Closing the Credit Gap: Veterans and Nontraditional Learners in U.S. Higher Education

Nontraditional learners—older, working, part-time, parenting, or returning—now comprise the majority of U.S. higher education students, yet most policies remain oriented toward the 18- to 22-year-old residential model. Veterans, a key subset, bring significant college-level learning from military training, standardized exams, and professional experience but often find this knowledge undervalued. This article synthesizes evidence from national datasets and policy reports to examine three structural barriers that hinder completion: (1) inconsistent recognition of prior learning, (2) extensive credit loss during transfer, and (3) advising systems designed primarily for traditional students. Findings from the U.S. Government Accountability Office, the Prior Learning Assessment (PLA) study from the Western Interstate Commission for Higher Education (WICHE) and Council for Adult and Experiential Learning (CAEL), the National Veteran Education Success Tracker from Student Veterans of America (SVA), and the College Board validity research demonstrate that these barriers are institutional rather than individual. Prior learning assessment substantially increases completion, veterans graduate at strong rates when military credit is honored, and proactive advising improves persistence for adult learners. The article concludes that institutions must scale PLA as a default practice, strengthen statewide transfer pathways, standardize exam credit policies, and adopt advising models tailored to adult learners. These reforms would reduce time-to-degree, advance equity, and ensure that higher education reflects the realities of today’s new majority.