Accelerating Degree Completion for Latinos through Prior Learning Assessment. Policy Brief

Autor/in	Klein-Collins, Rebecca
Institution	Council for Adult and Experiential Learning; Excelencia in Education
Titel	Accelerating Degree Completion for Latinos through Prior Learning Assessment. Policy Brief
Quelle	(2014), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hispanic American Students; College Students; Higher Education; Prior Learning; Student Evaluation; Educational Attainment; Graduation; Graduation Rate; College Credits; Adults; Standardized Tests; Achievement Gap; State Policy; Educational Policy + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vorkenntnisse; Schulnote; Studentische Bewertung; Bildungsabschluss; Bildungsgut; Abschluss; Graduierung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Standadised tests; Standardisierter Test; Politics of education; Bildungspolitik
Abstract	National efforts to address the degree completion goals of the country cannot succeed without focusing on strategies to improve the educational attainment of Latinos. Latinos are the nation's second largest racial or ethnic group, and growing. Compared to other racial/ethnic populations, however, Latinos have lower rates of educational attainment and lower rates of degree completion, on average. Latinos also comprise a growing proportion of the workforce, and so it is important to consider strategies to help Latino adults complete degrees. Prior learning assessment (PLA) is a strategy for helping adults and other nontraditional students earn college credit for what they have learned in work, military, self-study, and other life experiences. Previous Council for Adult and Experiential Learning (CAEL) research has shown that Latino adult students with PLA credit are eight times more likely to complete their degrees than students without PLA credit. Yet, at some institutions, PLA is not promoted well, and students are not taking advantage of those limited offerings. This policy brief provides suggested policy changes that would help make PLA more accessible to students through information, outreach, guidance, and financial support. (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	2020/1/01