fiscal yearAll adoption service provider firms regardless of size2024350202575202675202775202875202975203075203175203275203375Undiscounted Total$1,025Total with 3% discounting$994Total with 7% discounting$953Annualized, 3% discount rate, 10 years$99Annualized, 7% discount rate, 10 years$95

The Department has reviewed these regulations in light of sections 3(a) and 3(b)(2) of Executive Order 12988 to eliminate ambiguity, minimize litigation risks, establish clear legal standards, and reduce burden. The Department has made every reasonable effort to ensure compliance with the requirements in Executive Order 12988 .

The Department has determined that this rulemaking will not have tribal implications, will not impose substantial direct compliance costs on Indian tribal governments, and will not pre-empt tribal law. Accordingly, the requirements of Section 5 of Executive Order 13175 do not apply to this rulemaking.

In accordance with 42 U.S.C. 14953(c) , this rule does not impose information collection requirements subject to the provisions of the Paperwork Reduction Act, 44 U.S.C. Chapter 35 .

• Accreditation
• Administrative practice and procedure
• Intercountry adoption
• Reporting and recordkeeping requirements

For the reasons stated in the preamble, the Department of State amends 22 CFR part 96 as follows:

1. The authority citation for part 96 continues to read as follows:

Authority: The Convention on Protection of Children and Co-operation in Respect of Intercountry Adoption (done at the Hague, May 29, 1993), S. Treaty Doc. 105-51 (1998), 1870 U.N.T.S. 167 (Reg. No. 31922 (1993)); The Intercountry Adoption Act of 2000, 42 U.S.C. 14901-14954 ; The Intercountry Adoption Universal Accreditation Act of 2012, Pub. L. 112-276 , 42 U.S.C. 14925 .

2. Revise subpart A to read as follows:

This part provides for the accreditation and approval of agencies and persons pursuant to the Intercountry Adoption Act of 2000 ( 42 U.S.C. 14901-14954 , Pub. L. 106-279 ), which implements the 1993 Hague Convention on the Protection of Children and Co-operation in Respect of Intercountry Adoption, U.S. Senate Treaty Doc. 105-51, Multilateral Treaties in Force as of January 1, 2016, p. 9; and the Intercountry Adoption Universal Accreditation Act of 2012 ( 42 U.S.C. 14925 , Pub. L. 112-276 ).

As used in this part, the term:

Accredited agency means an agency that has been accredited by an accrediting entity, in accordance with the standards in subpart F of this part, to provide adoption services in the United States in intercountry adoption cases.

Accrediting entity means an entity that has been designated by the Secretary to accredit agencies and/or to approve persons for purposes of providing adoption services in the United States in intercountry adoption cases.

Adoption means the judicial or administrative act that establishes a permanent legal parent-child relationship between a minor and an adult who is not already the minor's legal parent and terminates the legal Start Printed Page 57260 parent-child relationship between the adoptive child and any former parent(s).

Adoption record means any record, information, or item related to a specific intercountry adoption of a child received or maintained by an agency, person, or public domestic authority, including, but not limited to, photographs, videos, correspondence, personal effects, medical and social information, and any other information about the child.

Adoption service means any one of the following six services:

(1) Identifying a child for adoption and arranging an adoption;

(2) Securing the necessary consent to termination of parental rights and to adoption;

(4) Making non-judicial determinations of the best interests of a child and the appropriateness of an adoptive placement for the child;

(5) Monitoring a case after a child has been placed with prospective adoptive parent(s) until final adoption; or

(6) When necessary because of a disruption before final adoption, assuming custody and providing (including facilitating the provision of) child care or any other social service pending an alternative placement.

Agency means a private, nonprofit organization licensed to provide adoption services in at least one State. (For-profit entities and individuals that provide adoption services are considered “persons” as defined in this section.)

Approved home study means a review of the home environment of the child's prospective adoptive parent(s) that has been:

(1) Completed by an accredited agency; or

(2) Approved by an accredited agency.

Approved person means a person that has been approved, in accordance with the standards in subpart F of this part, by an accrediting entity to provide adoption services in the United States in intercountry adoption cases.

Best interests of the child, in cases in which a State has jurisdiction to decide whether a particular adoption or adoption-related action is in a child's best interests, shall have the meaning given to it by the law of the State. In all other cases, including any case in which a child is outside the United States at the time the ASP considers the best interests of the child in connection with any decision or action, best interests of the child shall be interpreted in light of the object and purpose of the Convention, the IAA, the UAA, and their implementing regulations.

Case Registry means the tracking system jointly established by the Secretary and DHS to comply with section 102(e) of the IAA ( 42 U.S.C. 14912 ).

Central Authority means the entity designated as such under Article 6(1) of the Convention by any Convention country, or, in the case of the United States, the United States Department of State. In countries that are not Convention countries, Central Authority means the relevant “competent authority” as defined in this section.

Child welfare services means services, other than those defined as “adoption services” in this section, that are designed to promote and protect the well-being of a family or child. Such services include, but are not limited to, providing temporary foster care for a child in connection with an intercountry adoption or providing educational, social, cultural, medical, psychological assessment, mental health, or other health-related services for a child or family in an intercountry adoption case.

Competent authority means a court or governmental authority of a foreign country that has jurisdiction and authority to make decisions in matters of child welfare, including adoption.

Complaint Registry means the system created by the Secretary pursuant to § 96.70 to receive, distribute, and monitor complaints relevant to the accreditation or approval status of agencies and persons.

Convention means the Convention on Protection of Children and Co-operation in Respect of Intercountry Adoption done at The Hague on May 29, 1993.

Convention adoption means the adoption of a child resident in a Convention country by a United States citizen, or an adoption of a child resident in the United States by an individual or individuals residing in a Convention country, when, in connection with the adoption, the child has moved or will move between the United States and the Convention country.

Convention country means a country that is a party to the Convention and with which the Convention is in force for the United States.

Country of origin means the country in which a child is a resident and from which a child is emigrating in connection with his or her adoption.

Debarment means the loss of accreditation or approval by an agency or person as a result of an order of the Secretary under which the agency or person is temporarily or permanently barred from accreditation or approval.

DHS means the U.S. Department of Homeland Security and encompasses the former Immigration and Naturalization Service (INS) or any successor entity designated by the Secretary of Homeland Security to assume the functions vested in the Attorney General by the IAA relating to the INS's responsibilities.

Disruption means the interruption of a placement for adoption during the post-placement period.

Dissolution means the termination of the adoptive parent(s)' parental rights after an adoption.

Exempted provider means a social work professional or organization that performs a home study on prospective adoptive parent(s) or a child background study (or both) in the United States in connection with an intercountry adoption (including any reports or updates), but that is not currently providing and has not previously provided any other adoption service in the case.

IAA means the Intercountry Adoption Act of 2000, Public Law 106-279 (2000) ( 42 U.S.C. 14901-14954 ), as amended from time to time.

INA means the Immigration and Nationality Act ( 8 U.S.C. 1101 et seq. ), as amended.

Intercountry adoption means a Convention adoption of a child described in INA section 101(b)(1)(G) or the adoption of a child described in INA section 101(b)(1)(F).

Legal custody means having legal responsibility for a child under the order of a court of law, a public domestic authority, competent authority, public foreign authority, or by operation of law.

Legal services means services, other than those defined in this section as “adoption services,” that relate to the provision of legal advice and information and to the drafting of legal instruments. Such services include, but are not limited to, drawing up contracts, powers of attorney, and other legal instruments; providing advice and counsel to adoptive parent(s) on completing DHS or Central Authority forms; and providing advice and counsel to accredited agencies, approved persons, or prospective adoptive parent(s) on how to comply with the Convention, the IAA, the UAA, and the regulations implementing the IAA and the UAA.

Person means an individual or a private, for-profit entity (including a corporation, company, association, firm, partnership, society, or joint stock company) providing adoption services. Start Printed Page 57261 It does not include public domestic authorities or public foreign authorities.

Post-adoption means after an adoption; in cases in which an adoption occurs in a foreign country and is followed by a re-adoption in the United States, it means after the adoption in the foreign country.

Post-placement means after a grant of legal custody or guardianship of the child to the prospective adoptive parent(s), or to a custodian for the purpose of escorting the child to the identified prospective adoptive parent(s), and before an adoption.

Primary provider means the accredited agency or approved person that is identified pursuant to § 96.14 as responsible for ensuring that all six adoption services are provided and for supervising and being responsible for supervised providers where used.

Public domestic authority means an authority operated by a State, local, or Tribal government within the United States.

Public foreign authority means an authority operated by a national or subnational government of a foreign country.

Relative, for the purposes of the alternative procedures for primary providers in intercountry adoption by relatives found in subpart R of this part, means a prospective adoptive parent was already, before the adoption, any of the following: parent, step-parent, brother, step-brother, sister, step-sister, grandparent, aunt, uncle, half-brother to the child's parent, half-sister to the child's parent, half-brother, half-sister, or the U.S. citizen spouse of the person with one of these qualifying relationships with the child. The relationship can exist by virtue of blood, marriage, or adoption.

Secretary means the Secretary of State, the Assistant Secretary of State for Consular Affairs, or any other Department of State official exercising the Secretary of State's authority under the Convention, the IAA, the UAA, or any regulations implementing the IAA and the UAA, pursuant to a delegation of authority.

State means the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, the Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands.

Supervised provider means any agency, person, or other non-governmental entity, including any domestic or foreign entity, regardless of whether it is called a facilitator, agent, attorney, or by any other name, that is providing one or more adoption services in an intercountry adoption case under the supervision and responsibility of an accredited agency or approved person that is acting as the primary provider in the case.

UAA means the Intercountry Adoption Universal Accreditation Act of 2012 ( 42 U.S.C. 14925 , Pub. L. 112-276 (2012)).

USCIS means U.S. Citizenship and Immigration Services within the U.S. Department of Homeland Security.

3. Revise subpart B to read as follows:

(a) The Secretary, in the Secretary's discretion, will designate one or more entities that meet the criteria set forth in § 96.5 to perform the accreditation and/or approval functions. Each accrediting entity's designation will be set forth in an agreement between the Secretary and the accrediting entity. The agreement will govern the accrediting entity's operations. The agreements will be published in the Federal Register .

(b) The Secretary's designation may authorize an accrediting entity to accredit agencies, to approve persons, or to both accredit agencies and approve persons. The designation may also limit the accrediting entity's geographic jurisdiction or impose other limits on the entity's jurisdiction.

(c) A public entity under § 96.5(b) may only be designated to accredit agencies and approve persons that are located in the public entity's State.

An accrediting entity must qualify as either:

(a) An organization described in section 501(c)(3) of the Internal Revenue Code of 1986, as amended ( 26 CFR 1.501(c)(3)-1 ), that has expertise in developing and administering standards for entities providing child welfare services; or

(b) A public entity (other than a Federal entity), including, but not limited to, any State or local government or governmental unit or any political subdivision, agency, or instrumentality thereof, that has expertise in developing and administering standards for entities providing child welfare services.

An entity that seeks to be designated as an accrediting entity must demonstrate to the Secretary:

(a) That it has a governing structure, the human and financial resources, and systems of control adequate to ensure its reliability;

(b) That it is capable of performing the accreditation or approval functions or both on a timely basis and of administering any renewal cycle authorized under § 96.60;

(c) That it can monitor the performance of accredited agencies and approved persons (including their use of any supervised providers) to ensure their continued compliance with the Convention, the IAA, the UAA, and the regulations implementing the IAA and the UAA;

(d) That it has the capacity to take appropriate adverse actions against accredited agencies and approved persons;

(e) That it can perform the required data collection, reporting, and other similar functions;

(f) Except in the case of a public entity, that it operates independently of any agency or person that provides adoption services, and of any membership organization that includes agencies or persons that provide adoption services;

(g) That it has the capacity to conduct its accreditation and approval functions fairly and impartially;

(h) That it can comply with any conflict of interest prohibitions set by the Secretary;

(i) That it prohibits conflicts of interest with agencies or persons or with any membership organization that includes agencies or persons that provide adoption services; and

(j) That it prohibits its employees or other individuals acting as site evaluators, including, but not limited to, volunteer site evaluators, from becoming employees or supervised providers of an accredited agency or approved person for at least one year after they have evaluated such agency or person for accreditation or approval.

(a) An accrediting entity may be authorized by the Secretary to perform some or all of the following functions:

(1) Determining whether agencies are eligible for accreditation;

(2) Determining whether persons are eligible for approval;

(3) Overseeing accredited agencies and/or approved persons by monitoring their compliance with applicable requirements;

(4) Reviewing and responding to complaints about accredited agencies and approved persons (including their use of supervised providers);

(5) Taking adverse action against an accredited agency or approved person, and/or referring an accredited agency or approved person for possible action by the Secretary;

(6) Determining whether accredited agencies and approved persons are eligible for renewal of their accreditation or approval on a cycle consistent with § 96.60;

(7) Collecting data from accredited agencies and approved persons, maintaining records, and reporting information to the Secretary, State courts, and other entities; and

(8) Assisting the Secretary in taking appropriate action to help an agency or person in transferring its intercountry adoption cases and adoption records.

(9) Maintaining all records related to its role as an accrediting entity for a period of at least ten years, or longer if otherwise set forth in its agreement with the Secretary.

(b) The Secretary may require the accrediting entity:

(1) To utilize the Complaint Registry as provided in subpart J of this part; and

(2) To fund a portion of the costs of operating the Complaint Registry with fees collected by the accrediting entity pursuant to the schedule of fees approved by the Secretary as provided in § 96.8.

(c) An accrediting entity must perform all responsibilities in accordance with the Convention, the IAA, the UAA, the regulations implementing the IAA and the UAA, and its agreement with the Secretary.

