In the period between 2004 and 2006, several publications were released questioning the quality of higher education: One such report was from the 2006 Spellings Commission of the U.S. Secretary of Education, which prompted accrediting agencies to review institutional assessment practices. This research was designed to measure the impact Academy participation has on the assessment culture of institutions accredited by the Higher Learning Commission (HLC). I utilized a quasi-experimental study with a cross-sectional survey research design, triangulated with a document analysis/website review checklist. The population was all of the HLC accredited post secondary institutions (1,013). The primary instrument used to measure assessment culture was the Measure of Assessment Culture survey that I developed. Comprehensive selection was used as the sampling process and resulted in 1,146 respondents (academic administrators and teaching faculty); representing 221 of the 1,013 HLC accredited post-secondary institutions, yielding a 22% response rate of institutions. Independent sample t-test results showed Academy institutions having mean aspects of assessment culture levels less than that of Non-Academy institutions, thus supporting the use of corrective actions to equalize aspects of assessment culture levels through a service such as the Academy. Results from linear regression analyses and generalized linear model univariate procedures (GLM) showed a positive Academy impact on mean aspects of assessment culture levels at HLC accredited institutions, with the greatest impact occurring in the areas of non-faculty data utilization and engagement, taking 48 and 49 months respectively for Academy institutions to reach the mean levels of Non Academy institutions. The least impact occurred in the areas of transparency and faculty utilization, taking 51 and 61 months respectively for Academy institutions to reach the mean levels of Non Academy institutions. These results imply that it takes at least 48 months to change institutional assessment culture, so the Higher Learning Commission may want to consider these results when utilizing the Academy in the new Pathways accreditation program, or when institutions are developing their post Academy strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]