Overall, awarding institutional credit for prior learning has the potential to accelerate degree completion for students, at a lower cost, by providing increased access and flexibility for students who most need it.

The increased use of CPL will enable institutions to meet current educational demands, recognizing the rise of the “nontraditional” student and the importance of their role in fueling the economy. Employers will benefit by having a workforce with an educational pathway grounded in real experience, making for better prepared and more productive employees.

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CPL

1 Complete College America. Time is the Enemy: The Completion Shortfall, 2011 National Report. (September 2011).

2 National Center for Education Statistics. Digest of Education Statistics, 2010 (U.S. Department of Education, 2012).

3 Anthony P. Carnevale, Nicole Smith, Jeff Strohl. Recovery: Job Growth and Education Requirements through 2020. (www.georgetown.edu, June 2013).

4 10 Klein-Collins, R. Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes. (The Council for Adult & Experiential Learning, 2010).

5 National Center for Education Statistics. Digest of Education Statistics, 2011 (U.S. Department of Education, 2012)

6 Anthony P. Carnevale, Nicole Smith, Jeff Strohl. Recovery: Job Growth and Education Requirements through 2020. (www.georgetown.edu, June 2013)

7 Klein-Collins, R. Underserved Students Who Earn Credit Through Prior Learning Assessment (PLA) Have Higher Degree Completion Rates and Shorter Time-to-Degree. Research Brief (The Council for Adult & Experiential Learning, April 2011).

Todd Hitchcock is SVP for Pearson Online Learning Services. Mary Beth Lakin is director of College and University Partnerships at the American Council on Education (ACE).


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