The Kansas Board of Regents (KBOR) recently adopted a new policy that enables universities to propose bachelor’s degree programs that require only 90 credit hours instead of the traditional 120.
The policy (which you can view starting on pg. 114 in the Board Meeting packet) does not immediately create new degree programs. Instead, it establishes a three-year pilot process through which institutions may seek approval for reduced credit bachelor’s degree (RCBD) programs if they can demonstrate workforce demand and maintain expected student learning outcomes.
Since RCBDs are still relatively rare, evidence about their quality, rigor, and associated long-term outcomes is either limited or nonexistent. Proponents argue that these programs could lower costs of attending college and allow students to enter the workforce sooner. Skeptics question whether reducing credits could ultimately weaken the value and portability of degrees.
Kansas is now one of a growing number of states exploring whether bachelor’s-level outcomes can be achieved in three years, not four. Other efforts have only focused on RCBDs in individual programs or institutions, making this pilot program one to watch for higher education researchers and administrators alike.
What is the official policy?
KBOR approved a three-year pilot allowing public universities to propose RCBD programs requiring as few as 90 credit hours. The policy itself is a framework and application process through which institutions seek KBOR approval for proposed RCBD programs.
The policy explicitly states that RCBDs must maintain many of the same core requirements as traditional bachelor’s degrees. Approved programs must:
- Include 34-35 hours of general education course work.
- Include at least 34 hours of upper-division coursework (or 30 hours for associate degree transfer students).
- Require a distinct major/specialization for the program.
- Identify it as a RCBD program on student transcripts and diplomas.
The policy also outlines what KBOR will consider when weighing program approval. Universities must:
- Explain why fewer credit hours are justified for the degree program.
- Demonstrate workforce or market demand for the proposed degree.
- Show how expected learning outcomes of traditional bachelor’s degrees can still be achieved.
- Document alignment with accreditation standards and federal financial aid requirements.
- Explain communication efforts to inform students about the nature of the degree and potential implications of enrolling.
Approved RCBD programs may be offered in addition to or in lieu of traditional bachelor’s degree programs of the same variety. RCBD programs may also be those the institution has never offered before but are doing so in a reduced-credit format.
Importantly, the policy establishes a pilot framework with annual reporting requirements, allowing KBOR to evaluate student outcomes and program effectiveness before deciding whether to make the initiative permanent.
| Traditional Bachelor’s | Reduced-Credit Bachelor’s |
|---|---|
| 120 credit hours | Minimum 90 credit hours |
| ~4 years | ~3 years |
| 34–35 Gen Ed credits | 34–35 Gen Ed credits |
| 45 upper-division coursework | 34 upper-division credits |
| Standard degree | Transcript/diploma notation required |
| Existing programs | Requires KBOR approval |
Key considerations informing the pilot program
From the fall of 2025 to the policy’s enactment in June 2026, KBOR charged a RCBD Work Group to develop recommendations on various policy elements for the pilot program. The final policy is a result of their work, with the KBOR adopting all the recommendations.
The group initially debated whether RCBD programs should be limited to workforce-focused disciplines. Richard Muma, President of Wichita State University, argued that the policy should be limited to “[…] fields where there is an obvious or emerging need to build a workforce.”
Ultimately, KBOR allowed RCBD programs from any academic area so long as the proposal demonstrated sufficient market demand and maintenance of expected learning outcomes.
Another consideration was about how to label and communicate these degrees to students. The working group recommended not using the term “accelerated degrees,” which does not accurately reflect the reduced-credit structure. In theory, a reduced number of credits would imply eliminating nonessential credits instead of reducing relevant major coursework.
The RCBD was especially mindful of preserving transfer pathways for students in other Kansas institutions. For programs included in the Systemwide Transfer Associate Degrees, receiving universities will still be expected to accept all 60 transfer credits. This move ensures community college students can move into RCBD programs without losing progress toward their bachelor’s degree.
Finally, institutions are required to report annually on student enrollment, retention, completion, transfer, and eventual employment outcomes in RCBD programs to KBOR.
Placing the reduced credit bachelor degree pilot in context
Part of the work that informed KBOR and the RCBD Work Group was the development of a RCBD Dashboard by Dr. Trey Hill, Director of Academic Affairs at KBOR. This tool provides a national policy landscape for RCBD programs, how regional accreditation bodies are considering various proposals, and data on various RCBD programs in operation today.
This dashboard underscores just how new all of this is for higher education broadly and especially for Kansas as it attempts to broaden RCBDs across all its universities. Kansas joins 13 states with 15 approved RCBD programs at 15 institutions — most of which are only a year old.
That means Kansas enters this conversation at an early stage, when many of the promised benefits and potential drawbacks remain largely theoretical. With so many new programs, many of the important questions remain unanswered.
- Are students interested in pursuing RCBDs?
- How will employers view these degrees?
- How will graduate and professional schools respond? What about other professional licensing bodies?
- Is it possible to reduce time-to-degree and cost while maintaining the learning outcomes and labor market value traditionally associated with bachelor’s degrees?
Kansas chose to pilot RCBDs to answer these questions and more. Over the next three years, as institutional data pours in, policymakers, university administrators, students and families will all have the opportunity to evaluate whether RCBDs deliver on their promise.
For more than a century, the bachelor’s degree has meant four years of study, or 120 credit hours. Kansas joins a growing number of states asking whether that standard holds for every field and for every student.