(a) An accrediting entity may charge fees for accreditation or approval services under this part only in accordance with a schedule of fees approved by the Secretary. Before approving a schedule of fees proposed by an accrediting entity, or subsequent proposed changes to an approved schedule, the Secretary will require the accrediting entity to demonstrate:

(1) That its proposed schedule of fees reflects appropriate consideration of the relative size and geographic location and volume of intercountry adoption cases of the agencies or persons it expects to serve; and

(2) That the total fees the accrediting entity expects to collect under the schedule of fees will not exceed the full costs of the accrediting entity functions the Secretary has authorized it to perform under this part (including, but not limited to, costs for completing the accreditation or approval process, complaint review, routine oversight and enforcement, and other data collection and reporting activities).

(b) The Secretary shall publish in the Federal Register a notice of the proposed fee schedule along with a summary of the information provided by the accrediting entity and a general statement explaining their basis. After notice required by this section, the Secretary shall give interested persons an opportunity to participate in the proposed fee schedule setting through submission of written data, views, or arguments with or without opportunity for oral presentation. After consideration of the relevant matter presented, the Secretary shall, following approval of the final schedule of fees, publish the final schedule of fees and a concise general statement of their basis.

(c) The schedule of fees must:

(1) Establish separate, non-refundable fees for accreditation and approval; and

(2) Include in each fee the costs of all activities associated with such fee, including but not limited to, costs for completing the accreditation or approval process, complaint review, routine oversight and enforcement, and other data collection and reporting activities, except that separate fees based on actual costs incurred may be charged for the travel and maintenance of evaluators.

(d) An accrediting entity must make its approved schedule of fees available to the public, including prospective applicants for accreditation or approval, upon request. At the time of application, the accrediting entity must specify the fees to be charged to the applicant in a contract between the parties and must provide notice to the applicant that no portion of the fee will be refunded if the applicant fails to become accredited or approved.

(e) Nothing in this section shall be construed to provide a private right of action to challenge any fee charged by an accrediting entity pursuant to a schedule of fees approved by the Secretary.

An accrediting entity must perform its functions pursuant to a written agreement with the Secretary that will be published in the Federal Register . The agreement will address:

(a) The responsibilities and duties of the accrediting entity;

(b) The method by which the costs of delivering the authorized accrediting entity functions may be recovered through the collection of fees from those seeking accreditation or approval, and how the entity's schedule of fees will be approved;

(c) How the accrediting entity will address complaints about accredited agencies and approved persons (including their use of supervised providers) and complaints about the accrediting entity itself;

(d) Data collection requirements;

(e) Matters of communication and accountability between both the accrediting entity and the applicant(s) and between the accrediting entity and the Secretary; and

(f) Other matters upon which the parties have agreed.

(a) The Secretary will suspend or cancel the designation of an accrediting entity if the Secretary concludes that it is substantially out of compliance with the Convention, the IAA, the UAA, the regulations implementing the IAA and the UAA, other applicable laws, or the agreement with the Secretary. Complaints regarding the performance of the accrediting entity may be submitted to the Department of State, Bureau of Consular Affairs. The Secretary will consider complaints in determining whether an accrediting entity's designation should be suspended or canceled.

(b) The Secretary will notify an accrediting entity in writing of any deficiencies in the accrediting entity's performance that could lead to the suspension or cancellation of its designation and will provide the accrediting entity with an opportunity to demonstrate that suspension or cancellation is unwarranted, in accordance with procedures established in the agreement entered into pursuant to § 96.9.

(c) An accrediting entity may be considered substantially out of compliance under circumstances that include, but are not limited to:

(1) Failing to act in a timely manner when presented with evidence that an accredited agency or approved person is Start Printed Page 57263 substantially out of compliance with the standards in subpart F of this part;

(2) Accrediting or approving an agency or person whose performance results in intervention of the Secretary for the purpose of suspension, cancellation, or debarment;

(3) Failing to perform its responsibilities fairly and objectively;

(4) Violating prohibitions on conflicts of interest;

(5) Failing to meet its reporting requirements;

(6) Failing to protect information, including personally identifiable information, or documents that it receives in the course of performing its responsibilities; and

(7) Failing to monitor frequently and carefully the compliance of accredited agencies and approved persons with the Convention, the IAA, the UAA, and the regulations implementing the IAA and the UAA, including the home study requirements of the Convention, section 203(b)(1)(A)(ii) of the IAA ( 42 U.S.C. 14923(b)(1)(A)(ii) ), and § 96.47.

(d) An accrediting entity that is subject to a final action of suspension or cancellation may petition the United States District Court for the District of Columbia or the United States district court in the judicial district in which the accrediting entity is located to set aside the action as provided in section 204(d) of the IAA ( 42 U.S.C. 14924(d) ).

4. Revise § 96.12 to read as follows:

(a) Except as provided in section 505(b) of the IAA (relating to transition cases) and section 2(c) of the UAA (relating to transition cases), an agency or person may not offer, provide, or facilitate the provision of any adoption service in connection with an intercountry adoption unless it is:

(1) An accredited agency or an approved person;

(2) A supervised provider; or

(3) An exempted provider, if the exempted provider's home study or child background study will be reviewed and approved by an accredited agency pursuant to § 96.47(c) or § 96.53(b).

(b) A public domestic authority may also offer, provide, or facilitate the provision of any such adoption service.

(c) Neither conferral nor maintenance of accreditation or approval, nor status as an exempted or supervised provider, nor status as a public domestic authority shall be construed to imply, warrant, or establish that, in any specific case, an adoption service has been provided consistently with the Convention, the IAA, the UAA, or the regulations implementing the IAA and the UAA. Conferral and maintenance of accreditation or approval under this part establishes only that the accrediting entity has concluded, in accordance with the standards and procedures of this part, that the accredited agency or approved person provides adoption services in substantial compliance with the applicable standards set forth in this part; it is not a guarantee that in any specific case the accredited agency or approved person is providing adoption services consistently with the Convention, the IAA, the UAA, the regulations implementing the IAA and the UAA, or any other applicable law, whether Federal, State, or foreign. Neither the Secretary nor any accrediting entity shall be responsible for any acts of an accredited agency, approved person, exempted provider, supervised provider, or other entity providing services in connection with an intercountry adoption.

5. Revise subpart E to read as follows:

The provisions in this subpart govern the evaluation of agencies and persons for accreditation or approval.

(a) The accrediting entity must designate at least two evaluators to evaluate an agency or person for accreditation or approval. The accrediting entity's evaluators must have expertise in intercountry adoption, standards evaluation, finance or accounting, or have experience with the management or oversight of child welfare organizations and must also meet any additional qualifications required by the Secretary in the agreement with the accrediting entity.

(b) To evaluate the agency's or person's eligibility for accreditation or approval, the accrediting entity must:

(1) Review the agency's or person's written application and supporting documentation;

(2) Verify the information provided by the agency or person by examining underlying documentation;

(3) Consider any complaints received by the accrediting entity pursuant to subpart J of this part; and

(4) Conduct site visit(s).

(c) The site visit(s) may include, but need not be limited to, interviews with birth parents, adoptive parent(s), prospective adoptive parent(s), and adult adoptee(s) served by the agency or person, interviews with the agency's or person's employees, and interviews with other individuals knowledgeable about the agency's or person's provision of adoption services. It may also include a review of on-site documents. The accrediting entity must, to the extent practicable, advise the agency or person in advance of the type of documents it wishes to review during the site visit. The accrediting entity must require at least one of the evaluators to participate in each site visit. The accrediting entity must determine the number of evaluators that participate in a site visit in light of factors such as:

(1) The agency's or person's size;

(2) The number of adoption cases it handles;

(3) The number of sites the accrediting entity decides to visit; and

(4) The number of individuals working at each site.

(d) Before deciding whether to accredit an agency or approve a person, the accrediting entity may, in its discretion, advise the agency or person of any deficiencies that may hinder or prevent its accreditation or approval and defer a decision to allow the agency or person to correct the deficiencies.

(a) The agency or person must give the accrediting entity access to information and documents, including adoption case files and proprietary information, that it requires or requests to evaluate an agency or person for accreditation or approval and to perform its oversight, enforcement, renewal, data collection, and other functions. The agency or person must also cooperate with the accrediting entity by making employees available for interviews upon request.

(b) Accrediting entity review of adoption case files pursuant to paragraph (a) of this section shall be limited to Convention adoption case files and cases subject to the UAA, except that, in the case of first-time applicants for accreditation or approval, the accrediting entity may review adoption case files related to other non- Start Printed Page 57264 Convention cases for purposes of assessing the agency's or person's capacity to comply with record-keeping and data-management standards in subpart F of this part. The accrediting entity shall permit the agency or person to redact names and other information that identifies birth parent(s), prospective adoptive parent(s), and adoptee(s) from such non-Convention adoption case files not subject to the UAA prior to their inspection by the accrediting entity.

(c) If an agency or person fails to provide requested documents or information, or to make employees available as requested, or engages in deliberate destruction of requested documentation or information, or provides false or misleading documents or information, the accrediting entity may deny accreditation or approval or, in the case of an accredited agency or approved person, take appropriate adverse action against the agency or person solely on that basis.

(a) The accrediting entity must protect from unauthorized use and disclosure all documents and information about the agency or person it receives including, but not limited to, documents and proprietary information about the agency's or person's finances, management, and professional practices received in connection with the performance of its accreditation or approval, oversight, enforcement, renewal, data collection, or other functions under its agreement with the Secretary and this part.

(b) The documents and information received may not be disclosed to the public and may be used only for the purpose of performing the accrediting entity's accreditation or approval functions, monitoring and oversight, and related tasks under its agreement with the Secretary and this part, or to provide information to the Secretary, the Complaint Registry, or an appropriate Federal, State, tribal, or local authority, including, but not limited to, a public domestic authority or local law enforcement authority unless:

(1) Otherwise authorized by the agency or person in writing;

(2) Otherwise required under Federal or State laws; or

(3) Required pursuant to subpart M of this part.

(c) Unless the names and other information that identifies the birth parent(s), prospective adoptive parent(s), and adoptee(s) are requested by the accrediting entity for an articulated reason, the agency or person may withhold from the accrediting entity such information and substitute individually assigned codes in the documents it provides. The accrediting entity must have appropriate safeguards to protect from unauthorized use and disclosure of any information in its files that identifies birth parent(s), prospective adoptive parent(s), and adoptee(s). The accrediting entity must ensure that its officers, employees, contractors, and evaluators who have access to information or documents provided by the agency or person have signed a non-disclosure agreement reflecting the requirements of paragraphs (a) and (b) of this section.

(d) The accrediting entity must maintain a complete and accurate record of all information it receives related to an agency or person, and the basis for the accrediting entity's decisions concerning the agency or person for a period of at least ten years, or longer if otherwise set forth in its agreement with the Secretary.

(a) The accrediting entity may not grant an agency accreditation or a person approval, or permit an agency's or person's accreditation or approval to be maintained, unless the agency or person demonstrates to the satisfaction of the accrediting entity that it is in substantial compliance with the standards in subpart F of this part.

(b) When the agency or person makes its initial application for accreditation or approval, the accrediting entity may measure the capacity of the agency or person to achieve substantial compliance with the standards in subpart F of this part where relevant evidence of its actual performance is not yet available. Once the agency or person has been accredited or approved pursuant to this part, the accrediting entity must, for the purposes of monitoring, renewal, enforcement, and reapplication after adverse action, consider the agency's or person's actual performance in deciding whether the agency or person is in substantial compliance with the standards in subpart F of this part, unless the accrediting entity determines that it is still necessary to measure capacity because services have not yet been provided and thus adequate evidence of actual performance is not available.

(c) The standards contained in subpart F of this part apply during all the stages of accreditation and approval, including, but not limited to, when the accrediting entity is evaluating an applicant for accreditation or approval, when it is determining whether to renew an agency's or person's accreditation or approval, when it is monitoring the performance of an accredited agency or approved person, and when it is taking adverse action against an accredited agency or approved person. Except as provided in § 96.25 and paragraphs (e) and (f) of this section, the accrediting entity may only use the standards contained in subpart F of this part, when determining whether an agency or person may be granted or permitted to maintain accreditation or approval.

(d) The Secretary will ensure that each accrediting entity performs its accreditation and approval functions using only a method approved by the Secretary that is substantially the same as the method approved for use by each other accrediting entity. Each such method will include: an assigned value for each standard (or element of a standard); a method of rating an agency's or person's compliance with each applicable standard; and a method of evaluating whether an agency's or person's overall compliance with all applicable standards establishes that the agency or person is in substantial compliance with the standards and can be accredited or approved. The Secretary will ensure that the value assigned to each standard reflects the relative importance of that standard to compliance with the Convention, the IAA, and the UAA and is consistent with the value assigned to the standard by other accrediting entities. The accrediting entity must advise applicants of the value assigned to each standard (or elements of each standard) at the time it provides applicants with the application materials.

(e) If an agency or person previously has been denied accreditation or approval, has withdrawn its application in anticipation of denial, or is reapplying for accreditation or approval after cancellation, refusal to renew, or temporary debarment, the accrediting entity must take the reasons underlying such actions into account when evaluating the agency or person for accreditation or approval, and may deny accreditation or approval on the basis of the previous action.

(f) If an agency or person that has an ownership or control interest in the applicant, as that term is defined in section 1124 of the Social Security Act ( 42 U.S.C. 1320a-3 ), has been debarred pursuant to § 96.85, the accrediting entity must take into account the reasons underlying the debarment when evaluating the agency or person for accreditation or approval, and may deny accreditation or approval or refuse to Start Printed Page 57265 renew accreditation or approval on the basis of the debarment.

(g) The standards contained in subpart F of this part do not eliminate the need for an agency or person to comply fully with the laws of jurisdictions in which it operates. An agency or person must provide adoption services in intercountry adoption cases consistent with the laws of any State in which it operates, and with the Convention, the IAA, and the UAA. Persons that are approved to provide adoption services may only provide such services in States that do not prohibit persons from providing adoption services. Nothing in the application of this subpart E and subpart F of this part should be construed to require a State to allow persons to provide adoption services if State law does not permit them to do so.

6. Revise subpart F to read as follows:

The provisions in this subpart provide the standards for accrediting agencies and approving persons.

