Includes whereas clauses. Directs the NC Institute of Medicine to study legalizing "medical aid in dying" (MAID). The study will include evaluating 17 specified issues, including evaluation of the 11 US jurisdictions that have legalized MAID, including the processes required of patients to apply for and get approved to use MAID, contributing factors for patients to seek the use of MAID, patient demographics, social and emotional impacts on family members, types of MAID medications, opt-out options for physicians, current NC options for end of life care, MAID legislation since Oregon's 1997 Death with Dignity Act, estimation of NC individuals who would use MAID, evidence of coercion, effect on healthcare operations, impact on awareness of hospice and palliative care as an alternative, motivations to use the MAID program but not opt to take the life-ending medication, and other topics as appropriate.

Directs the NC Institute of Medicine to hold a public meeting prior to submitting the study report with prior 15 days notice. All interested individuals will be heard at the meeting. By April 1, 2027, the NC Institute of Medicine will provide its report, including any proposed legislation, to the Joint Legislative Oversight Committee on Health and Human Services and the Department of Health and Human Services.

Effective July 1, 2025, appropriates $150,000 in nonrecurring funds for fiscal year 2025-26 from the General Fund to the Department of Health and Human Services for the funding of the NC Institute of Medicine study.

Section 1.

Requires the Department of Health and Human Services (DHHS), Division of Child Development and Early Education (Division), to develop a plan to separate the quality rating improvement system (QRIS) from the requirements and payments for participation in the State subsidized child care program using the market rate study submitted in 2026 by May 1, 2026. Allows for the continuation of the star-rating system, but specifies that the ratings cannot impact the rate of reimbursement for licensed childcare centers or homes. Directs the Division to ensure that the next market rate study also includes recommended rates that are not segmented by star-rating and prevents it from implementing the rates until authorized to do so by the General Assembly.

Amends Section 9D.3 of SL 2023-134 (concerning child care subsidy rates) as follows. Removes provisions (1) generally requiring religious sponsored child care facilities to be paid at the one start rate and (2) generally requiring licensed childcare facilities with two or more stars to receive the market rate for the license level. Instead, now requires licensed childcare centers and homes, including religious sponsored child care facilities, that meet the State’s minimum licensing standards, that are participating in the subsidized childcare program to be paid the applicable market rate or the rate they charge privately paying parents. Makes conforming changes. Removes provisions requiring the Division to continue implementing policies based on the star rating system, as described.  Amends GS 110-90 to specify that a rated license has no impact on the rate at which a child care facility is reimbursed for subsidized child care. Instructs that Section 1 of the act should not be construed as impacting the NC Prekindergarten program. Requires the NC Child Care Commission (Commission) to adopt, amend, or repeal any rules regarding separating the star-rating system from requirements and payments for reimbursement for subsidized child care. Requires the Division to submit a progress report on developing the plan to the specified NCGA committees by April 1, 2026, with a final report due two months from the date the new rates are implemented.

Section 2.

Changes the definition of lead teacher in GS 110-86 (definitions pertaining to childcare facilities) to a person responsible for the described activities for no more than two (was, one) groups of children in a childcare facility.

Section 3.

Expands the types of materials DHHS must consider in evaluating the education levels of in conjunction with issuing a rated license to a child care facility in GS 110-90 to include the NC Early Childhood Credential, based on experience.

Section 4.

Expands the schools covered by the Division’s policy on school facilities used by out-of-school childcare governed by GS 110-91(6) to include middle schools. Makes conforming change.

Section 5.

Instructs, in new GS 110-91(6a) that any building and grounds which are currently approved for school occupancy and which house a public or private elementary or middle school are deemed to have met the sanitation, fire, and building code requirements for a licensed child care facility when the building and grounds are serving the same, or a subset of the same, school-age children in an out-of-school child care program. Directs the Commission to adopt or amend any rules to ensure uniformity and consistency in application of the exemptions for school-age children in out-of-school childcare programs.

Section 6.

