Equity Paradoxes in the PLA Boost

Opportunity Unrealized for  Some Students despite the Potential for Improved  Credit Completion

Previous research from the Council for Adult and Experiential Learning (CAEL) and the Western Interstate Commission for Higher Education (WICHE) found that prior learning assessment/credit for prior learning (PLA/CPL) has a positive effect on adult student credential completion—an effect that was evident for every student subgroup analyzed in a study of PLA/CPL usage at 72 institutions—for different ages, genders, institutional environments, income levels, races, and ethnicities.