(a) The agency or person is properly licensed or otherwise authorized by State law to provide adoption services in at least one State.

(b) The agency or person follows applicable State licensing and regulatory requirements in all jurisdictions in which it provides adoption services.

(c) If it provides adoption services in a State in which it is not itself licensed or authorized to provide such services, the agency or person does so only:

(1) Through agencies or persons that are licensed or authorized by State law to provide adoption services in that State and that are exempted providers or acting as supervised providers; or

(2) Through public domestic authorities.

(d) In the case of a person, the individual or for-profit entity is not prohibited by State law from providing adoption services in any State where it is providing adoption services, and does not provide adoption services in foreign countries that prohibit individuals or for-profit entities from providing adoption services.

(e) The agency or person complies with applicable laws in all foreign countries in which it provides adoption services.

(a) The agency qualifies for nonprofit tax treatment under section 501(c)(3) of the Internal Revenue Code of 1986, as amended, or qualifies for nonprofit status under the laws of any State.

(b) The person is an individual or is a for-profit entity organized as a corporation, company, association, firm, partnership, society, or joint stock company, or other legal entity under the laws of any State.

(a) The agency or person has (or, in the case of an individual, is) a chief executive officer or equivalent official who is qualified by education, adoption service experience, and management credentials to ensure effective use of resources and coordinated delivery of the services provided by the agency or person, and has authority and responsibility for management and oversight of the staff and any supervised providers in carrying out the adoption-related functions of the organization.

(b) The agency or person has a board of directors or a similar governing body that establishes and approves its mission, policies, budget, and programs; provides leadership to secure the resources needed to support its programs; includes one or more individuals with experience in adoption, including but not limited to, adoptees, birth parents, prospective adoptive parent(s), and adoptive parents; and appoints and oversees the performance of its chief executive officer or equivalent official. This standard does not apply where the person is an individual practitioner.

(c) The agency or person keeps permanent records of the meetings and deliberations of its governing body and of its major decisions affecting the delivery of adoption services.

(d) The agency or person has in place procedures and standards, pursuant to §§ 96.45 and 96.46, for the selection, monitoring, and oversight of supervised providers.

(e) The agency or person discloses to the accrediting entity the following information:

(1) Any other names by which the agency or person is or has been known, under either its current or any former form of organization, and the addresses Start Printed Page 57266 and phone numbers used when such names were used;

(2) The name, address, and phone number of each current director, manager, and employee of the agency or person, and, for any such individual who previously served as a director, manager, or employee of another provider of adoption services, the name, address, and phone number of such other provider;

(3) The name, address, and phone number of any entity it uses or intends to use as a supervised provider; and

(4) The name, address, and phone number of all agencies or persons, non-profit organizations, or for-profit organizations that share with it any leadership, officers, board of directors, or family relationships, if such agency, person, or organization provides any service to, or receives any payment from, the agency or person.

(a) The agency or person operates under a budget approved by its governing body, if applicable, for management of its funds. The budget discloses all remuneration (including perquisites) paid to the agency's or person's board of directors, managers, employees, and supervised providers.

(b) The agency's or person's finances are subject to annual internal review and oversight and are subject to independent audits every four years. The agency or person submits copies of internal financial review reports for inspection by the accrediting entity each year.

(c) The agency or person submits copies of each audit, as well as any accompanying management letter or qualified opinion letter, for inspection by the accrediting entity.

(d) The agency or person meets the financial reporting requirements of Federal and State laws and regulations.

(e) The agency's or person's balance sheets show that it operates on a sound financial basis and maintains on average sufficient cash reserves, assets, or other financial resources to meet its operating expenses for two months, taking into account its projected volume of cases and its size, scope, and financial commitments.

(f) The agency or person has a plan to transfer its intercountry adoption cases to an accredited agency or approved person if it ceases to provide or is no longer permitted to provide adoption services in intercountry adoption cases. The plan includes provisions for an organized transfer and reimbursement to clients of funds paid for services not yet rendered.

(g) If it accepts charitable donations, the agency or person has safeguards in place to ensure that such donations do not influence child placement decisions in any way.

(h) The agency or person assesses the risks it assumes, including by reviewing information on the availability of insurance coverage for intercountry adoption-related activities. The agency or person uses the assessment to meet the requirements in paragraph (i) of this section and as the basis for determining the type and amount of professional, general, directors' and officers', errors and omissions, and other liability insurance to carry.

(i) The agency or person maintains professional liability insurance in amounts reasonably related to its exposure to risk, but in no case in an amount less than $1,000,000 in the aggregate.

(j) The agency's or person's chief executive officer, chief financial officer, and other officers or employees with direct responsibility for financial transactions or financial management of the agency or person are bonded.

(a) The agency or person does not compensate or offer to compensate any individual or entity involved in an intercountry adoption with an incentive fee or contingent fee for each child located or placed for adoption.

(b) The agency or person compensates its directors, officers, employees, supervised providers, individuals, and entities involved in an intercountry adoption only for services actually rendered and only on a fee-for-service, hourly wage, or salary basis rather than a contingent fee basis.

(c) The agency or person does not make any payments, promise payment, or give other consideration to any individual or entity directly or indirectly involved in provision of adoption services in a particular case, except for salaries or fees for services actually rendered and reimbursement for costs incurred. This does not prohibit an agency or person from providing in-kind or other donations not intended to influence or affect a particular adoption.

(d) The fees, wages, or salaries paid to the directors, officers, employees, supervised providers, individuals, or entities involved in an intercountry adoption on behalf of the agency or person, are not unreasonably high in relation to the services actually rendered, taking into account the country in which the services are provided and norms for compensation within the intercountry adoption community in that country, to the extent that such norms are known to the accrediting entity; the location, number, and qualifications of staff; workload requirements; budget; and size of the agency or person.

(e) Any other compensation paid or offered to the agency's or person's directors or members of its governing body is not unreasonably high in relation to the services rendered, taking into account the same factors listed in paragraph (d) of this section and its for-profit or nonprofit status.

(f) The agency or person identifies all vendors to whom clients are referred for non-adoption services and discloses to the accrediting entity and the agency's or person's clients, any corporate or financial arrangements and any family relationships with such vendors.

(a) The agency or person provides adoption services ethically and in accordance with the Convention's principles of:

(1) Ensuring that intercountry adoptions take place in the best interests of children; and

(2) Preventing the abduction, exploitation, sale, or trafficking of children.

(b) In order to permit the accrediting entity to evaluate the suitability of an agency or person for accreditation or approval, the agency or person discloses to the accrediting entity the following information related to the agency or person, under its current or any former name:

(1) Any instances in which the agency or person has lost the right to provide adoption services in any State or country, including the basis for such action(s);

(2) Any instances in which the agency or person was debarred or otherwise denied the authority to provide adoption services in any State or country, including the basis and disposition of such action(s);

(3) Any licensing suspensions for cause or other negative sanctions by oversight bodies against the agency or person, including the basis and disposition of such action(s);

(4) For the prior ten-year period, any disciplinary action(s) against the agency or person by a licensing or accrediting body, including the basis and disposition of such action(s);

(5) For the prior ten-year period, any written complaint(s) related to the Start Printed Page 57267 provision of adoption-related services, including the basis and disposition of such complaints, against the agency or person filed with any State or Federal or foreign regulatory body or court and of which the agency or person was notified;

(6) For the prior ten-year period, any known past or pending investigation(s) by Federal authorities, public domestic authorities, or by foreign authorities, criminal charge(s), child abuse charge(s), or lawsuit(s) against the agency or person, related to the provision of child welfare or adoption-related services, and the basis and disposition of such action(s);

(7) Any instances where the agency or person has been found guilty of any crime under Federal, State, or foreign law or has been found to have committed any civil or administrative violation involving financial irregularities under Federal, State, or foreign law;

(8) For the prior five-year period, any instances where the agency or person has filed for bankruptcy; and

(9) Descriptions of any businesses or activities that are inconsistent with the principles of the Convention and that have been or are currently carried out by the agency or person, affiliate organizations, or by any organization in which the agency or person has an ownership or controlling interest.

(c) In order to permit the accrediting entity to evaluate the suitability of an agency or person for accreditation or approval, the agency or person (for its current or any former names) discloses to the accrediting entity the following information about its individual directors, officers, and employees:

(1) For the prior ten-year period, any conduct by any such individual related to the provision of adoption-related services that was subject to external disciplinary proceeding(s);

(2) Any convictions, formal disciplinary actions or known, current investigations of any such individual who is in a senior management position for acts involving financial irregularities;

(3) The results of a State criminal background check and a child abuse clearance for any such individual in the United States in a senior management position or who works directly with parent(s) and/or children (unless such checks have been included in the State licensing process); and

(4) Descriptions of any businesses or activities that are inconsistent with the principles of the Convention and that are known to have been or are currently carried out by current individual directors, officers, or employees of the agency or person.

(d) In order to permit the accrediting entity to evaluate the suitability of a person who is an individual practitioner for approval, the individual:

(1) Provides the results of a State criminal background check and a child abuse clearance to the accrediting entity;

(2) If a lawyer, for every jurisdiction in which he or she has ever been admitted to the Bar, provides a certificate of good standing or an explanation of why he or she is not in good standing, accompanied by any relevant documentation, and immediately reports to the accrediting entity any disciplinary action considered by a State bar association, regardless of whether the action relates to intercountry adoption; and

(3) If a social worker, for every jurisdiction in which he or she has been licensed, provides a certificate of good standing or an explanation of why he or she is not in good standing, accompanied by any relevant documentation.

(e) In order to permit the accrediting entity to monitor the suitability of an agency or person, the agency or person must disclose any changes in the information required by this section within 30 business days of becoming aware of the change.

(a) The agency or person prohibits its employees and agents from giving money or other consideration, directly or indirectly, to a child's parent(s), other individual(s), or an entity as payment for the child or as an inducement to release the child. If permitted or required by the child's country of origin, an agency or person may remit reasonable payments for activities related to the adoption proceedings, pre-birth and birth medical costs, the care of the child, the care of the birth mother while pregnant and immediately following birth of the child, or the provision of child welfare and child protection services generally. Permitted or required contributions shall not be remitted as payment for the child or as an inducement to release the child.

(b) The agency or person has written policies and procedures in place reflecting the prohibitions in paragraph (a) of this section and reinforces them in its employee training programs. In order to monitor compliance, the agency's or person's policies and procedures require its employees and supervised providers to retain a record of all payments or fees tendered in connection with an intercountry adoption and the purposes for which they were paid for as long as adoption records are kept in accordance with § 96.42, and provide a copy thereof to the agency or person.

(a) Appropriate qualifications and credentials. The agency or person only uses employees with appropriate qualifications and credentials to perform, in connection with an intercountry adoption, adoption-related social service functions that require the application of clinical skills and judgment (home studies, child background studies, counseling, parent preparation, post-placement, and other similar services).

(b) State licensing, regulatory requirements. The agency's or person's employees meet any State licensing or regulatory requirements for the services they are providing.

(c) Application of clinical skills and judgment, training, or experience. The agency's or person's executive director, the supervisor overseeing a case, or the social service employee providing adoption-related social services that require the application of clinical skills and judgment (home studies, child background studies, counseling, parent preparation, post-placement, and other similar services) has training or experience in the professional delivery of intercountry adoption services.

(d) Supervisors. The agency's or person's social work supervisors have prior experience in family and children's services, adoption, or intercountry adoption and either:

(1) A master's degree from an accredited program of social work;

(2) A master's degree (or doctorate) in a related human service field, including, but not limited to, psychology, psychiatry, psychiatric nursing, counseling, rehabilitation counseling, or pastoral counseling; or

(3) In the case of a social work supervisor who was an incumbent at the time the Convention entered into force for the United States, the supervisor had significant skills and experience in intercountry adoption and had regular access for consultation purposes to an individual with the qualifications listed in paragraphs (d)(1) or (d)(2) of this section.

(e) Non-supervisory employees. The agency's or person's non-supervisory employees providing adoption-related social services that require the application of clinical skills and Start Printed Page 57268 judgment other than home studies or child background studies have either:

(1) A master's degree from an accredited program of social work or in another human service field; or

(2) A bachelor's degree from an accredited program of social work; or a combination of a bachelor's degree in any field and prior experience in family and children's services, adoption, or intercountry adoption; and

(3) Are supervised by an employee of the agency or person who meets the requirements for supervisors in paragraph (d) of this section.

(f) Home studies. The agency's or person's employees who conduct home studies:

(1) Are authorized or licensed to complete a home study under the laws of the States in which they practice;

(2) Meet the requirements for home study preparers in 8 CFR 204.301 ; and

(3) Are supervised by an employee of the agency or person who meets the requirements in paragraph (d) of this section.

(g) Child background studies. The agency's or person's employees who prepare child background studies:

(1) Are authorized or licensed to complete a child background study under the laws of the States in which they practice; and

(2) Are supervised by an employee of the agency or person who meets the requirements in paragraph (d) of this section.

(a) The agency or person provides newly hired employees who have adoption-related responsibilities involving the application of clinical skills and judgment (home studies, child background studies, counseling services, parent preparation, post-placement, and other similar services) with a comprehensive orientation to intercountry adoption that includes training on:

(1) The requirements of the Convention, the IAA, the UAA, the regulations implementing the IAA and the UAA, and other applicable Federal regulations;

(2) The INA provisions applicable to the immigration of children described in INA 101(b)(1)(F) and (G) and the applicable regulations contained in 8 CFR 204.3 and 204.300 through 204.314 ;

(3) The adoption laws of any foreign country where the agency or person provides adoption services;

(4) Relevant State laws;

(5) Ethical considerations in intercountry adoption and prohibitions on child-buying;

(6) The agency's or person's goals, ethical and professional guidelines, organizational lines of accountability, policies, and procedures; and

(7) The cultural diversity of the population(s) served by the agency or person.

