In the Clear - Transparency in the Transfer of Credit for Prior Learning

Oct 15, 2026

Uploaded by Kyle

A CAEL research report explains how credit for prior learning (CPL) is handled in transfer and why transparency is critical for both enrollment strategies and student success. It identifies major obstacles such as non-standard validation of CPL, inconsistent transcript processing, and risks of rejected credits or even double counting. Recommendations focus on adopting a “golden rule” approach for detailed CPL documentation, strengthening inter-institutional partnerships, and establishing a national standard for data tracked internally and reported on official transcripts.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Executive Summary

The Call to Address CPL in Transfer

Underlying Cause

Why This Matters for Institutions

Why This Matters for Learners

How to Fix It

Other Calls for Credit Mobility

Conclusion

References

OCTOBER 2025 In the Clear: Transparency in the Transfer of Credit for Prior Learning [cael.org](cael.org) Table of Contents Executive Summary ................................................................................................................................. 1 The Call to Address CPL in Transfer .......................................................................................................2 Underlying Cause..................................................................................................................................... 6 Why This Matters for Institutions ........................................................................................................10 Why This Matters for Learners.............................................................................................................11 How to Fix It............................................................................................................................................ 14 Other Calls for Credit Mobility..............................................................................................................17 Conclusion .............................................................................................................................................. 18 References .............................................................................................................................................. 19 CO-AUTHORS: Allegra Fowler, Executive Director, Center for Prior Learning Recognition, Purdue University Global Sara Leiste, PhD., Director of Student-Directed Learning, Metro State University Tiffani Malvin, Director, Continuing Education & Portfolio Program, Barry University Rose Rojas, Director of Curriculum and Transfer Articulation, Maricopa Community Colleges Anthony G. Sheppard, PhD., Professor Emeritus, California State University, Sacramento Carolyn Swabek, Senior Director, Community Engagement, CAEL Carlo Bertolini, Director, Marketing, CAEL Beth Doyle, Ed.D., Chief of Strategy, CAEL Executive Summary In 2023, a diverse group of Council for Adult and Experiential Learning (CAEL) members representing higher ed thought leaders and practitioners formed a working group dedicated to Credit for Prior Learning (CPL) in transfer. The following white paper summarizes challenges, opportunities, and recommendations that were focal points of their collaboration. The widely recognized benefits of CPL for students and institutions underscore the urgency of the group’s work. At the same time, the increasing volume of transfer students has made this demographic critical in enrollment strategies. Unfortunately, losing credit in transfer is a widespread issue—one that is further complicated when the credit in question derives from prior learning. Higher education institutions lack standardized solutions for validating transferred CPL. This has prompted individual stakeholders to develop their own data collection, tracking, and reporting protocols. As a result, previously earned CPL transfer credits may face outright rejection in response to this uncertainty. At the other extreme, credit could be doublecounted, producing a range of potential complications for both students and institutions. Inmost cases, however, these challenges are simply dodged. Among institutions that do accept transfer CPL, transcript processes vary significantly. Without standardization and consistency, it is difficult for institutions receiving transcripts during the transfer experience to know what to look for and how to identify the necessary information from the transcript. Accrediting bodies generally emphasize the importance of evaluating the quality, comparability, and applicability of prior learning, but specific directives regarding CPL in transfer and transcription vary considerably. This disconnect has significant consequences for data management practices and, consequent

FAQs

What problem does the report highlight about CPL in transfer?

The report highlights that losing CPL credits during transfer is widespread and is complicated when the credit originates from prior learning. It also notes that institutions may lack standardized ways to validate transferred CPL.

Why are transparent transcript processes important for institutions and learners?

Transcript processes vary significantly across institutions, making it hard to identify relevant CPL information consistently during transfer. The report connects this disconnect to consequences for data management and overall success.

What does the working group recommend to improve CPL transfer?

Institutions should proactively provide documentation detail for CPL that they would expect when evaluating incoming transfer CPL. The report also urges addressing CPL mobility through inter-institutional partnerships and dialogue around information exchange.

Oct 15, 2026

Uploaded by Kyle