CPL policies lacking focus on affordability, data collection

More colleges and universities are implementing credit for prior learning (CPL) practices to address student success and improve degree completion, but how involved are state lawmakers in this work?

The American Council on Education and the Council for Adult and Experiential Learning published a Dec. 18 report that evaluates state policies addressing CPL and compiled the policies in an interactive online database.

The report highlights a national focus on CPL for military service members, with almost 200 policies related to awarding college credit for those with military experience, but less attention on affordability or data collection regarding CPL.

What’s the need: Previous research shows CPL can increase students’ degree completion through reducing time to degree and is particularly beneficial for historically marginalized groups in higher education, including low-income learners, students of color, immigrants and adult learners. Students who utilize CPL are more likely to demonstrate success after graduation, as well, with higher employment rates and increased earnings.

Credit may be awarded for skills or knowledge students acquired outside of a formal college setting, including noncollege learning, military training, work experience, volunteer work or life experiences, according to the report. Evaluating student learning can take place through portfolio assessments, internal and external exams, or third-party evaluators.

Barriers to access can impact students’ utilization of CPL benefits, including inconsistent availability of CPL across institutions and limitations on when and how CPL can be applied to a degree, including in transfer. Some institutional leaders also demonstrate resistance to CPL, doubting the rigor of the approach and concerns about lost tuition revenue.

“Many students remain unaware of the CPL options that are available to them, compounding the problem and further limiting their ability to take advantage of these opportunities,” according to the report.

The findings: Almost every state had a policy related to methods of assessment of CPL (49 states) or awarding credit for military training and experience (46 states). Just over 40 states had policies related to requirements for state institutions to establish a CPL policy, transfer or credit limitations.

Military training was the most common theme across policies, with 53 percent of policies (195) referencing credit for military experiences. Method of assessment, similarly, was a popular theme, with 181 policies referencing this issue.

Less common was data tracking of CPL (60 policies), addressing the cost of CPL (58 policies) or evaluating the effectiveness of CPL (34 policies).

The source of the policy also demonstrated different trends. State legislation was more likely to focus on military training (51 percent), whereas state boards and systems created policies related to methods of assessment more often (70 percent and 82 percent, respectively).

One important finding: Some states (including Delaware, Kansas and Oregon) had comprehensive approaches to CPL policies, addressing eight of the policy themes in one policy rather than in fragmented guidance.

So what? Based on the findings, ACE and CAEL offer some actions for states looking to engage with CPL at a policy level to consider, including:

• Evaluate the 11 themes as a framework. For systems looking to build a CPL policy, the 11 commonalities across the research offer a benchmark of what a comprehensive policy can or should include to ensure all aspects of a robust CPL system are addressed.
• Focus on data collection and reports. Thirty states had policies that mention collecting and reporting data related to CPL, but they often lacked specific guidelines, according to researchers. “There is a great need for more structured, supported, and enforced data management practices.”
• Utilize CPL data. When states, systems and institutions do collect CPL data, they will be better equipped to understand equity gaps in systems as well as better align higher education with workforce needs.
• Consider affordability. Few policies mentioned the fees associated with CPL and fewer provided solutions to the issue, which can be a barrier to CPL use for students, including those who utilize Pell Grants or federal student loans, which cannot cover those costs. More state and system policymakers should consider ways to help students afford CPL through financial assistance or reducing fees.

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