(b) In addition to the orientation training required under paragraph (a) of this section, the agency or person provides initial training to newly hired or current employees whose responsibilities include providing adoption-related social services that involve the application of clinical skills and judgment (home studies, child background studies, counseling services, parent preparation, post-placement, and other similar services) that addresses:

(1) The factors in the countries of origin that lead to children needing adoptive families;

(2) Feelings of separation, grief, and loss experienced by the child with respect to the family of origin;

(3) Adverse childhood experiences, and attachment and post-traumatic stress disorders;

(4) Trauma-informed parenting;

(5) Physical, psychological, cognitive, and emotional issues facing children who have experienced trauma, abuse, including sexual abuse, or neglect, and/or whose parents' parental rights have been terminated;

(6) The long-term impact of institutionalization on child development;

(7) Outcomes for children placed for adoption internationally and the benefits of permanent family placements over other forms of government care;

(8) The impact of adoption on other children already in the home;

(9) How adoptive parents can support children who experience racism and discrimination;

(10) How adoptive parents can support and advocate for children discriminated against due to physical, cognitive, and other disabilities;

(11) The most frequent medical, and psychological problems experienced by children from the countries of origin served by the agency or person, and the possibility that such problems may not be reflected in the medical reports transmitted to prospective adoptive parents;

(12) The process of developing emotional ties to an adoptive family;

(13) Acculturation and assimilation issues, including those arising from factors such as race, ethnicity, religion, and culture and the impact of having been adopted internationally; and

(14) Child, adolescent, and adult development as affected by adoption.

(c) The agency or person ensures that employees who provide adoption-related social services that involve the application of clinical skills and judgment (home studies, child background studies, counseling services, parent preparation, post-placement, and other similar services) also receive, in addition to the orientation and initial training described in paragraphs (a) and (b) of this section, no less than 30 hours of training every two years, or more if required by State law, on current and emerging adoption practice issues through participation in seminars, conferences, documented distance learning courses, and other similar programs. Continuing education hours required under State law may count toward the 30 hours of training as long as the training is related to current and emerging adoption practice issues.

(d) The agency or person may exempt newly hired employees from elements of the orientation and initial training required in paragraphs (a) and (b) of this section if the newly hired individual was, within the previous two years, employed by an accredited or approved adoption service provider where they had received orientation training pursuant to paragraphs (a) and (b) of this section and §§ 96.39 and 96.40.

(a) The agency or person fully discloses in writing to the general public upon request and to prospective client(s) upon initial contact:

(1) Its adoption service policies and practices, including general eligibility criteria and fees;

(2) The supervised providers with whom the prospective client(s) can expect to work in the United States and in the child's country of origin and the usual costs associated with their services; and

(3) A sample written adoption services contract substantially like the one that the prospective client(s) will be expected to sign should they proceed.

(b) The agency or person discloses to client(s) and prospective client(s) that the following information is available upon request and makes such information available when requested:

(1) The number of its adoption placements per year for the prior three calendar years, and the number and percentage of those placements that remain intact, are disrupted, or have been dissolved as of the time the information is provided; Start Printed Page 57269

(2) The number of parents who apply to adopt on a yearly basis, based on data for the prior three calendar years; and

(3) The number of children eligible for adoption and awaiting an adoptive placement referral via the agency or person.

(c) The agency or person does not give preferential treatment to its board members, contributors, volunteers, employees, agents, consultants, or independent contractors with respect to the placement of children for adoption and has a written policy to this effect.

(d) The agency or person requires a client to sign a waiver of liability as part of the adoption service contract only where that waiver complies with applicable State law and these regulations. Any waiver required is limited and specific, based on risks that have been discussed and explained to the client in the adoption services contract.

(e) The agency or person cooperates with reviews, inspections, and audits by the accrediting entity or the Secretary.

(f) The agency or person uses the internet in the placement of individual children eligible for adoption only where:

(1) Such use is not prohibited by applicable State or Federal law or by the laws of the child's country of origin;

(2) Such use is subject to controls to avoid misuse and links to any sites that reflect practices that involve the sale, abduction, exploitation, or trafficking of children;

(3) Such use, if it includes photographs, is designed to identify children either who are currently waiting for adoption or who have already been adopted or placed for adoption (and who are clearly so identified); and

(4) Such use does not serve as a substitute for the direct provision of adoption services, including services to the child, the prospective adoptive parent(s), and/or the birth parent(s).

(a) The agency or person provides to all applicants, prior to application, a written schedule of expected total fees and estimated expenses and an explanation of the conditions under which fees or expenses may be charged, waived, reduced, or refunded and when and how the fees and expenses must be paid.

(b) Before providing any adoption service to prospective adoptive parent(s), the agency or person itemizes and discloses in writing the following information for each separate category of fees and estimated expenses that the prospective adoptive parent(s) will be charged in connection with an intercountry adoption:

(1) Home Study. The expected total fees and estimated expenses for home study preparation and approval, whether the home study is to be prepared directly by the agency or person itself, or prepared by a supervised provider, exempted provider, or approved person, and approved as required under § 96.47;

(2) Adoption expenses in the United States. The expected total fees and estimated expenses for all adoption services other than the home study that will be provided in the United States. This category includes, but is not limited to, personnel costs, administrative overhead, operational costs, training and education, communications and publications costs, and any other costs related to providing adoption services in the United States;

(3) Foreign Country Program Expenses. The expected total fees and estimated expenses for all adoption services that will be provided in the child's country of origin. This category includes, but is not limited to, costs for personnel, administrative overhead, training, education, legal services, and communications, and any other costs related to providing adoption services, in the child's Convention country;

(4) Care of the Child. The expected total fees and estimated expenses charged to prospective adoptive parent(s) for the care of the child in the country of origin prior to adoption, including, but not limited to, costs for food, clothing, shelter and medical care; foster care services; orphanage care; and any other services provided directly to the child;

(5) Translation and document expenses. The expected total fees and estimated expenses for obtaining any necessary documents and for any translation of documents related to the adoption, along with information on whether the prospective adoptive parent(s) will be expected to pay such costs directly or to third parties, either in the United States or in the child's country of origin, or through the agency or person. This category includes, but is not limited to, costs for obtaining, translating, or copying records or documents required to complete the adoption, costs for the child's court documents, passport, adoption certificate and other documents related to the adoption, and costs for notarizations and certifications;

(6) Contributions. Any fixed contribution amount, or percentage that the prospective adoptive parent(s) will be expected or required to make to child protection or child welfare service programs in the child's country of origin country or in the United States, along with an explanation of the intended use of the transaction and the manner in which the contribution will be recorded and accounted for; and

(7) Post-placement and post-adoption reports. The expected total fees and estimated expenses for any post-placement or post-adoption reports that the agency or person or parent(s) must prepare in light of any requirements of the expected country of origin.

(c) If the following fees and estimated expenses were not disclosed as part of the categories identified in paragraph (b) of this section, the agency or person itemizes and discloses in writing any:

(1) Third party fees. The expected total fees and estimated expenses for services that the prospective adoptive parent(s) will be responsible to pay directly to a third party. Such third party fees include, but are not limited to, fees to competent authorities for services rendered or Central Authority processing fees; and

(2) Travel and accommodation expenses. The expected total fees and estimated expenses for any travel, transportation, and accommodation services arranged by the agency or person for the prospective adoptive parent(s).

(d) The agency or person also specifies in its adoption services contract when and how funds advanced to cover fees or expenses will be refunded if adoption services are not provided.

(e) When the agency or person uses part of its fees to provide special services, such as cultural programs for adoptee(s), scholarships or other services, it discloses this policy to the prospective adoptive parent(s) in advance of providing any adoption services and gives the prospective adoptive parent(s) a general description of the programs supported by such funds.

(f) The agency or person has mechanisms in place for transferring funds to foreign countries when the financial institutions of the foreign country so permit and for obtaining written receipts for such transfers, so that direct cash transactions by the prospective adoptive parent(s) to pay for adoption services provided in the Convention country are minimized or unnecessary.

(g) The agency or person does not customarily charge additional fees and expenses beyond those disclosed in the adoption services contract and has a written policy to this effect. In the event that unforeseen additional fees and expenses are incurred in the foreign Start Printed Page 57270 country, the agency or person charges such additional fees and expenses only under the following conditions:

(1) It discloses the fees and expenses in writing to the prospective adoptive parent(s);

(2) It obtains the specific consent of the prospective adoptive parent(s) prior to expending any funds in excess of $1,000 for which the agency or person will hold the prospective adoptive parent(s) responsible or gives the prospective adoptive parent(s) the opportunity to waive the notice consent requirement in advance. If the prospective adoptive parent(s) has the opportunity to waive the notice and consent requirement in advance, this policy is reflected in the written policies and procedures of the agency or person; and

(3) It provides written receipts to the prospective adoptive parent(s) for fees and expenses paid directly by the agency or person in the foreign country and retains copies of such receipts.

(h) The agency or person returns any funds to which the prospective adoptive parent(s) may be entitled within 60 days of the completion of the delivery of services.

(a) The agency or person has written complaint policies and procedures that incorporate the standards in paragraphs (b) through (h) of this section and provides a copy of such policies and procedures, including contact information for the Complaint Registry, to client(s) at the time the adoption services contract is signed.

(b) The agency or person permits any birth parent, prospective adoptive parent or adoptive parent, or adoptee to lodge directly with the agency or person dated written or electronic (including by email or facsimile) complaints about any of the services or activities of the agency or person (including its use of supervised providers) that he or she believes raise an issue of compliance with the Convention, the IAA, the UAA, or the regulations implementing the IAA or UAA, and advises such individuals of the additional procedures available to them under subpart J of this part and the accrediting entity's policies and procedures if they are dissatisfied with the agency's or person's response to their complaint. All complaints must include the name of the complainant.

(c) The agency or person responds in writing to complaints received pursuant to paragraph (b) of this section within 30 days of receipt and provides expedited review of such complaints that are time-sensitive or that involve allegations of fraud.

(d) The agency or person maintains a written record of each complaint received pursuant to paragraph (b) of this section and the steps taken to investigate and respond to it and makes this record available to the accrediting entity or the Secretary upon request.

(e) The agency or person does not take any action to discourage a client or prospective client from, or retaliate against a client or prospective client for making a complaint; expressing a grievance; providing information in writing or interviews to an accrediting entity on the agency's or person's performance; or questioning the conduct of or expressing an opinion about the performance of an agency or person.

(f) The agency or person provides to the accrediting entity and the Secretary, on a semi-annual basis, a summary of all complaints received pursuant to paragraph (b) of this section during the preceding six months (including the number of complaints received and how each complaint was resolved) and an assessment of any discernible patterns in complaints received against the agency or person pursuant to paragraph (b) of this section, along with information about what systemic changes, if any, were made or are planned by the agency or person in response to such patterns.

(g) The agency or person provides any information about complaints received pursuant to paragraph (b) of this section as may be requested by the accrediting entity or the Secretary.

(h) The agency or person has a quality improvement program appropriate to its size and circumstances through which it makes systematic efforts to improve its adoption services as needed. The agency or person uses quality improvement methods such as reviewing complaint data, using client satisfaction surveys, or comparing the agency's or person's practices and performance against the data contained in the Secretary's annual reports to Congress on intercountry adoptions.

(a) The agency or person retains or archives adoption records in a safe, secure, and retrievable manner for the period of time required by applicable State law.

(b) The agency or person makes readily available to the adoptee and the adoptive parent(s) of minor children upon request all information in its custody about the adoptee's health history or background, to the extent permitted by State law.

(c) The agency or person ensures that personal data gathered or transmitted in connection with an adoption is used only for the purposes for which the information was gathered and safeguards sensitive individual information.

(d) The agency or person has a plan that is consistent with the provisions of this section, the plan required under § 96.33, and applicable State law for transferring custody of adoption records that are subject to retention or archival requirements to an appropriate custodian, and ensuring the accessibility of those adoption records, in the event that the agency or person ceases to provide or is no longer permitted to provide adoption services in intercountry adoption cases.

(e) The agency or person notifies the accrediting entity and the Secretary in writing within 30 days of the time it ceases to provide or is no longer permitted to provide adoption services and provides information about the transfer of its adoption records.

(a) When acting as the primary provider, the agency or person maintains all the data required in this section in a format approved by the accrediting entity and provides it to the accrediting entity on an annual basis.

(b) When acting as the primary provider, the agency or person routinely generates and maintains reports as follows:

(1) For cases involving children immigrating to the United States, information and reports on the total number of Convention and non-Convention adoptions undertaken by the agency or person each year and, for each case:

(i) The foreign country from which the child emigrated;

(ii) The State to which the child immigrated;

(iii) The State or foreign country in which the adoption was finalized;

(iv) The age of the child; and

(v) The date of the child's placement for adoption.

(2) For cases involving children emigrating from the United States, information and reports on the total number of Convention and non-Convention adoptions undertaken by the agency or person each year and, for each case:

(i) The State from which the child emigrated;

(ii) The foreign country to which the child immigrated; Start Printed Page 57271

(3) For each disrupted placement involving an intercountry adoption, information and reports about the disruption, including information on:

(iii) The age of the child;

(iv) The date of the child's placement for adoption;

(v) The reason(s) for and resolution(s) of the disruption of the placement for adoption, including information on the child's re-placement for adoption and final legal adoption;

(vi) The names of the agencies or persons that handled the placement for adoption; and

(vii) The plans for the child;

(4) Wherever possible, for each dissolution of an intercountry adoption, information and reports on the dissolution, including information on:

(v) The reason(s) for and resolution(s) of the dissolution of the adoption, to the extent known by the agency or person;

(vii) The plans for the child.

(5) Information on the shortest, longest, and average length of time it takes to complete an intercountry adoption, set forth by the child's country of origin, calculated from the time the child is matched with the prospective adoptive parent(s) until the time the adoption is finalized by a court, excluding any period for appeal.

(6) Information on the range of adoption fees, including the lowest, highest, average, and the median of such fees, set forth by the child's country of origin, charged by the agency or person for intercountry adoptions involving children immigrating to the United States in connection with their adoption.

