The PLA Boost: Results from a 72-Institution Targeted Study of Prior Learning Assessment and Adult Student Outcomes

Autor/inn/en	Klein-Collins, Rebecca; Taylor, Jason; Bishop, Carianne; Bransberger, Peace; Lane, Patrick; Leibrandt, Sarah
Institution	Council for Adult and Experiential Learning (CAEL); Western Interstate Commission for Higher Education (WICHE)
Titel	The PLA Boost: Results from a 72-Institution Targeted Study of Prior Learning Assessment and Adult Student Outcomes
Quelle	(2020), (92 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Prior Learning; Student Evaluation; College Credits; Adult Students; Experiential Learning; Graduation Rate; Outcomes of Education; Postsecondary Education; Credentials; Equal Education; Educational Attainment; Cost Effectiveness; Evaluation Methods; Military Training + Suchen Sie Ihr Suchwort? Vorkenntnisse; Schulnote; Studentische Bewertung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Experiental learning; Erfahrungsorientiertes Lernen; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Studienbuch; Bildungsabschluss; Bildungsgut; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Militärausbildung
Abstract	For more than 50 years, colleges and universities have used a range of different methods to award college credit for learning that takes place outside of the classroom--particularly learning from work, life, and military experiences. These methods--often called prior learning assessment (PLA) or credit for prior learning (CPL)--value the learning that many adult students bring with them to college. The Council for Adult and Experiential Learning's (CAEL's) 2010 report, "Fueling the Race to Postsecondary Success" (see ED524753) showed that students with PLA were two and a half times more likely to complete baccalaureate degrees. The report also raised awareness of PLA and growing commitment to PLA on many fronts--colleges and universities, foundations, policymakers, and government agencies. In short, the decade paid much welcome attention to adult learners and PLA. So it made sense to ask again: What has happened to PLA 10 years after the baseline research? Lumina Foundation and Strada Education Network joined forces to support new research. The Western Interstate Commission for Higher Education (WICHE) and CAEL partnered to update the original study, especially to include more community colleges than were included 10 years ago; and to assess the landscape of PLA by commissioning a series of briefs on key aspects. This new study examined data provided by 72 postsecondary institutions about the enrollment, credit-earning, and degree-earning of more than 465,000 students of all ages. On the whole, the results strongly reinforce the main takeaway from 10 years ago: PLA does boost credential completion rates for adult students. This positive effect is still evident for all student subgroups, regardless of race, ethnicity, income level, institutional sector, and many other categories. The 2010 and 2020 studies reveal that even when PLA usage is low, the effect on adult student completion can still be substantial. [For the accompanying appendices, see ED608566.] (ERIC).
Anmerkungen	Council for Adult and Experiential Learning. 55 East Monroe Street Suite 1930, Chicago, IL 60603. Tel: 312-499-2600; Fax: 312-499-2601; e-mail: cael@cael.org; Web site: http://www.cael.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01