Why did correspondence schools develop a poor academic reputation in the early 20th century?

Correspondence schools in the early 20th century developed a poor academic reputation primarily due to widespread fraud and a lack of adequate standards to protect the public.1

A 1926 study commissioned by the Carnegie Corporation highlighted these issues, noting that many for-profit entities operated without oversight. This environment fostered the rise of "diploma mills"—unregulated institutions that granted degrees with few or no academic requirements.12

Beyond outright fraud, critics expressed concerns regarding the quality of the learning experience and the difficulty of verifying student work. The association of these programs with the commercialization of higher education further damaged their standing, as for-profit schools were often tempted to lower academic standards to increase revenue and appeal to a broader demographic. These factors collectively contributed to the perception that such programs prioritized profit over rigorous educational outcomes.1