Equity Paradoxes in "The PLA Boost": Opportunity Unrealized for Some Students Despite the Potential for Improved Credit Completion. Research Report

Autor/inn/en	Klein-Collins, Rebecca; Bransberger, Peace; Lane, Patrick
Institution	Council for Adult and Experiential Learning (CAEL); Western Interstate Commission for Higher Education (WICHE)
Titel	Equity Paradoxes in "The PLA Boost": Opportunity Unrealized for Some Students Despite the Potential for Improved Credit Completion. Research Report
Quelle	(2021), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Experiential Learning; Higher Education; Prior Learning; College Credits; Evaluation Methods; Credentials; Age Groups; Gender Differences; Low Income Groups; Race; Ethnicity; Two Year College Students; African American Students; Grants; Community Colleges; Adult Students; Outcomes of Education; Military Service; Standardized Tests; Portfolio Assessment; Noncredit Courses; Certification; Military Training; Barriers; Educational Attainment; Marketing; Academic Advising; Outreach Programs; Academic Support Services; Hispanic American Students + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vorkenntnisse; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Studienbuch; Age grop; Altersgruppe; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Grant; Finanzielle Beihilfe; Community college; Community College; Adult; Adults; Erwachsenenalter; Lernleistung; Schulerfolg; Militärdienst; Standadised tests; Standardisierter Test; Portfoliobeurteilung; Abschlusszeugnis; Zertifizierung; Militärausbildung; Bildungsabschluss; Bildungsgut; Akademischer Rat; Jobcoaching; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	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) 1 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. There was, however, an "equity paradox" in the findings: PLA/CPL is shown to provide a strong completion boost to lower-income adults, Black adult students, and community college students, but they receive PLA/CPL at lower-than-average rates and, therefore, are less likely than other students to benefit from the completion boost. For this brief, the authors further analyzed the study sample, resulting in several deeper dive findings: (1) deeper dive finding on Pell Grant recipients; (2) deeper dive finding on service members; and (3) deeper dive finding on Black adult students. As an important tool for recognizing and valuing the learning that adult students bring to postsecondary education and potentially addressing attainment gaps, PLA/CPL should not be out of reach for the adult learners who can benefit most. Institutions interviewed for this deeper exploration offered some possible factors for the PLA/CPL disparities for Black and/or lower-income adult learners in the sample. There are many ways that institutions can take action to address some of the barriers this analysis revealed. [For the original report, "The PLA Boost: Results from a 72-Institution Targeted Study of Prior Learning Assessment and Adult Student Outcomes. Revised," see ED609770.] (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	2022/1/01