ACE and CAEL Release Recommendations for Scaling Credit for Prior Learning Policies

December 18, 2024

ACE and CAEL (Council for Adult and Experiential Learning) have conducted a nationwide analysis of policies that expand credit for prior learning (CPL) opportunities and help millions of adult learners accelerate their path to degree completion. A joint report provides insights into the goals of these policies, their implementation at the institutional and system levels, and their origins—whether through legislation or other policymaking entities. In addition, more than 360 state and system CPL policies are now accessible through an interactive online database.The organizations’ report, The National Landscape of Credit for Prior Learning (CPL): Effective State and System Policies for Success and Equity, provides insights on state and system policy trends, examples of specific policy categories, and important considerations for statewide strategies, particularly in improving transparency, strengthening opportunities for transfer, prioritizing affordability, fostering overall student success, and meeting labor market demands.

Based on an in-depth analysis of 362 CPL policies across all 50 states and the District of Columbia, the brief highlights several critical strategies for scaling CPL:

Standardize Assessment and Transfer Practices: Implement consistent standards for CPL evaluation and transcription to facilitate credit transfer across institutions.
Prioritize Data Collection and Equity: Develop robust systems for tracking CPL participation and outcomes, with a focus on addressing equity gaps affecting low-income students, veterans, and minorities.
Address Affordability Challenges: Provide financial assistance for CPL-related costs, such as portfolio assessments or standardized exams, to reduce barriers for underserved learners.

With over 36.8 million U.S. adults having some college experience but no degree, CPL provides a critical pathway for recognizing and validating learning acquired outside traditional academic settings. This includes learning gained through work experience, military service, or other life experiences, accelerating degree completion while saving students time and money. Research has shown CPL can boost degree completion by 17 percent while reducing education costs for students.

The joint brief also categorizes states’ CPL policies under 11 key themes, including affordability, transferability, transparency, assessment methods, and data tracking. Key findings include:

Policies regarding credit for military training are the most common, with 46 states having such a state- or system-wide policy in place.
Less common — but critically important — policies are those that address affordability, transfer, and evaluation of CPL program effectiveness.
Comprehensive state-level approaches, such as those in Delaware, New York, Kansas, and Oregon, are crucial examples of how to scale CPL effectively.

ACE’s commitment to adult learners has been a foundational priority since its inception. Notable efforts include the development of the GED program, which has opened doors to education for millions of adults, and advocacy for the G.I. Bill, which transformed higher education access for veterans. These legacy programs underscore ACE’s longstanding dedication to expanding educational opportunities for nontraditional students and addressing barriers to postsecondary success.

ACE’s 60-year history of evaluating military and workforce training, combined with CAEL’s five decades of advancing CPL practices, has set the foundation for scalable and equitable CPL strategies. Through their partnership, ACE and CAEL continue to advocate for state and institutional leaders to adopt policies ensuring equitable access and quality standards.

“This project underscores the power of CPL and roles that state policies play in transforming lives by recognizing the value of real-world learning that builds America,” said Hironao Okahana, ACE’s vice president and executive director, Education Futures Lab. “It is imperative that we scale these opportunities for millions of adult learners to engage or re-engage with postsecondary institutions.”

The brief also emphasizes the importance of robust data collection and affordability initiatives to drive equitable outcomes.

“Without good data on CPL, states and systems are just guessing at how to encourage equitable recognition of learning,” explains Becky Klein-Collins, CAEL’s vice president for research and impact. “A statewide picture of CPL credit earning, with insights for different student subgroups and areas of study, can show where students have the most opportunities and where there is a need for greater capacity building to ensure equitable pathways to student success.”

The ACE-CAEL CPL State Policy Database provides a comprehensive list of the 362 examples of state and system CPL policies, serving as a valuable resource for policymakers, institutional leaders, accrediting bodies, and industry, military, and veterans’ affairs offices.

The brief and the database are part of a broader effort focused on post-traditional learners and alternative education pathways and providers. For more details and to access the full brief, visit ACE’s webpage on Institutional CPL Best Practices. ACE and CAEL will also co-host a webinar in early 2025 to discuss the brief and database. Stay tuned for more updates.

For additional details about the impact of CPL on adult learner outcomes, please see a 2020 research report on data from 72 institutions.