Amends GS 110-91(7)a (staff/child ratios for childcare centers), as follows. Increases the minimum group size for children aged 0 to 24 months from 10 to 15 children and from 12 to 18 for children aged 12 to 24 months. Specifies that if a childcare center is operating under voluntary enhanced requirements, the maximum group size for toddlers aged 2 to 3 years may be increased from 18 to 20 children when the child care center maintains a 1:9 staff-child ratio. Sets forth maximum group sizes for infants and toddlers ranging from groups of 12 with a child/staff ratio of 1:4 for children aged 0 to 12 months to groups of 20 with a child/staff ratio of 1:8 for children 2-3 years if the childcare center is operating under the highest voluntary enhanced requirements. Provides that for groups of children 1 year of age or older, the staff/child ratio during nap time complies with the requirements of rules adopted by the Commission if (1) at least one person remains in the room, (2) all children are visible to that person, and (3) the total number of required staff are on the premises and within calling distance of the rooms occupied by children. Makes conforming change.

Section 7.

Adds the following to the required qualifications for child care staff listed in GS 110-91(8). Allows five years of documented experience teaching in a licensed child care facility in the State to be equivalent to the NC Early Childhood Credential (Credential).  Specifies that only administrators and lead teachers are required to have the Credential. Other staff must meet the standards developed by DHHS that do not include the Credential or its equivalent.

Section 8.

Makes conforming change to Section 8 of SL 2024-34 (QRIS modifications) to account for the new five-year work experience alternative to the Credential added to GS 110-91(8), above.

Section 9.

Specifies that the Weikart Youth Program Quality Assessment ("Weikart Program") will be added as an assessment tool for evaluating out-of-school childcare programs and awarding of a star-rating. Requires the Division to take the described steps and have the Weikart Program available for applicants not later than six months after the act becomes law.

Section 10.

Requires the Division to assign credit for continuing education courses to community college courses on the same basis as those offered by the Commission.

Section 11.

Requires the Division to do the following: (1) by December 1, 2025, in consultation with the NC Community Colleges System, create a School Age/Out-of-School Care Credential that aligns with a new curriculum course and continuing education course entitled "Introduction to School Age Care and Education and (2) award the North Carolina Early Childhood Administration Credential or the North Carolina Family Child Care Credential to individuals who have successfully completed continuing education courses that are equivalent to child care curriculum courses, as determined by the Community Colleges System, as described.

Section 12.

Requires the Commissioner of Insurance to establish a workgroup to examine the potential for developing group liability insurance plan opportunities for all childcare providers consisting of the specified stakeholders.  Requires the workgroup to submit its findings and recommendations, as described to the specified NCGA committees and the Fiscal Research Division by January 1, 2026.

 

Section 1.

Requires, in GS 115D-5 (concerning the administration of community colleges), the State Board of Community Colleges (SBCC) to coordinate with the State Board of Education (Board) to develop a series of courses to be offered at community colleges that align with the English, science, social studies, and mathematics graduation requirements developed by the Board to be attended by high school students dually enrolled in a community college and other community college students. Directs the courses to be organized so that one community 10 college course completion grants one full high school credit to fulfill a corresponding graduation requirement while continuing to align with Career and College Promise. Specifies that completion of the courses developed pursuant to the act does not constitute a completion of any end-of-course tests required to graduate.

Section 2.

Requires SBCC in collaboration with the Board to report the results of the course development described above to the specified NCGA committee by January 15, 2026. 

Section 3.

Lists six categories of community college courses and the corresponding high school requirements they fulfill until the SBCC and Board fulfill the course development requirements described in Section 1. Specifies that completion of these courses does not constitute the completion of any end-of-course tests required to graduate. Instructs that if the SBCC and the Board develop those courses by January 15 of an academic year, the courses will be offered starting the next academic year.  Expires upon the development of the courses described in Section 1, above and the reporting requirement described in Section 3.

Section 4.

Requires the Board to adopt a rule to modify the high school graduation requirements to require completion of NC Math 1 and 2 and two additional math courses that align with the student's postsecondary plans and to require that NC Math 3 and all other existing math courses continue to be offered by all high schools to the extent that there is sufficient student interest. Allows the Board to adopt emergency rules to implement the act prior to the start of the 2025-26 school year. 

