The purpose of this dissertation was to determine the differences, if any, are observed in the mean "Assessment Culture Scale" scores in faculty at postsecondary institutions in the United States according to "Institution Type," "Accreditation Region," and "Control Type" through a national survey: "Faculty Survey of Assessment Culture" (Fuller, 2015). A factorial Multivariate analysis of variance (MANOVA) statistical procedures, used on nationwide archival data, revealed statistically significant differences were present based on Institution Type, Accreditation Region, and Control Type. However, no statistically significant difference was present for the interaction of "Institution Type," "Accreditation Region," and "Control Type." Of importance were the mean differences in faculty at 2-year institutions consistently scored higher on all "Assessment Culture Scales" compared to their counterparts at 4-year institutions. Similarly, faculty at private institutions consistently scored higher on all "Assessment Culture Scales" compared to their counterparts at public institutions. Additionally, faculty at HLC accredited institutions scored highest on three of the four "Assessment Culture Scales," while those at WASC accredited institutions scored the lowest on three of the scales. Moreover, "Clear Commitment to Assessment" scored highest among all independent variables and "Assessment Communication" scored the lowest. Implications of these findings, limitations, and recommendations for future research are discussed. [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.]