(c) If the agency or person provides adoption services in cases not subject to the Convention that involve a child emigrating from the United States for the purpose of adoption or after an adoption has been finalized, it provides such information as required by the Secretary directly to the Secretary and demonstrates to the accrediting entity that it has provided this information.

(d) The agency or person provides any of the information described in paragraphs (a) through (c) of this section to the accrediting entity or the Secretary within thirty days of request.

(a) When required by § 96.14(a), the agency or person acts as primary provider and adheres to the provisions in § 96.14(b) through (e). When acting as the primary provider, the agency or person develops and implements a service plan for providing all adoption services and provides all such services, either directly or through arrangements with supervised providers, exempted providers, public domestic authorities, competent authorities, Central Authorities, public foreign authorities, or, to the extent permitted by § 96.14(c), other foreign providers (agencies, persons, or other non-governmental entities).

(b) The agency or person has an organizational structure, financial and personnel resources, and policies and procedures in place that demonstrate that the agency or person is capable of acting as a primary provider in any intercountry adoption case and, when acting as 0the primary provider, provides appropriate supervision to supervised providers, and verifies the work of other foreign providers in accordance with §§ 96.45 and 96.46.

(a) The agency or person, when acting as the primary provider and using supervised providers in the United States to provide adoption services, ensures that each such supervised provider:

(1) Is in compliance with applicable State licensing and regulatory requirements in all jurisdictions in which it provides adoption services;

(2) In providing any adoption service, complies with the relevant section of the Convention, the IAA, the UAA, and regulations implementing the IAA and the UAA for the particular adoption service being provided;

(3) Does not engage in practices inconsistent with the Convention's principles of furthering the best interests of the child and preventing the sale, abduction, exploitation, or trafficking of children; and

(4) Before entering into an agreement with the primary provider for the provision of adoption services, discloses to the primary provider the suitability information listed in § 96.35.

(b) The agency or person, when acting as the primary provider and using supervised providers in the United States to provide adoption services, ensures that each such supervised provider operates under a written agreement with the primary provider that:

(1) Identifies clearly the adoption service(s) to be provided by the supervised provider and requires that the service(s) be provided in accordance with the applicable service standard(s) for accreditation and approval (for example: home study (§ 96.47); parent training (§ 96.48); child background studies and consent (§ 96.53));

(2) Requires the supervised provider to comply with the following standards regardless of the type of adoption services it is providing: § 96.36 (prohibition on child buying), § 96.34 (compensation), § 96.38 (employee training), § 96.39(d) (waivers of liability), and § 96.41(b) through (e) (complaints);

(3) Identifies specifically the lines of authority between the primary provider and the supervised provider, the employee of the primary provider who will be responsible for supervision, and the employee of the supervised provider who will be responsible for ensuring compliance with the written agreement;

(4) States clearly the compensation arrangement for the services to be provided and the fees and expenses to be charged by the supervised provider;

(5) Specifies whether the supervised provider's fees and expenses will be billed to and paid by the client(s) directly or billed to the client through the primary provider;

(6) Provides that, if billing the client(s) directly for its service, the supervised provider will give the client(s) an itemized bill of all fees and expenses to be paid, with a written explanation of how and when such fees and expenses will be refunded if the service is not completed, and will return any funds collected to which the client(s) may be entitled within 60 days of the completion of the delivery of services;

(7) Requires the supervised provider to meet the same personnel qualifications as accredited agencies and approved persons, as provided for in § 96.37, except that, for purposes of § 96.37(e)(3), (f)(3), and (g)(2), the work of the employee must be supervised by an employee of an accredited agency or approved person;

(8) Requires the supervised provider to limit the use of and safeguard personal data gathered or transmitted in connection with an adoption, as provided for in § 96.42; Start Printed Page 57272

(9) Requires the supervised provider to respond within a reasonable period of time to any request for information from the primary provider, the Secretary, or an accrediting entity with jurisdiction over the primary provider;

(10) Requires the supervised provider to provide the primary provider on a timely basis any data that is necessary to comply with the primary provider's reporting requirements;

(11) Requires the supervised provider to disclose promptly to the primary provider any changes in the suitability information required by § 96.35; and

(12) Permits suspension or termination of the agreement on reasonable notice if the primary provider has grounds to believe that the supervised provider is not in compliance with the agreement or the requirements of this section.

(a) The agency or person, when acting as the primary provider and using foreign supervised providers to provide adoption services in foreign countries, ensures that each such foreign supervised provider:

(1) Is in compliance with the laws of the foreign country in which it operates;

(2) Does not engage in practices inconsistent with the Convention's principles of furthering the best interests of the child and preventing the sale, abduction, exploitation, or trafficking of children;

(3) Before entering into an agreement with the primary provider for the provision of adoption services, discloses to the primary provider the suitability information listed in § 96.35, taking into account the authorities in the foreign country that are analogous to the authorities identified in that section;

(4) Does not have a pattern of licensing suspensions or other sanctions and has not lost the right to provide adoption services in any jurisdiction for reasons germane to the Convention or the Convention's principles of furthering the best interests of the child and preventing the abduction, exploitation, sale, or trafficking of children; and

(5) Is accredited in the foreign country in which it operates, if such accreditation is required by the laws of that foreign country to perform the adoption services it is providing.

(b) The agency or person, when acting as the primary provider and using foreign supervised providers to provide adoption services in foreign countries, ensures that each such foreign supervised provider operates under a written agreement with the primary provider that:

(1) Identifies clearly the adoption service(s) to be provided by the foreign supervised provider;

(2) Requires the foreign supervised provider, if responsible for obtaining medical or social information on the child, to comply with the standards in § 96.49(d) through (j);

(3) Requires the foreign supervised provider to adhere to the standard in § 96.36(a) prohibiting child buying and to have written policies and procedures in place reflecting the prohibitions in § 96.36(a) and to reinforce them in training programs for its employees and agents;

(4) Requires the foreign supervised provider to compensate its directors, officers, and employees who provide intercountry adoption services on a fee-for-service, hourly wage, or salary basis, rather than based on whether a child is placed for adoption, located for an adoptive placement, or on a similar contingent fee basis;

(5) Identifies specifically the lines of authority between the primary provider and the foreign supervised provider, the employee of the primary provider who will be responsible for supervision, and the employee of the supervised provider who will be responsible for ensuring compliance with the written agreement;

(6) States clearly the compensation arrangement for the services to be provided and the fees and expenses to be charged by the foreign supervised provider;

(7) Specifies that the foreign supervised provider's fees and expenses will be billed to and paid by the client(s) through the primary provider. The primary provider provides a written explanation of how and when such fees and expenses will be refunded if the service is not provided or completed, and will return any funds collected to which the client(s) may be entitled within 60 days of the completion of the delivery of services;

(8) Requires the foreign supervised provider to respond within a reasonable period of time to any request for information from the primary provider, the Secretary, or the accrediting entity that issued the primary provider's accreditation or approval;

(9) Requires the foreign supervised provider to provide the primary provider on a timely basis any data that is necessary to comply with the primary provider's reporting requirements;

(10) Requires the foreign supervised provider to disclose promptly to the primary provider any changes in the suitability information required by § 96.35; and

(11) Permits suspension or termination of the agreement on reasonable notice if the primary provider has grounds to believe that the foreign supervised provider is not in compliance with the agreement or the requirements of this section.

(c) The agency or person, when acting as the primary provider and, in accordance with § 96.14, using foreign providers that are not under its supervision, verifies, through review of the relevant documentation and other appropriate steps, that:

(1) Any necessary consent to termination of parental rights or to adoption obtained by the foreign provider was obtained in accordance with applicable foreign law and Article 4 of the Convention;

(2) Any background study and report on a child in a case involving immigration to the United States (an incoming case) performed by the foreign provider was performed in accordance with applicable foreign law and Article 16 of the Convention.

(3) Any home study and report on prospective adoptive parent(s) in a case involving emigration from the United States (an outgoing case) performed by the foreign provider was performed in accordance with applicable foreign law and Article 15 of the Convention.

(a) The agency or person ensures that a home study on the prospective adoptive parent(s) (which for purposes of this section includes the initial report and any supplemental update(s) submitted to DHS) is completed that includes the following:

(1) Information about the identity, eligibility and suitability of the prospective adoptive parent(s) to adopt, background, family and medical history, social environment, reasons for adoption, ability to undertake an intercountry adoption, and the characteristics of the children for whom the prospective adoptive parent(s) would be qualified to care (specifying in particular whether they are willing and able to care for a child with special needs);

(2) A determination of the eligibility and suitability of the prospective adoptive parent(s) to adopt;

(3) A statement describing the counseling, preparation, and training provided to the prospective adoptive parent(s);

(4) The results of a criminal background check on the prospective Start Printed Page 57273 adoptive parent(s) and any other individual for whom a check is required by 8 CFR 204.311 ;

(5) A full and complete statement of all facts relevant to the eligibility and suitability of the prospective adoptive parent(s) to adopt a child under any specific requirements identified to the Secretary by the Central Authority of the child's country of origin; and

(6) A statement in each copy of the home study that it is a true and accurate copy of the home study that was provided to the prospective adoptive parent(s) or DHS.

(b) The agency or person ensures that the home study is performed in accordance with 8 CFR 204.311 and any applicable State law.

(c) Where the home study is not performed in the first instance by an accredited agency, the agency or person ensures that the home study is reviewed and approved in writing by an accredited agency. The written approval must include a determination that the home study:

(1) Includes all of the information required by paragraph (a) of this section and is performed in accordance with 8 CFR 204.311 , and applicable State law; and

(2) Was performed by an individual who meets the requirements in § 96.37(f), or, if the individual is an exempted provider, ensures that the individual meets the requirements for home study providers established by 8 CFR 204.301 .

(d) The agency or person takes all appropriate measures to ensure the timely transmission of the same home study that was provided to the prospective adoptive parent(s) or to DHS to the Central Authority of the child's country of origin (or to an alternative authority designated by that Central Authority).

(e) If, based on new information relating to paragraph (a)(1) of this section or 8 CFR 204.311 , the agency or person withdraws its recommendation of the prospective adoptive parent(s) for adoption, or the agency that reviewed and approved a home study withdraws any such approval of the home study required under paragraph (c) of this section, the agency or person must:

(1) Notify the prospective adoptive parent(s), and if applicable, the home study preparer and primary provider, of its withdrawal of its recommendation and/or approval and the reasons for its withdrawal, in writing, within 5 business days of the decision, and prior to notifying USCIS;

(2) Notify USCIS of its withdrawal of its recommendation and/or approval and the reasons for its withdrawal, in writing, and within 5 business days of notifying the prospective adoptive parent(s), in accordance with the agency's or person's ethical practices and responsibilities under § 96.35(a); and

(3) Maintain written records of the withdrawal of its recommendation and/or approval, the step(s) taken to reach such decision, and the reasons for the withdrawal.

(a) The agency or person provides prospective adoptive parent(s) with at least ten hours (independent of the home study) of preparation and training, as described in paragraphs (b) and (c) of this section, designed to promote a successful intercountry adoption. The agency or person provides such training before the prospective adoptive parent(s) travel to adopt the child or the child is placed with the prospective adoptive parent(s) for adoption.

(b) The training provided by the agency or person addresses the following topics:

(1) The intercountry adoption process, the general characteristics and needs of children awaiting adoption, and the in-country conditions that affect children in the foreign country from which the prospective adoptive parent(s) plan to adopt;

(2) The effects on children of malnutrition, relevant environmental toxins, maternal substance abuse, and of any other known genetic, health, emotional, and developmental risk factors associated with children from the expected country of origin;

(3) Information about the impact on a child of leaving familiar ties and surroundings, as appropriate to the expected age of the child;

(4) Data on institutionalized children and the impact of institutionalization on children, including the effect on children of the length of time spent in an institution and of the type of care provided in the expected country of origin;

(5) Information on attachment disorders and other emotional problems that institutionalized or traumatized children and children with a history of multiple caregivers may experience, before and after their adoption;

(6) Information on the laws and adoption processes of the expected country of origin, including foreseeable delays and impediments to finalization of an adoption;

(7) Information on the long-term implications for a family that has become multicultural through intercountry adoption; and

(8) An explanation of any reporting requirements associated with intercountry adoptions, including any post-placement or post-adoption reports required by the expected country of origin.

(c) The agency or person also provides the prospective adoptive parent(s) with training that allows them to be as fully prepared as possible for the adoption of a particular child. This includes counseling on:

(1) The child's history and cultural, racial, religious, ethnic, and linguistic background;

(2) The known health risks in the specific region or country where the child resides; and

(3) Any other medical, social, background, birth history, educational data, developmental history, or any other data known about the particular child.

(d) The agency or person provides such training through appropriate methods, including:

(1) Collaboration among agencies or persons to share resources to meet the training needs of prospective adoptive parents;

(2) Group seminars offered by the agency or person or other agencies or training entities;

(3) Individual counseling sessions;

(4) Video, computer-assisted, or distance learning methods using standardized curricula; or

(5) In cases where training cannot otherwise be provided, an extended home study process, with a system for evaluating the thoroughness with which the topics have been covered.

(e) The agency or person provides additional in-person, individualized counseling and preparation, as needed, to meet the needs of the prospective adoptive parent(s) in light of the particular child to be adopted and his or her special needs, and any other training or counseling needed in light of the child background study or the home study.

(f) The agency or person provides the prospective adoptive parent(s) with information about print, internet, and other resources available for continuing to acquire information about common behavioral, medical, and other issues; connecting with parent support groups, adoption clinics and experts; and seeking appropriate help when needed.

(g) The agency or person exempts prospective adoptive parent(s) from all or part of the training and preparation that would normally be required for a specific adoption only when the agency or person determines that the Start Printed Page 57274 prospective adoptive parent(s) have received adequate prior training or have prior experience as parent(s) of children adopted from abroad.

(h) The agency or person records the nature and extent of the training and preparation provided to the prospective adoptive parent(s) in the adoption record.