Appropriates $30,000 for 2025-26 from the General Fund to the Office of State Budget and Management for a directed grant to the Boys & Girls Clubs of Durham and Orange Counties to be used to offer area boys and girls its comprehensive six-part curriculum, as described. Effective July 1, 2025.

Enacts new GS 115C-81.95 requiring local school administrative units to provide students in grades K-5 with instruction in music, dance, or theatre that aligns with the Standard Course of Study. Enacts new GS 115C-81.96, requiring local school administrative units to provide students in grades K-5 with instruction in the visual arts that aligns with the Standard Course of Study. Under both statutes, requires the instruction to: (1) occur during at least one instructional day out of every five; (2) be taught by at least one licensed music, dance, or theatre arts education/visual arts education instructor (as appropriate); (3) last at least 30 consecutive minutes; and (4) be given to classes no larger than the maximum classroom size per instructional session for each grade. Applies beginning with the 2026-27 school year.

Part I.

Appropriates $200,000 in recurring funds from the General Fund to the Department of Public Instruction (DPI) for 2025-26 for two additional positions for the Professional Educator Preparation and Standards Commission to increase the Commission’s capacity to coordinate efforts to recruit, prepare, retain, and support the State’s teaching workforce.

Requires the State Board of Education (State Board) to develop a plan for implementing a teacher licensure and compensation reform model designed to meet the specified objectives. Requires the plan to, at least: (1) offer early, inclusive, and clear pathways into the profession; (2) reward excellence and advancement among teachers; and (3) encourage retention in the profession. Requires the State Board to provide plan details and recommended legislative changes to the specified NCGA committee and division and the Office of State Budget and Management (OSBM) by March 15, 2026. Appropriates $50,000 for 2025-26 from the General Fund to the Department of Public Instruction to develop the plan.

Requires the State Board, in consultation with UNC System Office, to identify the resources and structures that educator preparation programs at UNC constituent institutions need in order to increase capacity in educator preparation programs to recruit, prepare, support, and graduate annually (1) at least 5,000 in-State trained teachers annually; and (2) more educators of color. Requires the State Board to report on the findings to the specified NCGA committee, division, and the OSBM by March 15, 2026. Appropriates $25,000 for 2025-26 from the General Fund to DPI to conduct this study.

Appropriates $4.3 million in recurring funds for 2025-26 from the General Fund to DPI to support the Grow-Your-Own and 2+2 teacher recruitment education programs. Appropriates $1 million in recurring funds for 2025-26 from the General Fund to DPI to establish new Grow-Your-Own and 2+2 teacher recruitment education programs in high-need public school units.

Requires the State Board to develop a plan to implement and fund a statewide system or entity to coordinate, enhance, and evaluate efforts to recruit, place, and retain teacher candidates and beginning teachers between institutions of higher education and local school administrative units. Sets out issues the study is to focus on. Requires the State Board to submit plan details and recommended legislation to the specified NCGA committee and division and the OSBM by March 15, 2026. Appropriates $25,000 for 2025-26 from the General Fund to DPI to support the development of the plan.

Removes the terms qualifying licensure area and STEM from the definitions under GS 116-209.60, which defines terms for use in Part 3 of Article 23 of GS Chapter 116, which governs the North Carolina Teaching Fellows Program (Program). No longer limits the Program to providing loans to individuals interested in preparing to teach in the State's public schools in those previously specified qualifying licensure areas, instead opening it more broadly to those preparing to teach in the State's public schools; makes conforming changes to the definition of qualifying teacher. Makes changes throughout the Part by removing references to "STEM" and "qualifying licensure area." Requires Program recruitment efforts to include identifying and encouraging students of color and students who may not otherwise consider a teaching career to enter the program. Requires the recruitment activities to include a strategy that attracts a diverse pool of applicants. Removes the cap on the number of participating institutions and specifies that the diverse selection of participating programs is to include minority-serving institutions. Adds the requirement that the Program provide planning, training, and ongoing support for Program leaders and recipients, including training on culturally responsive teaching, teaching students with disabilities, and trauma-informed teaching. Applies beginning with the 2025-26 academic year. Appropriates $29.9 million in recurring funds for 2025-26 from the General Fund to the North Carolina Teaching Fellows Program Trust Fund to revise and expand the Program in accordance with the above.

