Can a quality education be provided by any college that relies heavily on adjunct instructors it subjects to lousy working conditions? Some higher-education experts and prominent advocates for adjunct faculty members would like to see accreditors and others who pass judgment on colleges ask questions like that more often. Those concerned about the conditions of adjuncts argue that the poor environment in which many of them work represents not just a labor concern but also an educational problem, and they hope to persuade college accreditors to more rigorously examine the treatment of adjuncts in institutional reviews. Some are also seeking to bring colleges under market pressures to improve adjuncts' working conditions by promoting the idea that the level of support institutions give such instructors should be factored into college rankings and prospective students' decisions on where to apply. Among those at the forefront of the effort is Adrianna Kezar, an associate professor of education at the University of Southern California who has studied how considerations related to adjuncts play into accreditation. The New Faculty Majority, an advocacy group for adjuncts, is also working to propose new accreditation standards that take institutional support for adjuncts into account. Among the factors it appears poised to urge accreditors to consider are whether colleges provide adjuncts with professional development, office space and compensation for meetings with students, a voice in curricular decisions, and adequate preparation time between their hiring and the start of classes.