Credit for Prior Learning can help make higher education more accessible for all.

Credit for Prior Learning (CPL) is the practice of documenting a student’s existing knowledge and skills through written assessments and portfolios of work.

In exchange, students can receive college credit for their previous experiences learned outside of formal instruction.

Prior learning experiences that qualify for credit are more common than most realize. ACE credit recommendations for CPL include military training and standardized tests, like Advanced Placement (AP) tests, and others. CPL is associated with better student outcomes for adult learners, including higher credential completion, cost savings, and shortening the time it takes them to earn a credential.

Despite the benefits, it is still underused. According to a 2020 study by the Council for Adult and Experiential Learning, only 11% of students from institutions participating in the study had earned credit from prior learning, and Black students, Pell Grant recipients and students living in lower-income communities were least likely to have earned CPL credit.

The same study found that CPL credit increased the likelihood of an adult student completing a credential by 17%. The boost was even larger for students at community colleges (25%) and minority‐serving institutions (33%), and for Latino students (24%) and recipients of federal Pell Grants (19%).

Fortunately, CPL is becoming more popular. But we need to take it further. Colleges need to recognize more avenues of demonstrating prior learning. Institutions should build awareness by training admissions staff and guidance counselors, especially in underserved communities, so that they can talk to students about these benefits.

Finally, by tracking who’s using CPL, we can help ensure more students across all demographics are taking advantage of this important offering.

Learn more about Credit for Prior Learning at Capella.edu/CPL.

This sponsored content is sponsored and provided by Capella University. The editorial staff of Inside Higher Ed had no role in its creation.