Requires the State Board to establish a grant program to assist local school administrative units in providing multiyear recruitment bonuses to certified teachers who commit to teach multiple years in a low-performing or high-need school. Requires bonuses to include at least: (1) awards over multiple years with a requirement that teachers remain in the school over multiple years to receive the bonus; (2) awards to licensed teachers who commit to teach in a school identified as low-performing, a school identified as continually low-performing, or a school where 75% or more of students qualify for free or reduced-price lunch. Requires the State Board annually, by September 1, 2025, to issue a Request for Proposal (RFP) for the grant program. Requires local boards of education to submit their proposals by December 1, 2025. Requires that the RFP require proposals to include specified information, including plans for financial sustainability once grant money is no longer available. Requires the State Board, by February 15, 2026, to review the proposal and select up to 10 local school administrative units for grants. Allows making grant awards for up to three years. Caps the grant amount to a local school administrative unit at $500,000 in a single fiscal year. Allows the State Board to use up to $300,000 to contract with an independent research organization to evaluate the impact of this grant program and then report to the specified NCGA committee and division and the OSBM by September 1, 2028. Requires DPI to report annually on program implementation, beginning March 15, 2026. Appropriates $12 million in recurring funds for 2025-26 from the General Fund to DPI for the grant program; allows unexpended funds to remain available for these purposes instead of reverting back to the General Fund.

Requires the State Board to establish a grant program to assist local school administrative units in the development of teacher preparation residency pilot programs. Requires teacher preparation residency programs eligible to receive grant funding through this program to include at least: (1) coursework in the candidate's area of licensure; (2) tuition and stipends; (3) faculty advising; (4) clinical training experiences; and (5) ongoing induction support. Allows programs to include partnerships between local school administrative units, educator preparation programs, local community colleges or universities, and other community organizations. Requires grant funds to be matched by the local school administrative units on the basis of $1 in nongrant funds for every $1 in grant funds. Requires the State Board, by October 1, 2025, to issue a Request for Proposal (RFP) for the grant program and requires local boards of education to submit their proposals by January 15, 2026. Requires the RFP to require that proposals include specified information, including plans for financial sustainability once grant money is no longer available. Requires the State board to review proposals and select up 10 local school administrative units as grant recipients by April 15, 2026. Allows making grant awards for up to three years. Caps the grant amount to a local school administrative unit at $500,000 in a single fiscal year. Allows the State Board to use up to $300,000 to contract with an independent research organization to evaluate the impact of this grant program and then report to the specified NCGA committee and division and the OSBM by September 1, 2029. Requires DPI to report annually on program implementation, beginning March 15, 2026. Appropriates $20 million in recurring funds for 2025-26 and $25 million in recurring funds for 2026-27 from the General Fund to DPI to implement the grant program; allows unexpended funds to remain available for these purposes instead of reverting back to the General Fund.

Appropriates $200,000 in recurring funds for 2025-26 from the General Fund to the UNC Board of Governors (BOG) to expand Partnership Teach to up to two additional hub sites.

