Part I.

Adds new Part 1C, High-Quality Mathematics Instruction, to Article 8 of GS Chapter 115C, providing as follows. Sets out definitions, goals, and purposes for the Part. Requires governing bodies of public school units to implement high-quality mathematics instruction in grades K-8 that: (1) aligns with the North Carolina Standard Course of Study, (2) is evidence-based, (3) engages students and provides them with relevant challenges and pathways to deeper understanding, (4) provides students at all levels of language proficiency with opportunities to use written and oral forms of communication to learn and demonstrate understanding of mathematics skills; and (5) is for at least 60 minutes per day.

Requires students in kindergarten through grade eight to be assessed at least three times a school year with assessments that meet the specified criteria. Requires the Department of Public Instruction (DPI) to develop and issue a request for proposal for a mathematics screening assessment tool to be administered to all students in kindergarten through grade eight. Sets out additional requirements for the assessment. Instructs DPI to partner with the vendor it selects to provide guidance and professional development to teachers and administrators to ensure that mathematics screening assessment data is used to meaningfully inform instruction in the areas described. Requires for students who are not grade level proficient in mathematics skills based on the results of either (1) the first diagnostic or formative assessment of a school year or (2) the first diagnostic or formative assessment of the second semester of a school year to be provided with intervention and remediation services documented in a Mathematics Success Plan (MSP), in new GS 115C-83.25. Requires students to receive an MSP through the end of the earlier of eighth grade or when the student demonstrates grade level proficiency on the end-of-grade assessment. Requires that the MSP be regularly adjusted based on multiple data sources, indicating that the student is not progressing toward grade level standards in one or more major mathematics skills. Requires the MSP to include specified information based on the most recently collected data. Requires giving notice, including specified information, to the parent or guardian of a student that has been identified as having difficulty with mathematics skill development and that an MSP has been developed. Allows the use of a multitiered system of support intervention. Requires DPI to develop and follow model documentation of compliance with an MSP checklist and alternative documentation for use with a multitiered system of support intervention.

Effective July 1, 2027.

Amends GS 115C-174.11, concerning testing in elementary school to require the State Board of Education (SBE) to adopt and provide local school administrative units a series of mathematics screener assessment instruments aligned with the standard course of study and new Article 1C.  Requires public school units to administer the assessment instrument made available to them to assess progress, diagnose difficulties, and inform instruction and remediation needs for students in kindergarten through eighth grade. Prevents public school units from using the assessments for summative assessment of students in kindergarten through eighth grade, except as required as a condition of receiving federal grants. Subjects local boards of education with an approved renewal school system plan under Section 6(d)(5) of SL 2018-32 to new Part 1C. Applies the provisions of new Part 1C to charter schools (GS 115C-218.85), regional schools (GS 115C-238.66), schools for the deaf and blind (GS 115C-150.12C), and UNC laboratory schools (GS 116-239.8).

Requires DPI to select a vendor for the above described guidance and professional development to teachers and administrators by January 15, 2028. Requires SBE to make assessments available to public school units by the 2028-29 school year. Requires public school units to only use materials approved by the Office of Learning Research (OLR) pursuant to Part II of the act for mathematics instruction starting with the 2028-29 school year. MSPs must include a list of high-quality instructional materials approved by OLR pursuant to Part II of this act to be used for implementation of the MSP.

Appropriates $21 million from the General Fund to DPI in recurring funds beginning beginning with 2026-27 to implement the above provisions. Expires June 30, 2031.

Part II.

Requires the OLR, in consultation with DPI and the described stakeholders to establish a process for evaluating vendors of instructional materials intended for use in kindergarten through grade eight math instruction using the six criteria listed. Requires OLR to provide DPI with a list of approved vendors by April 30, 2027, with DPI distributing the list to public school units by June 1, 2027.

Part III.

Directs the NC Collaboratory (Collaboratory) to study models used in other states to develop high-quality instructional materials at the state level and to report on the results of that study, including addressing the four specified matters, to the specified NCGA committee by April 15, 2027. Tasks the Collaboratory with conducting additional described analyses on instructional quality, teacher practice, and student outcomes based on the provisions of the act and requires a report by December 15, 2031. Appropriates $2.5 million from the General Fund to the UNC Board of Governors for 2026-27 to be allocated to the Collaboratory to implement Parts II and III of the act.

Part IV.

Effective July 1, 2026, except as otherwise provided.