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AIB offers feedback on IRC policy; committee to tighten guidance and data processes
Summary
The AIB endorsed the IRC policy with feedback: MSDE should develop guidance for students who partially complete credentials and consider guardrails for college credit counting to avoid unintended data double‑counting; the committee will work with data partners to define reporting and timelines.
At the CTE committee meeting staff reported feedback from the Accountability and Implementation Board (AIB) on the previously adopted industry‑recognized credential (IRC) policy. Molly Mesdard summarized the AIB's written feedback and a staff meeting with AIB staff.
The AIB recommended MSDE develop additional guidance for students who partially complete or earn partial credit toward an IRC during high school—an issue that arises when age or licensing rules prevent a student from sitting for a credential exam before graduation. Molly said MSDE will work with MLDS, MHEC and licensing boards to establish data‑sharing arrangements and timelines to ensure credentials earned shortly after graduation can be captured in state reporting.
The AIB also urged rethinking one policy provision that allows college credit earned in high school to count toward the 45% goal; its staff flagged the risk of ‘double counting’ across the state’s adult attainment goals. Committee members largely argued that certificates and credential attainment during high school (for example dual enrollment in workforce programs or P‑TECH participation) should count toward the 45% target, but they asked staff to develop clear guardrails so counting does not produce perverse outcomes or obscure student results.
Molly and Rachel told the committee the IRC application is open for submissions (through Oct. 31) for credentials not on the initial list of roughly 210 items; MSDE will review submissions and bring recommendations back to the committee. Staff emphasized that better data interoperability and specific business rules will be needed to track credential attainment across agencies and avoid gaps in student outcomes.