Requires the State Board, in consultation with the Office of the Governor, The University of North Carolina System Office, and the Community College System Office, to establish a grant program to support strategic partnerships committed to increasing the pipeline of educators of color across the State. Requires the grants to be provided to local school administrative units, institutions of higher education, and community organizations to implement innovative initiatives that support the recruitment, preparation, support, and retention of racially, ethnically, and linguistically diverse educators. Sets out the purpose of the program. Requires grant applicants to demonstrate at least: (1) a partnership between at least two of the following: local school administrative units, Historically Black Colleges and Universities, Historically Minority-Serving Institutions, educator preparation programs, alternative certification programs, public and private colleges and universities, community colleges, and community or nonprofit organizations; (2) proposals for strategies that address one or more of the specified components of the educator development continuum as highlighted by the DRIVE Task Force's 2021 Report to the Governor. Allows grant funds to be used for: (1) strengthening existing high school dual enrollment programs to offer education-based college credit or honors courses as streamlined pathways for future careers in education; (2) implementing targeted school system–level and community-based recruitment programs for aspiring educators of color interested in traditional and alternative educator preparation programs; (3) using and leveraging existing financial aid programs that reduce the disproportionate financial burden incurred by aspiring candidates of color; (4) increasing preparation and supporting preservice educators of color through paid clinical learning experiences, with a commitment to teaching in North Carolina public schools; (5) offering support for job placement and licensure for candidates of color after completing their educator preparation program; (6) providing induction and mentoring programs that address the needs of educators of color that include sustaining networking and professional learning communities or affinity groups; and (7) encouraging and financially supporting educators of color interested in joining national professional organizations or attending national conferences. Requires the State Board, by October 1, 2025, to issue a Request for Proposal (RFP) for the grant program and for applicants to submit proposals by December 1, 2025. Requires that the RFP require proposals to include specified information, including plans for financial sustainability once grant money is no longer available. Requires a selection committee, by February 1, 2026, to select up to five grantees. Allows grants to be spent over a five-year period. Requires grant recipients to report annually to the State Board on the implementation of the program. Allows the State Board to use up to $300,000 to contract with an independent research organization to evaluate the impact of this grant program and then report to the specified NCGA committee and division and the OSBM by September 1, 2027. Requires DPI to report annually on program implementation, beginning January 1, 2027. Appropriates $2 million in recurring funds for 2025-26 from the General Fund to the DPI to implement the grant program. Allows unexpended funds to remain available instead of reverting to the General Fund.

Enacts new GS 115C-299.7, providing as follows. Requires education entities (public school units and educator preparation programs) to annually, beginning July 30, 2025, report to DPI on the following regarding diversity of educators and future educators in the entity from the previous school year: (1) total number of educators and future educators; (2) the number of persons who apply to work in or attend the education entity as an educator or future educator;  (3) the number of educators and future educators who are employed by or enrolled in an education entity; (4) retention rates of educators; (5) mobility rates of educators between schools in a public school unit; (6) the number of future educators who complete an educator preparation program, become licensed in North Carolina, and become employed in a public school unit; (7) qualitative data from educators and future educators on the diversity and inclusiveness of the education entity; and (8) recommendations from the entity to improve diversity of educators and future educators. Requires DPI to report annually, beginning October 15, 2025, on the information collected above to the specified NCGA committee, including the specified information. Requires DPI to include the collected information in the statistical profile of public schools on its website. Specifies that this statute does not require an education entity or DPI to report any data that reveals confidential or personally identifiable information about an educator or future educator. Makes conforming changes to GS 115C-12 by requiring the State Board to compile a report on the diversity of educators as provided in GS 115C-299.7; makes conforming changes.

Enacts new Article 6E, Office of Equity Affairs in GS Chapter 115C, providing as follows. Establishes the Office of Equity Affairs (Office) within DPI to provide internal oversight within DPI and the State Board specific to compliance with the State's constitutional role to provide each child the opportunity to receive a sound basic education and to direct the recruitment and retention of a diverse educator workforce. Requires the Office to review educational policies, programs, and initiatives and to provide an independent, objective source of information to be used in evaluating substantial compliance with sound basic education standards and the goal of recruiting and retaining a diverse educator workforce, with special attention and consideration to outcomes for at-risk students. Allows the Office to suggest adjustments to the content and delivery of educational policies, programs, and initiatives. Gives the Office authority to obtain full and unrestricted access to all records, information, and data available to DPI or the State Board. Requires a semi-annual report, beginning no later than January 15, 2026, to the specified NCGA committee on the implementation of the Article, DPI’s and the State Board’s progress in effectively providing each child the opportunity to receive a sound basic education, and the diversity of the educator workforce. Requires giving DPI and the State Board notice before the reporting of deficiencies and an opportunity to correct or improve them; requires reporting any efforts to do so. Creates the Deputy Superintendent of Equity Affairs to serve as the chief officer of the Office. Requires the Superintendent of Public Instruction to recommend the individual to be appointed as the Deputy with the recommended appointee appointed upon approval by the State Board. Sets out who the Deputy reports to and provides the process for removal. Appropriates $400,000 in recurring funds for 2025-26 from the General Fund to DPI to permit the Deputy Superintendent of Equity Affairs to appoint up to four full-time staff to assist in the administration of the Deputy Superintendent's duties. Requires one of the positions to be an administrative assistant position and at least one to be an attorney position.

