Equity Paradoxes in The PLA Boost

Opportunity Unrealized for Some Students despite the Potential for Improved Credit Completion

Written by Rebecca Klein-Collins, Peace Bransberger and Patrick Lane

WICHE and the Council for Adult and Experiential Learning (CAEL) provide a deeper look into the finding from The PLA Boost 2020 report that PLA credit receipt was particularly lower for Black adult students and students from low-income backgrounds, and share specific recommendations for intentional design of policies and practices that prioritize equity in the design of PLA/CPL programs.

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