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

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. Appendices
Quelle	(2020), (90 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Prior Learning; Student Evaluation; Adult Students; Student Records; Experiential Learning; Graduation Rate; Time to Degree; Credentials; Postsecondary Education; Equal Education; Student Characteristics; Institutional Characteristics; College Credits; Probability; Scores; Cost Effectiveness; Evaluation Methods; Military Training; Educational Policy; Data Collection + Suchen Sie Ihr Suchwort? Vorkenntnisse; Schulnote; Studentische Bewertung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerakte; Experiental learning; Erfahrungsorientiertes Lernen; Studienbuch; Post-secondary education; Tertiäre Bildung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Militärausbildung; Politics of education; Bildungspolitik; Data capture; Datensammlung
Abstract	This report describes the adult student's experience with prior learning assessment (PLA) using student record data from 72 degree-granting postsecondary institutions in the United States, primarily focusing on the data from 69 of those institutions based on the more detailed data provided by those institutions to the study. Researchers from the Council for Adult and Experiential Learning (CAEL) and the Western Interstate Commission on Higher Education (WICHE) collected student record data from the participating institutions (which included data from the National Student Clearinghouse's Student Tracker on students' enrollment and completion at institutions other than that participating institution), as well as information on the institutions' PLA policies and practices and adult learner policies and programs through an online questionnaire. The research team also drew on institutional-level data through Integrated Postsecondary Data Systems (IPEDS) and interviews with PLA administrators at six of the participating institutions and with six recent adult learner graduates who had used PLA at the participating institutions. The main report focuses on adult students who matriculated for the first time at the participating institutions during the academic year 2011-2012, their patterns of PLA credit-earning (whether they had any PLA credits, the number of PLA credits, and the method of earning the PLA credits), and comparisons of credential completion by adult students with PLA and adult students without PLA, with credentials including associate degrees, bachelor's degrees, and postsecondary certificates. This appendix describes the methods used to field and select institutions to participate in the study, the process for selecting institutions and students for interviews, the Institutional Review Board (IRB) process, how the student cohort included in the analysis was defined (including decisions on which students to exclude from the analysis), variables used (both collected and constructed), data cleaning decisions, specific details about the propensity score matching analysis, and advisors consulted. [For the main report, see ED608563.] (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