Appropriates $37.3 million in recurring funds for 2025-26 and $48.5 million in recurring funds for 2026-27 from the General Fund to the UNC BOG for the New Teacher Support Program to provide mentoring and coaching support to beginning teachers employed in low-performing or high-poverty public schools at no cost to the local school administrative units.

Amends GS 115C-310.7 to allow, with the State Board’s approval, Advanced Teaching Roles schools to exceed the maximum class size requirements for grades K-3 (exceeding the limit was previously limited to up to three years in which State funds are awarded to the local school administrative unit where the school is located, with class size flexibility expiring at the conclusion of the term). Effective July 1, 2025, and applies beginning with the 2025-26 school year.

Establishes the Educator Professional Development Allotment in the State Public School Fund, effective July 1, 2025. Requires the State Board to establish the purposes for which the funds may be used, including at least: (1) educator professional development for targeted public school units and school requiring multitiered support for Pre-K through 3rd grade; (2) implementation of literacy training; and (3) mentoring programs for beginning educators. Appropriates $101,150,000 in recurring funds for 2025-26 and $128,450,000 in recurring funds for 2026-27 from the General Fund to DPI to fund the Educator Professional Development Allotment.

Requires DPI to report to the specified NCGA committee and division and OSBM by March 1, 2026, on the findings of its study on alternative teacher compensation models and advanced teaching rules using funds awarded by OSBM for the NC Evaluation Fund.

Sets a monthly teacher salary schedule for "A" teachers for 2025-26 for licensed public school personnel classified as teachers, based on years of experience, ranging from $4,600 for teachers with 0 years of experience to $6,370 for 29 or more years of experience. Provides for a 12% salary supplement for licensed teachers who have National Board for Professional Teaching Standards certification; a 10% salary supplement for licensed teachers classified as "M" teachers; a $126 salary supplement for licensed teachers with licensure based on academic preparation at the six-year degree level, in addition to the "M" teachers salary supplement; a $253 salary supplement for licensed teachers with licensure based on academic preparation at the doctoral degree level, in addition to the "M" teachers salary supplement; a 10% salary supplement for certified school nurses; and monthly salary supplement of $100 for school counselors licensed at the master’s degree level or higher. Requires that the first step of the salary schedule for school psychologists, school speech pathologists licensed at the master's degree level or higher, and school audiologists licensed at the master's degree level or higher, must be equivalent to the sixth step of the "A" salary schedule. Provides for a salary supplement of the higher of $500 or 10%. Deems these employees eligible to receive salary supplements equivalent to those of teachers for academic preparation at the six-year degree level or the doctoral degree level. Requires that the twenty-sixth step of the salary schedule for school psychologists, school speech pathologists licensed at the master's degree level or higher, and school audiologists licensed at the master's degree level or higher must be 7.5% higher than the salary received by these same employees on the twenty-fifth step of the salary schedule. Provides that in lieu of the amounts of annual longevity payments to teachers paid on the teacher salary schedule, beginning with the 2014-15 fiscal year, the amounts of those longevity payments are included in the monthly amounts under the teacher salary schedule. Details teacher compensation for the 2025-26 school year based on either (1) the applicable salary schedule; (2) the sum of the salary the teacher received in 2013-14, longevity pay for the 2013-14 school year, and annual bonus provided in SL 2014-100; or (3) the sum of the salary and annual bonus the teacher received in the 2014-15 school year, with the compensation amount determined to be equal to the greater of those amounts. Provides that teacher includes instructional support personnel. Appropriates $872,642,336 in recurring funds for 2025-26 from the General Fund to DPI for the teacher raises. States the NCGA’s intent to adjust compensation for teachers in 2026-27 and subsequent fiscal years according to information provided by DPI in March 2026 under the compensation study.

Appropriates $900,000 in recurring funds for 2025-26 from the General Fund to DPI to provide additional grants for reimbursement of the cost of the participation fee for National Board for Professional Teaching Standards certification.

