Enhancing student engagement and attainment through Credit for Prior Learning in the US

Matt Bergman, Michele Rice, Kendrah Pearson and Tracy Robinson

Chapter 20 in Research Handbook on Student Engagement in Higher Education, 2024, pp 286-301 from Edward Elgar Publishing

Abstract: This chapter explores Credit for Prior Learning (CPL) and Prior Learning Assessment (PLA) as a transformative student engagement strategy in the US, evaluating non-traditional learning experiences for academic credit. Despite historical research lacking rigor, recent investigations, exemplified by the Council for Adult and Experiential Learning’s ‘The PLA Boost’, reveal substantial benefits. Analyzing data from 230 000 students at 72 institutions, the report shows that CPL/PLA credits accelerate degree completion (9-14 months faster) and elevate graduation rates, with 49 per cent of PLA students attaining postsecondary degrees compared to 27 per cent of non-PLA peers. Although nationally recognized standards exist, portfolio evaluation processes vary. Despite facing challenges, CPL/PLA demonstrates potential to enhance enrollment and retention. The chapter provides institutional models, highlighting promising initiatives for scalability. As more institutions adopt CPL/PLA practices, positive impacts on enrollment, retention, and graduate satisfaction are anticipated.

Keywords: Education; Politics and Public Policy (search for similar items in EconPapers)
Date: 2024
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