(a) The agency or person provides a copy of the child's medical records (including, to the fullest extent practicable, a correct and complete English-language translation of such records) to the prospective adoptive parent(s) as early as possible, but no later than two weeks before either the adoption or placement for adoption, or the date on which the prospective adoptive parent(s) travel to the foreign country to complete all procedures in such country relating to the adoption or placement for adoption, whichever is earlier.

(b) Where any medical record provided pursuant to paragraph (a) of this section is a summary or compilation of other medical records, the agency or person includes those underlying medical records in the medical records provided pursuant to paragraph (a) of this section if they are available.

(c) The agency or person provides the prospective adoptive parent(s) with any untranslated medical reports or video or other reports and provides an opportunity for the client(s) to arrange for their own translation of the records, including a translation into a language other than English, if needed.

(d) The agency or person itself uses reasonable efforts, or requires its supervised provider in the child's country of origin who is responsible for obtaining medical information about the child on behalf of the agency or person to use reasonable efforts, to obtain available information, including in particular:

(1) The date that the foreign country or other child welfare authority assumed custody of the child and the child's condition at that time;

(2) History of any significant illnesses, hospitalizations, special needs, and changes in the child's condition since the foreign country or other child welfare authority assumed custody of the child;

(3) Growth data, including prenatal and birth history, and developmental status over time and current developmental data at the time of the child's referral for adoption; and

(4) Specific information on the known health risks in the specific region or country where the child resides.

(e) When the agency or person provides medical information, other than the information provided by public foreign authorities, to the prospective adoptive parent(s) from an examination by a physician or from an observation of the child by someone who is not a physician, the agency or person uses reasonable efforts to include the following:

(1) The name and credentials of the physician who performed the examination or the individual who observed the child;

(2) The date of the examination or observation; how the report's information was retained and verified; and if anyone directly responsible for the child's care has reviewed the report;

(3) If the medical information includes references, descriptions, or observations made by any individual other than the physician who performed the examination or the individual who performed the observation, the identity of that individual, the individual's training, and information on what data and perceptions the individual used to draw his or her conclusions;

(4) A review of hospitalizations, significant illnesses, and other significant medical events, and the reasons for them;

(5) Information about the full range of any tests performed on the child, including tests addressing known risk factors in the child's country of origin; and

(6) Current health information.

(f) The agency or person itself uses reasonable efforts, or requires its supervised provider in the child's country of origin who is responsible for obtaining social information about the child on behalf of the agency or person to use reasonable efforts, to obtain available information, including in particular:

(1) Information about the child's birth family and prenatal history and cultural, racial, religious, ethnic, and linguistic background;

(2) Information about all of the child's past and current placements prior to adoption, including, but not limited to any social work or court reports on the child and any information on who assumed custody and provided care for the child; and

(3) Information about any birth siblings whose existence is known to the agency or person, or its supervised provider, including information about such siblings' whereabouts.

(g) Where any of the information listed in paragraphs (d), (e), and (f) of this section cannot be obtained, the agency or person documents in the adoption record the efforts made to obtain the information and why it was not obtainable. The agency or person continues to use reasonable efforts to secure those medical or social records that could not be obtained up until the adoption is finalized.

(h) Where available, the agency or person provides information for contacting the examining physician or the individual who made the observations to any physician engaged by the prospective adoptive parent(s), upon request.

(i) The agency or person ensures that any video and photographs of the child taken by the agency or person (including by their supervised providers) are identified by the date on which the video or photograph was recorded or taken and that they were made in compliance with the laws in the country where recorded or taken.

(j) The agency or person does not withhold from or misrepresent to the prospective adoptive parent(s) any available medical, social, or other pertinent information concerning the child.

(k) The agency or person does not withdraw a referral until the prospective adoptive parent(s) have had two weeks (unless extenuating circumstances involving the child's best interests require a more expedited decision) to consider the needs of the child and their ability to meet those needs, and to obtain physician review of medical information and other descriptive information, including video of the child if available.

(a) The agency or person takes all appropriate measures to ensure that the transfer of the child takes place in secure and appropriate circumstances, with properly trained and qualified escorts, if used, and, if possible, in the company of the prospective adoptive parent(s).

(b) In the post-placement phase, the agency or person monitors and supervises the child's placement to ensure that the placement remains in the best interests of the child, and ensures that at least the number of home visits required by State law or by the child's country of origin are performed, whichever is greater.

(c) When a placement for adoption is in crisis in the post-placement phase, the agency or person makes an effort to provide or arrange for counseling by an individual with appropriate skills to Start Printed Page 57275 assist the family in dealing with the problems that have arisen.

(d) If counseling does not succeed in resolving the crisis and the placement is disrupted, the agency or person assuming custody of the child assumes responsibility for making another placement of the child.

(e) The agency or person acts promptly and in accord with any applicable legal requirements to remove the child when the placement may no longer be in the child's best interests, to provide temporary care, to find an eventual adoptive placement for the child, and, in consultation with the Secretary, to inform the Central Authority of the child's country of origin about any new prospective adoptive parent(s).

(1) In all cases where removal of a child from a placement is considered, the agency or person considers the child's views when appropriate in light of the child's age and maturity and, when required by State law, obtains the consent of the child prior to removal.

(2) The agency or person does not return from the United States a child placed for adoption in the United States unless the Central Authority of the country of origin and the Secretary have approved the return in writing.

(f) The agency or person includes in the adoption services contract with the prospective adoptive parent(s) a plan describing the agency's or person's responsibilities if a placement for adoption is disrupted. This plan addresses:

(1) Who will have legal and financial responsibility for transfer of custody in an emergency or in the case of impending disruption and for the care of the child;

(2) If the disruption takes place after the child has arrived in the United States, under what circumstances the child will, as a last resort, be returned to the child's country of origin, if that is determined to be in the child's best interests;

(3) How the child's wishes, age, length of time in the United States, and other pertinent factors will be taken into account; and

(4) How the Central Authority of the child's country of origin and the Secretary will be notified.

(g) The agency or person provides post-placement reports until final adoption of a child to the foreign country when required by the foreign country. Where such reports are required, the agency or person:

(1) Informs the prospective adoptive parent(s) in the adoption services contract of the requirement prior to the referral of the child for adoption;

(2) Informs the prospective adoptive parent(s) that they will be required to provide all necessary information for the report(s); and

(3) Discloses who will prepare the reports and the fees that will be charged.

(h) The agency or person takes steps to:

(1) Ensure that an order declaring the adoption as final is sought by the prospective adoptive parent(s), and in Convention adoptions is entered in compliance with section 301(c) of the IAA ( 42 U.S.C. 14931(c) ); and

(2) Notify the Secretary of the finalization of the adoption within thirty days of the entry of the order.

(a) The agency or person takes all appropriate measures to ensure that the transfer of the child takes place in secure and appropriate circumstances, with properly trained and qualified escorts, if used, and, if possible, in the company of the adoptive parent(s).

(b) The agency or person informs the prospective adoptive parent(s) in the adoption services contract whether the agency or person will or will not provide any post-adoption services. The agency or person also informs the prospective adoptive parent(s) in the adoption services contract whether it will provide services if an adoption is dissolved, and, if it indicates it will, it provides a plan describing the agency's or person's responsibilities, or if it will not, provides information about entities that may be consulted for assistance in the event an adoption is dissolved.

(c) When post-adoption reports are required by the child's country of origin, the agency or person includes a requirement for such reports in the adoption services contract and makes good-faith efforts to encourage adoptive parent(s) to provide such reports.

(d) The agency or person does not return from the United States an adopted child whose adoption has been dissolved unless the Central Authority of the country of origin and the Secretary have approved the return in writing.

(a) The agency or person keeps the Central Authority of the foreign country and the Secretary informed as necessary about the adoption process and the measures taken to complete it, as well as about the progress of the placement if a probationary period is required.

(b) The agency or person takes all appropriate measures, consistent with the procedures of the U.S. Central Authority and of the foreign country, to:

(1) Transmit on a timely basis to the Central Authority or other competent authority in the child's country of origin the home study, including any updates required by such competent authority in the child's country of origin;

(2) Obtain the child background study, proof that the necessary consents to the child's adoption have been obtained, and the necessary determination that the prospective placement is in the child's best interests, from the Central Authority or other competent authority in the child's country of origin;

(3) Provide confirmation that the prospective adoptive parent(s) agree to the adoption to the Central Authority or other competent authority in the child's country of origin; and

(4) Transmit the determination that the child is or will be authorized to enter and reside permanently in the United States to the Central Authority or other competent authority in the child's country of origin, or confirm that this information has been transmitted to the foreign country's Central Authority or other competent authority by the U.S. Central Authority.

(c) The agency or person takes all necessary and appropriate measures, consistent with the procedures of the foreign country, to obtain permission for the child to leave his or her country of origin and to enter and reside permanently in the United States.

(d) When the transfer of the child does not take place, the agency or person must consider the specific requirements, if any, of competent authorities in the State and/or in the child's country of origin and the preference of prospective adoptive parents in its determination of the disposition of the home study on the prospective adoptive parent(s) and/or the child background study.

(e) The agency or person takes all necessary and appropriate measures to perform any tasks in an intercountry adoption case that the Secretary has identified, consistent with this part, as required to comply with the Convention, the IAA, the UAA, or any regulations implementing the IAA and the UAA.

(a) The agency or person takes all appropriate measures to ensure that a child background study is performed Start Printed Page 57276 that includes information about the child's identity, adoptability, background, social environment, family history, medical history (including that of the child's family), and any special needs of the child. The child background study must include the following:

(1) Information that demonstrates that consents were obtained in accordance with paragraph (c) of this section;

(2) Information that demonstrates consideration of the child's wishes and opinions in accordance with paragraph (d) of this section; and

(3) Information that confirms that the child background study was prepared either by an exempted provider or by an individual who meets the requirements set forth in § 96.37(g).

(b) Where the child background study is not prepared in the first instance by an accredited agency, the agency or person ensures that the child background study is reviewed and approved in writing by an accredited agency. The written approval must include a determination that the background study includes all the information required by paragraph (a) of this section.

(c) The agency or person takes all appropriate measures to ensure that consents have been obtained as follows:

(1) The persons, institutions, and authorities whose consent is necessary for adoption have been counseled as necessary and duly informed of the effects of their consent, in particular, whether or not an adoption will result in the termination of the legal relationship between the child and his or her family of origin;

(2) All such persons, institutions, and authorities have given their consents;

(3) The consents have been expressed or evidenced in writing in the required legal form, have been given freely, were not induced by payments or compensation of any kind, and have not been withdrawn;

(4) The consent of the mother, where required, was executed after the birth of the child;

(5) The child, as appropriate in light of his or her age and maturity, has been counseled and duly informed of the effects of the adoption and of his or her consent to the adoption; and

(6) The child's consent, where required, has been given freely, in the required legal form, and expressed or evidenced in writing and not induced by payment or compensation of any kind.

(d) If the child is 12 years of age or older, or as otherwise provided by State law, the agency or person gives due consideration to the child's wishes or opinions before determining that an intercountry placement is in the child's best interests.

(e) The agency or person prior to the child's adoption takes all appropriate measures to transmit to the Central Authority or other competent authority or accredited bodies of the Convention country the child background study, proof that the necessary consents have been obtained, and the reasons for its determination that the placement is in the child's best interests. In doing so, the agency or person, as required by Article 16(2) of the Convention, does not reveal the identity of the mother or the father if these identities may not be disclosed under State law.

(a) Except in the case of adoption by relatives or in the case in which the birth parent(s) have identified specific prospective adoptive parent(s) or in other special circumstances accepted by the State court with jurisdiction over the case, the agency or person makes reasonable efforts to find a timely adoptive placement for the child in the United States by:

(1) Disseminating information on the child and his or her availability for adoption through print, media, and internet resources designed to communicate with potential prospective adoptive parent(s) in the United States;

(2) Listing information about the child on a national or State adoption exchange or registry for at least 60 calendar days after the birth of the child;

(3) Responding to inquiries about adoption of the child; and

(4) Providing a copy of the child background study to potential U.S. prospective adoptive parent(s).

(b) The agency or person demonstrates to the satisfaction of the State court with jurisdiction over the adoption that sufficient reasonable efforts (including no efforts, when in the best interests of the child) to find a timely and qualified adoptive placement for the child in the United States were made.

(c) In placing the child for adoption, the agency or person:

(1) To the extent consistent with State law, gives significant weight to the placement preferences expressed by the birth parent(s) in all voluntary placements;

(2) To the extent consistent with State law, makes diligent efforts to place siblings together for adoption and, where placement together is not possible, to arrange for contact between separated siblings, unless it is in the best interests of one of the siblings that such efforts or contact not take place; and

(3) Complies with all applicable requirements of the Indian Child Welfare Act.

(d) The agency or person complies with any State law requirements pertaining to the provision and payment of independent legal counsel for birth parents. If State law requires full disclosure to the birth parent(s) that the child is to be adopted by parent(s) who reside outside the United States, the agency or person provides such disclosure.

(e) The agency or person takes all appropriate measures to give due consideration to the child's upbringing and to his or her ethnic, religious, and cultural background.

(f) When particular prospective adoptive parent(s) in a Convention country have been identified, the agency or person takes all appropriate measures to determine whether the envisaged placement is in the best interests of the child, on the basis of the child background study and the home study on the prospective adoptive parent(s).

(g) The agency or person thoroughly prepares the child for the transition to the Convention country, using age-appropriate services that address the child's likely feelings of separation, grief, and loss and difficulties in making any cultural, religious, racial, ethnic, or linguistic adjustment.

(h) The agency or person takes all appropriate measures to ensure that the transfer of the child takes place in secure and appropriate circumstances, with properly trained and qualified escorts, if used, and, if possible, in the company of the adoptive parent(s) or the prospective adoptive parent(s).

(i) Before the placement for adoption proceeds, the agency or person identifies the entity in the receiving country that will provide post-placement supervision and reports, if required by State law, and ensures that the child's adoption record contains the information necessary for contacting that entity.

(j) The agency or person ensures that the child's adoption record includes the order granting the adoption or legal custody for the purpose of adoption in the Convention country.

