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An Examination of Prior Learning Assessment Policy and Practice as Experienced by Academic Records Professionals and Students

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This brief is one part of a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning.

This brief is one part of a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning and is published by the Western Interstate Commission for Higher Education, with funding from Lumina Foundation and Strada Education Network. 

The landscape analysis focuses on issues arising in the practice of the recognition of prior learning, policies that encourage or limit its adoption, and key research needs and future directions for the field. To see the full series of briefs, as well as original research completed by the Council for Adult and Experiential Learning on the outcomes of PLA recipients, please visit www.wiche.edu/recognition-of-learning

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Unless otherwise noted in a specific report, the AACRAO member institution size, type and control categories are based on the following definitions and sources: 
The enrollment value used to delineate the institution's size category is defined as full-time enrollment plus 1/3 of part-time enrollment and is based on the enrollment reported by the institution to the U.S. Department of Education's National Center for Education Statistics (NCES). 
Institution type and control values are also defined by and verified through NCES criteria.