The heart of prior learning assessment (PLA) is the quality and validity of the academic evaluation process itself. Institutions providing PLA opportunities are faced with issues of accountability from all constituents: students, faculty, state systems, and accrediting agencies. Increasingly, institutions are more and more accepting of different PLA practices and, therefore, the question of program integrity is of concern. Whether an institution is just beginning or has historically engaged PLA practices, a better understanding of standards and best practices is needed in the field. Understanding the impact of PLA programs has had recent attention. For example, CAEL released a study (Klein-Collins, 2010) across 48 institutions, comprising 62,475 students age 25 or older. Twenty-five percent of these students (n = 15,594) had earned PLA credits between the years of 2001-2008. Klein-Collins (2010) reports that PLA students have higher rates of degree completion than non-PLA students regardless of size, level, or type of institution. The data also indicated that even if they did not complete their degrees, PLA students persisted for longer and took more credits than their counterparts. The research strongly indicates that PLA participation increases student success in most measures tracked on persistence. It did not examine different factors pertaining to PLA practices. In this article, the author revisits the 2009 Hoffman, Travers, Evans, and Treadwell study. (Contains 1 table and 1 figure.)