(k) The agency or person consults with the Secretary before arranging for the return to the United States of any child who has emigrated to a Convention country in connection with the child's adoption.

(a) The agency or person keeps the Central Authority of the Convention country and the Secretary informed as necessary about the adoption process and the measures taken to complete it, as well as about the progress of the placement if a probationary period is required.

(b) The agency or person ensures that:

(1) Copies of all documents from the State court proceedings, including the order granting the adoption or legal custody, are provided to the Secretary;

(2) Any additional information on the adoption is transmitted to the Secretary promptly upon request; and

(3) It otherwise facilitates, as requested, the Secretary's ability to provide the certification that the child has been adopted or that custody has been granted for the purpose of adoption, in accordance with the Convention and the IAA.

(c) When transfer of the child does not take place, the agency or person must consider the specific requirements, if any, of competent authorities in either the State or in the receiving country and the preference of the prospective adoptive parents in its determination of the disposition of the home study on the prospective adoptive parent(s) and/or the child background study.

(d) The agency or person provides to the State court with jurisdiction over the adoption:

(1) Proof that consents have been given as required in § 96.53(c);

(2) A copy in English or certified English translation of the home study on the prospective adoptive parent(s) in the Convention country, and the determination by the agency or person that the placement with the prospective adoptive parent(s) is in the child's best interests;

(3) Evidence that the prospective adoptive parent(s) in the Convention country agree to the adoption;

(4) Evidence that the child will be authorized to enter and reside permanently in the Convention country or on the same basis as that of the prospective adoptive parent(s); and

(5) Evidence that the Central Authority of the Convention country has agreed to the adoption, if such consent is necessary under its laws for the adoption to become final.

(e) The agency or person makes the showing required by § 96.54(b) to the State court with jurisdiction over the adoption.

(f) The agency or person takes all necessary and appropriate measures to perform any tasks in a Convention adoption case that the Secretary has identified, consistent with this Part, as required to comply with the Convention, the IAA, or any regulations implementing the IAA.

7. Revise subpart L to read as follows:

The provisions in this subpart establish the procedures governing adverse action by the Secretary against accredited agencies and approved persons.

(a) There is no administrative review by the Secretary of an accrediting entity's decision to deny accreditation or approval, nor of any decision by an accrediting entity to take an adverse action.

(b) When informed by an accrediting entity that an agency has been accredited or a person has been approved, the Secretary will take appropriate steps to ensure that relevant information about the accredited agency or approved person is provided to the Permanent Bureau of the Hague Conference on Private International Law. When informed by an accrediting entity that it has taken an adverse action that impacts an agency's or person's accreditation or approval status, the Secretary will take appropriate steps to inform the Permanent Bureau of the Hague Conference on Private International Law.

(a) The Secretary must suspend or cancel the accreditation or approval granted by an accrediting entity when the Secretary finds, in the Secretary's discretion, that the agency or person is substantially out of compliance with the standards in subpart F of this part and that the accrediting entity has failed or refused, after consultation with the Secretary, to take appropriate enforcement action.

(b) The agency or person shall be provided with written notice of cancellation or suspension by the Secretary, which shall include:

(1) The reasons for the suspension or cancellation in terms sufficient to put the agency or person on notice of the conduct or transaction(s) upon which it is based;

(2) The standards in subpart F of this part with which the agency or person is out of compliance;

(3) The effect of the suspension or cancellation, including the agency's or person's responsibility to cease providing adoption services and, if applicable, its responsibilities with respect to the transfer of cases and the return of fees; and

(4) Copies of any evidence relied on by the Department in support of the suspension or cancellation.

(c) If the Secretary suspends or cancels the accreditation or approval of an agency or person, the Secretary will take appropriate steps to notify the accrediting entity(ies), USCIS, the Permanent Bureau of the Hague Conference on Private International Law, State licensing authorities, the Central Authorities in the countries where the agency or person operates, and other authorities as appropriate.

(a) An agency or person who has been the subject of a suspension or cancellation by the Secretary may, within 30 days after receipt of the notice of suspension or cancellation, submit a written statement including any reasons why it believes the adverse action is unwarranted. Such statement must include any supporting materials that the agency or person wishes to be considered in support of its submission. If the agency or person does not submit such a statement within 30 days, the Department's decision will become final.

(b) Upon review and consideration of the agency or person's submission and Start Printed Page 57278 the evidence relied on by the Department, the Secretary shall determine whether to withdraw the cancellation or suspension. The Secretary shall withdraw the suspension or cancellation if he or she finds that the determination that the agency or person is substantially out of compliance with applicable requirements is not supported by substantial evidence. The agency or person will be notified of this decision within 30 days of the Department's receipt of the written statement described in paragraph (a) of this section. If the Secretary withdraws a suspension or cancellation under this paragraph, the Secretary will also take appropriate steps to notify the entities referenced in § 96.83(c).

(c) An agency or person may petition the Secretary for relief from the Secretary's suspension or cancellation of its accreditation or approval on the grounds that the deficiencies necessitating the suspension or cancellation have been corrected. If the Secretary is satisfied that the deficiencies that led to the suspension or cancellation have been corrected, the Secretary shall, in the case of a suspension, terminate the suspension or, in the case of a cancellation, notify the agency or person that it may reapply for accreditation or approval to the same accrediting entity that handled its prior application for accreditation or approval. If that accrediting entity is no longer providing accreditation or approval services, the agency or person may reapply to any accrediting entity with jurisdiction over its application. If the Secretary terminates a suspension or permits an agency or person to reapply for accreditation or approval, the Secretary will so notify the appropriate accrediting entity. If the Secretary terminates a suspension, the Secretary will also take appropriate steps to notify the entities referenced in § 96.83(c).

(d) Nothing in this section shall be construed to prevent the Secretary from withdrawing a cancellation or suspension if the Secretary concludes that the action was based on a mistake of fact or was otherwise in error. Upon taking such action, the Secretary will take appropriate steps to notify the accrediting entity(ies) and the entities referenced in § 96.83(c).

(a) The Secretary may temporarily or permanently debar an agency from accreditation or a person from approval on the Secretary's own initiative, at the request of DHS, or at the request of an accrediting entity. An agency or person that is debarred pursuant to this section ceases to be accredited or approved.

(b) The Secretary may issue a debarment order only if the Secretary, in the Secretary's discretion, determines that:

(1) There is substantial evidence that the agency or person is out of compliance with the standards in subpart F of this part; and

(2) There has been a pattern of serious, willful, or grossly negligent failures to comply with the standards in subpart F of this part, or there are other aggravating circumstances indicating that continued accreditation or approval would not be in the best interests of the children and families concerned. For purposes of this paragraph:

(i) “The children and families concerned” include any children and any families whose interests have been or may be affected by the agency's or person's actions.

(ii) In determining whether the agency's or person's continued accreditation or approval would not be in the best interests of the children and families concerned, the Secretary may consider whether the agency's or person's continued accreditation would be detrimental to the ability of U.S. citizens to adopt children through intercountry adoption in the future.

(3) A failure to comply with § 96.47 (home study requirements) shall constitute a “serious failure to comply” unless it is shown by clear and convincing evidence that such noncompliance had neither the purpose nor the effect of determining the outcome of a decision or proceeding by a court or other competent authority in the United States or the child's country of origin; and

(i) Repeated serious, willful, or grossly negligent failures to comply with § 96.47 (home study requirements) by an agency or person after consultation between the Secretary and the accrediting entity with respect to previous noncompliance by such agency or person shall constitute a pattern of serious, willful, or grossly negligent failures to comply.

(ii) [Reserved].

(c) The Secretary shall initiate a debarment proceeding by notice of proposed debarment, in accordance with the procedures in § 96.88, unless the Secretary finds that it is necessary that debarment be effective immediately because the agency's or person's continued accreditation would pose a substantial risk of significant harm to children or families. If the Secretary finds that it is necessary that debarment be effective immediately, the procedures in § 96.89 shall govern such debarment.

(a) In the case of a temporary debarment order, the order will take effect on the date specified in the order and will specify a date, not earlier than three years later, on or after which the agency or person may petition the Secretary for withdrawal of the temporary debarment. If the Secretary withdraws the temporary debarment, the agency or person may then reapply for accreditation or approval to the same accrediting entity that handled its prior application for accreditation or approval. If that accrediting entity is no longer providing accreditation or approval services, the agency or person may apply to any accrediting entity with jurisdiction over its application.

(b) In the case of a permanent debarment order, the order will take effect on the date specified in the order. The agency or person will not be permitted to apply again to an accrediting entity for accreditation or approval, or to the Secretary for termination of the debarment.

(c) Nothing in this section shall be construed to prevent the Secretary from withdrawing a debarment if the Secretary concludes that the action was based on a mistake of fact or was otherwise in error. Upon taking such action, the Secretary will take appropriate steps to notify the accrediting entity(ies) and the entities referenced in § 96.83(c).

If the Secretary suspends or cancels the accreditation or approval of an agency or person, or debars an agency or person, the agency or person must cease to provide adoption services in all intercountry adoption cases. In the case of suspension, the agency or person must consult with the accrediting entity about whether to transfer its intercountry adoption cases and adoption records. In the case of cancellation or debarment, the agency or person must execute the plans required by §§ 96.33(f) and 96.42(d) under the oversight of the accrediting entity, and transfer its intercountry adoption cases and adoption records to other accredited agencies or approved persons or, where required by State law, to the State repository for such records.

(a) When the agency or person does not transfer such intercountry adoption cases or adoption records in accordance with the plans or as otherwise agreed by the accrediting entity, the accrediting entity will so advise the Secretary who, Start Printed Page 57279 with the assistance of the accrediting entity, will coordinate efforts to identify other accredited agencies or approved persons to assume responsibility for the cases, and to transfer the records to other accredited agencies or approved persons, or to public domestic authorities, as appropriate.

(b) If the Secretary cancels the accreditation or approval of an agency or person, or debars an agency or person, the accrediting entity shall refuse to renew any pending applications for renewal of accreditation or approval.

Unless the Secretary finds that it is necessary that debarment be effective immediately because the agency's or person's continued accreditation would risk significant harm to children or families, an agency or person shall be provided with notice of the proposed debarment and an opportunity to contest the proposed debarment, in accordance with the provisions of this section:

(a) A debarment proceeding shall be initiated by notice from the Department to the agency or person that includes:

(1) A statement that debarment is being considered under § 96.85;

(2) The reasons for the proposed debarment in terms sufficient to put the agency or person on notice of the conduct or transaction(s) upon which it is based;

(3) The standards in subpart F of this part with which the Secretary believes the agency or person is out of compliance;

(4) The provisions of this section and any other procedures, if applicable, governing the debarment proceedings, including specifically the right to request a hearing, when applicable; and

(5) The potential effect of a debarment, including the agency's or person's responsibilities with respect to ceasing to provide adoption services, transferring cases, and returning fees.

(b) If the agency or person elects to contest the proposed debarment, it may do so in accordance with the following procedures:

(1) Within 45 days after receipt of the notice of proposed debarment, the agency or person may submit a written statement in opposition to the proposed debarment. Such statement may include any evidence on which the agency or person intends to rely in opposition to the proposed debarment. Such statement may also include a request for a hearing. If a request for a hearing is not included with agency or person's statement, no hearing will be held, and the Secretary's debarment decision will be based upon his or her review of the written record only.

(2) Within 45 days after its receipt of the agency's or person's written statement, the Department will give the agency or person copies of the evidence relied on in support of the debarment action. In addition, the Department may choose to provide a written statement in response to the agency's or person's submission.

(3) If a hearing was not timely requested in accordance with paragraph (b)(1) of this section, then the agency or person may, within 45 days of its receipt of the Department's response described in paragraph (b)(2) of this section, submit a further statement in reply, which may, if appropriate, include additional evidence.

(4) If a hearing was requested in accordance with paragraph (b)(1) of this section, then the agency or person will, within 30 days of its receipt of the Department's response described in paragraph (b)(2) of this section, produce to the Department all physical or documentary evidence on which it will rely at the hearing.

(5) The statements described in this paragraph, and any evidence submitted therewith, will be made part of the record of the proceeding, and if no hearing was timely requested, will constitute the entire record of the proceeding.

(c) If a hearing was timely requested in accordance with paragraph (b)(1) of this section, the Department will, within 60 days of its receipt of the written statement described in paragraph (b)(1) of this section, give the agency or person written notice of the date, time, and place of the hearing. The proposed date of the hearing must be at least 30 days after the agency or person has received the evidence described in paragraph (b)(2) of this section, and at least 30 days after the agency or person has received the written notice described in this paragraph. The Department will make reasonable efforts to hold the hearing within 120 days of the date the Department receives the agency's or person's written request.

(1) The Department will name a hearing officer, who will generally be a Department employee. The hearing officer will make only preliminary findings of fact and submit recommendations based on the record of the proceeding to the Secretary.

(2) The hearing shall take place in Washington, DC. The agency or person may appear in person (if an individual), or be represented by an organizational representative (if an agency), or with or through an attorney admitted to practice in any State of the United States, the District of Columbia, or any territory or possession of the United States. The agency or person is responsible for all costs associated with attending the hearing.

(3) There is no right to subpoena witnesses or to conduct discovery in connection with the hearing. However, the agency or person may testify in person, offer evidence on its own behalf, present witnesses, and make arguments at the hearing. The agency or person is responsible for all costs associated with the presentation of its case. The Department may present witnesses, offer evidence, and make arguments on its behalf. The Department is responsible for all costs associated with the presentation of its case.

(4) Any evidence not produced in accordance with paragraph (b) of this section will not be considered by the hearing officer or be made part of the record of the proceeding, unless the hearing officer, in his or her discretion, elects to accept it. The hearing officer shall state his or her reasons for accepting evidence under this subparagraph. The hearing officer shall not accept under this subparagraph any evidence offered by a party that could have been produced by that party in accordance with paragraph (b) of this section.

(5) The hearing is informal and permissive. As such, the provisions of 5 U.S.C. 554 et seq. do not apply to the hearing. Formal rules of evidence also do not apply; however, the hearing officer may impose reasonable restrictions on relevancy, materiality, and competency of evidence presented. Testimony will be under oath or by affirmation under penalty of perjury. The hearing officer may not consider any information that is not also made available to the agency or person and made a part of the record of the proceeding.

(6) If any witness is unable to appear, the hearing officer may, in his or her discretion, permit the witness to testify via teleconference or accept an affidavit or sworn deposition testimony of the witness, the cost for which will be the responsibility of the requesting party, subject to such limits as the hearing officer deems appropriate.

(7) A qualified reporter will make a complete verbatim transcript of the hearing. The agency or person may review and purchase a copy of the transcript directly from the reporter. The hearing transcript and all the information and documents received by the hearing officer, whether or not deemed relevant, will be made part of the record of the proceeding. The Start Printed Page 57280 hearing officer's preliminary findings and recommendations are deliberative and shall not be considered part of the record unless adopted by the Secretary.

(d) Upon review and consideration of the complete record of the proceeding and the preliminary findings of fact and recommendations of the hearing officer, if applicable, the Secretary shall determine whether or not to impose the debarment. The Secretary shall render his or her decision within a reasonable period of time after the date for submission of the agency's or person's reply statement described in paragraph (b)(3) of this section, if no hearing was requested; or after the close of the hearing described in paragraph (c) of this section, if a hearing was held.

(1) The standard of proof applicable to a debarment proceeding under this subpart is substantial evidence. The Department bears the burden to establish that substantial evidence exists:

(i) That the agency or person is out of compliance with some or all of the standards identified in the notice of proposed debarment; and

(ii) That there is either a pattern of serious, willful, or grossly negligent failures to comply, or other aggravating circumstances indicating that continued accreditation or approval would not be in the best interests of the children and families concerned.

(2) The Secretary is not limited to the specific conduct or transactions identified in the notice of proposed debarment, but may consider any evidence in the record of the proceeding that supplies substantial evidence of a violation of the standards identified in the notice of proposed debarment.

(e) If the Secretary decides to impose debarment, the agency or person shall be given prompt notice:

(1) Referring to the notice of proposed debarment;

(2) Specifying the reasons for debarment;

(3) Stating the effect of debarment, including the debarred agency's or person's responsibilities with respect to ceasing to provide adoption services, transferring cases, and returning fees; and

(4) Stating the period of debarment, including effective dates.

(f) The decision of the Secretary is final and is not subject to further administrative review.

(g) If the Secretary decides not to impose debarment, the agency or person shall be given prompt notice of that decision. A decision not to impose debarment shall be without prejudice to any adverse action imposed, or that may be imposed, on the agency or person by an accrediting entity.

If the Secretary finds that the agency's or person's continued accreditation or approval would risk significant harm to children or families, and that debarment should be effective immediately, the Secretary shall debar the agency or person from accreditation or approval by providing written notice of debarment to the agency or person.

(a) The notice of debarment shall include:

(1) A statement that the agency or person is debarred in accordance with § 96.85;

(2) The reasons for the debarment in terms sufficient to put the agency or person on notice of the conduct or transaction(s) upon which it is based;

(4) The period of the debarment, including effective dates;

(5) The effect of the debarment, including the debarred agency's or person's obligations; and

(6) The provisions of this section and any other procedures, if applicable, governing proceedings to contest the debarment action, including specifically the right to request a hearing, when applicable.

(b) If the agency or person elects to contest the Department's debarment action, it may do so in accordance with the following procedures:

(1) Within 30 days after receipt of the notice of debarment, the debarred agency or person may submit a written statement in opposition to the debarment. Such statement may include any evidence on which the debarred agency or person intends to rely in opposition to the debarment. Such statement may also include a request for a hearing. If a request for hearing is not included with the agency or person's statement, no hearing will be held, and the Secretary's debarment decision will be based upon his or her review of the written record only.

(2) Within 30 days after its receipt of the agency's or person's written statement, the Department will give the debarred agency or person copies of the evidence relied on in support of the debarment action. In addition, the Department may choose to provide a written statement in response to the debarred agency's or person's submission.

(3) The debarred agency or person may, within 30 days of its receipt of the Department's response described in paragraph (b)(2) of this section, submit a further statement in reply. The debarred agency or person will include with its reply, or will produce to the Department if it elects not to submit a reply, any additional physical or documentary evidence on which it will rely at the hearing.

(4) The statements described in this paragraph, and any evidence submitted therewith, will be made part of the record of the proceeding, and if no hearing was timely requested, will constitute the entire record of the proceeding.

(c) If a hearing was timely requested in accordance with paragraph (b)(1) of this section, the provisions of § 96.88(c) shall apply, except that the Department will give notice of the date, time, and place of the hearing within 30 days of its receipt of the debarred agency's or person's written statement described in paragraph (b)(1) of this section, and will make reasonable efforts to hold the hearing within 90 days of such receipt.

(d) Upon review and consideration of the complete record of the proceeding and the preliminary findings of fact and recommendations of the hearing officer, the Secretary shall confirm the debarment, if he or she determines that it is supported by substantial evidence, or shall withdraw the debarment, if he or she determines that it is not supported by substantial evidence. The Secretary shall render his or her decision within 30 days of the date for submission of the debarred agency's or person's reply statement described in paragraph (b)(3) of this section, if no hearing was requested; or within 45 days of the close of the hearing, if a hearing was held.

(1) The Department bears the burden to establish that substantial evidence exists:

(i) That the debarred agency or person is out of compliance with some, or all of the standards identified in the notice of debarment; and

(2) The Secretary is not limited to the specific conduct or transactions identified in the notice of debarment, but may consider any evidence in the record of the proceeding that supplies substantial evidence of a violation of the standards identified in the notice of debarment. Start Printed Page 57281

(3) If the Secretary decides to confirm the debarment, the agency or person shall be given prompt notice:

(i) Referring to the notice of debarment;

(ii) Stating that the debarment is confirmed;

(iii) Specifying the reasons for the decision to confirm the debarment; and

(iv) Stating the period, including effective dates, of the debarment, if different from those set forth in the notice of debarment.

(e) The decision of the Secretary is final and is not subject to further administrative review.

(f) If the Secretary decides to withdraw the debarment, the agency or person shall be given prompt notice of that decision. A decision not to confirm the debarment shall be without prejudice to any adverse action imposed, or that may be imposed, on the agency or person by an accrediting entity.

(a) Except to the extent provided by the procedures in §§ 96.84, 96.88, and 96.89, an adverse action by the Secretary shall not be subject to administrative review.

(b) Section 204(d) of the IAA ( 42 U.S.C. 14924(d) ) provides for judicial review of final actions by the Secretary. When any petition brought under section 204(d) raises as an issue whether the deficiencies necessitating a suspension or cancellation of accreditation or approval have been corrected, procedures maintained by the Secretary pursuant to § 96.84(c) must first be exhausted. A suspension or cancellation of accreditation or approval and a debarment (whether temporary or permanent) by the Secretary are final actions subject to judicial review. Other actions by the Secretary are not final actions and are not subject to judicial review.

(c) In accordance with section 204(d) of the IAA ( 42 U.S.C. 14924(d) ), an agency or person that has been suspended, cancelled, or temporarily or permanently debarred by the Secretary may petition the United States District Court for the District of Columbia, or the United States district court in the judicial district in which the person resides or the agency is located, pursuant to 5 U.S.C. 706 , to set aside the action.

8. Revise subpart M to read as follows:

The provisions in this subpart govern the dissemination and reporting of information on accredited agencies and approved persons by accrediting entities.

(a) Each accrediting entity must maintain and make available to the public at least monthly the following information:

(1) The name, address, and contact information for each agency and person that has been accredited or approved;

(2) The names of agencies and persons that have been denied accreditation or approval that have not subsequently been accredited or approved;

(3) The names of agencies and persons that have been subject to suspension, cancellation, refusal to renew accreditation or approval, or debarment by an accrediting entity or the Secretary; and

(4) Other information specifically authorized in writing by the accredited agency or approved person to be disclosed to the public.

(b) Each accrediting entity must make the following information available to individual members of the public upon specific request:

(1) Confirmation of whether or not a specific agency or person has a pending application for accreditation or approval, and, if so, the date of the application and whether it is under active consideration or whether a decision on the application has been deferred; and

(2) If an agency or person has been subject to suspension, cancellation, refusal to renew accreditation or approval, or debarment, a brief statement of the reasons for the action, including, where relevant, the identity and conduct of any foreign supervised providers.

Each accrediting entity must maintain a written record documenting each complaint received and the steps taken in response to it. This information may be disclosed to the public as follows:

(a) Each accrediting entity must confirm, upon inquiry from a member of the public, whether there have been any substantiated complaints against an accredited agency or approved person, and if so, provide information about the status and nature of any such complaints.

(b) Each accrediting entity must have procedures for disclosing information about complaints that are substantiated.

(a) Each accrediting entity must make annual reports to the Secretary on the information it collects from accredited agencies and approved persons pursuant to § 96.43. Each accrediting entity must make semi-annual reports to the Secretary that summarize for the preceding six-month period the following information:

(1) The accreditation and approval status of its applicants, accredited agencies, and approved persons;

(2) Any instances where it has denied accreditation or approval;

(3) Any adverse actions it has taken against an accredited agency or approved person;

(4) All substantiated complaints against its accredited agencies and approved persons and the impact of such complaints on their accreditation or approval status;

(5) The number, nature, and outcome of complaint reviews carried out by the accrediting entity as well as the shortest, longest, average, and median length of time expended to complete complaint reviews;

(6) Any discernible patterns in complaints it has received about specific agencies or persons, as well as any discernible patterns of complaints in the aggregate;

(7) A list of cases involving disruption, dissolution, unregulated custody transfer, and serious harm to the child, by agency or person and by country or origin, and any discernible patterns in these cases; and

(8) A summary of unsubstantiated complaints, and those which the accrediting entity declined to review.

(b) In addition to the reporting requirements contained in § 96.72, an Start Printed Page 57282 accrediting entity must immediately notify the Secretary in writing:

(1) When it learns an accredited agency or approved person has:

(i) Ceased to provide adoption services;

(ii) Transferred its intercountry adoption cases and adoption records; or

(iii) Withdrawn a pending application for renewal of accreditation or approval;

(2) When it accredits an agency or approves a person;

(3) When it renews the accreditation or approval of an agency or person; or

(4) When it takes an adverse action against an accredited agency or approved person that impacts its accreditation or approval status.

9. Add reserved subparts N, O, P, and Q.

10. Add subpart R to read as follows:

In a case where the child is being adopted by a relative as defined in § 96.2:

(a) The primary provider, in accordance with § 96.44, develops and implements a service plan for providing adoption service 3 (performing and reporting on the home study and child background study, according to the provisions in §§ 96.47 and 96.53), adoption service 5 (monitoring a case after a child has been placed with prospective adoptive parent(s) until final adoption), and adoption service 6 (when necessary because of a disruption before final adoption, assuming custody and providing child care or any other social service pending an alternative placement, according to the provisions in §§ 96.50 and 96.51), and provides all such services in accordance with § 96.44.

(b) The primary provider includes in the service plan any additional adoption services found in the definition of adoption services in § 96.2 only if they will be provided by the primary provider or one of its supervised providers.

(c) The primary provider verifies that the prospective adoptive parents have met the training requirements outlined in § 96.48 in incoming cases before the finalization of the adoption or the granting of legal custody for purposes of emigration and adoption in the United States. In cases where the adoption or legal custody grant occurred prior to the primary provider's involvement in the case, the primary provider must verify such training requirements have been met as soon as practicable.

(d) All services provided pursuant to this section must be performed in accordance with the Convention, the IAA, the UAA, and the regulations implementing the IAA and the UAA.

The provisions of this subpart become effective January 8, 2025.

Note: The following appendix will not appear in the Code of Federal Regulations:

Appendix A—Relative Relationships as Defined in 8 CFR and 22 CFR—Overlapping Familial Relationships in Two Definitions of Relative

Column A	Column B	Column C
Prospective adoptive parent familial relationships with the of the child to be adopted as defined in	Converted familial relationships in Column A for comparison with relationships in Column C	Prospective adoptive parent familial relationships with the to be adopted as defined in
	To compare the relationships in column A with those in column C, the terms need to be equivalent. This column shows the conversion of prospective adoptive parent relationships to the PARENT of the child in column A to prospective adoptive parent relationships to the CHILD her/himself as in column C	(Overlapping equivalent familial relationships are in .)
former parent/mother or father-in-law/stepparent/parent		.
former wife or husband/husband or wife		.
daughter-in-law/stepdaughter/daughter		.
son-in-law/stepson/son		.
half-sister/sister-in-law/stepsister/sister		.
half-brother/brother-in-law/stepbrother/brother		.
aunt	great aunt	not included.*
uncle	great uncle	not included.*
niece	1st cousin	not included.*
nephew	1st cousin	not included.*
1st cousin	1st cousin once removed	not included.*
2nd cousin	2nd cousin once removed	not included.*
* The definition of relative in 22 CFR includes first- and second-degree family relationships. The definition in 8 CFR includes third and some fourth-degree relationships such as great aunts and uncles and first and second cousins. Prospective adoptive parents with relationships beyond the second-degree may adopt relatives but not under the alternative procedures for primary providers found in .

Rena Bitter,

Assistant Secretary, Bureau of Consular Affairs, Department of State.

1.  The IAA provided in section 502(a) for establishment by regulation of alternative procedures for adoption of children by relatives. The Department did not include alternative procedures for adoption by relatives in its accreditation rule published in 2006, which this rule amends, opting to pursue it later once the new accreditation rule was implemented. Adoption service providers with clients adopting relatives asked frequently over the intervening years when the Department would produce alternative procedures for relative cases.

2.   22 CFR 96.2 Definitions: Adoption service means any one of the following six services:

3.   85 FR 74497 , November 20, 2020.

[ FR Doc. 2024-14628 Filed 7-11-24; 8:45 am]

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