Part II.

Appropriates $13.2 million in recurring funds from the General Fund to the North Carolina Principal Fellows Trust Fund for the 2025-26 fiscal year to provide forgivable loans to an additional 189 new principal candidates through principal preparation program provided grants under the North Carolina Principal Fellows and Transforming Principal Preparation Program (Program) (see GS Chapter 116, Article 5C). Provides unexpended funds do not revert, but remain available for this purpose.

Directs the State Board to develop a plan for the creation of a School Leadership Academy that supports local school administrative units and school leaders that includes: (1) equity training for all local school administrative units and school leaders; (2) training and ongoing support for local board of education members focused on the needs of successful and turn-around schools; (3) mentorship and support for novice principals and for experienced principals in high needs schools focused on dismantling impediments to student success; (4) peer support networks such as facilitated partnership networks and rapid response hotlines to provide immediate assistance; and (5) aligned, ongoing, research-driven professional learning. Requires considering existing school administrator leadership training opportunities in creating the plan. Directs the State Board to report to the specified NCGA committee and division and the OSBM by February 15, 2026, on its proposal for the School Leadership Academy, including the plan for implementation and estimated costs. Requires DPI, beginning with the 2026-27 school year, to operate and support the Academy according to the plan developed by the State Board.

Sets an annual principal salary schedule, applicable to the 2025-26 fiscal year beginning July 1, 2025. Sets out the schedule based on average daily membership (ADM) with amounts increasing from the base amount for meeting and then for exceeding growth; sets out provisions for determining which category to use. Amounts range from $84,676 for an ADM of 0-200 base salary to $127,013 for an ADM of 1,601 or more that exceeds growth. Sets out provisions governing placement on the salary scale. States the NCGA’s intent, beginning in the 2025-26 fiscal year, to include in the calculation of the average daily membership of the principal’s school the average daily membership of any prekindergarten students at the school. Provides that in lieu of the amounts of annual longevity payments, beginning with the 2017-18 fiscal year, the amounts of those longevity payments are included in the salary. Details principal compensation for the applicable school year based on (1) the applicable salary schedule, (2) the sum of the salary received in 2016-17 and longevity pay for the 2016-17 school year, or (3) the salary received in 2016-17 if not eligible for longevity at that time. Appropriates $26,436,180 in recurring funds for 2025-26 from the General Fund to DPI for the salary increases. States the NCGA’s intent to adjust compensation for principals in 2025-26 and subsequent fiscal years according to the DPI’s wage compensation study.

Provides that for 2025-26, beginning July 1, 2025, assistant principals are to receive a monthly salary based on the "A" teacher salary schedule plus 19%, with placement based on total years the assistant principal has spent as a certified employee. Requires assistant principals with certification based on academic preparation at the six-year degree level to be paid a salary supplement of $126 per month, and at the doctoral degree level to be paid a salary supplement of $253 per month. Provides for a 10-month stipend for participants in an approved full-time master's in-school administration program. Details limitations and required certification. Provides that in lieu of the amounts of annual longevity payments to assistant principals paid on the assistant principal salary schedule, beginning with the 2017-18 fiscal year, the amounts of those longevity payments are included in the monthly amounts provided to assistant principals pursuant to the act. Requires assistant principals paid under the salary schedule provided for the 2025-26 fiscal year to receive the greater amount of (1) the applicable amount provided in the salary schedule by the act, (2) the salary the assistant principal received in the 2016-17 school year under Sections 9.1 or 9.2 of SL 2016-94 plus the longevity that would have been received, or (3) the salary received in 2016-17 if not eligible for longevity at that time. Appropriates $22,862,984 for 2025-26 from the General Fund to DPI for the salary increases. States the NCGA’s intent to adjust compensation for assistant principals in 2026-27 and subsequent fiscal years according to DPI’s compensation study.

Requires the State Board, by March 15, 2026, to develop and report to the specified NCGA committee and division on a plan to implement and evaluate the effectiveness of incentive programs to encourage well-qualified principals and assistant principals to work in high-need schools. Sets out components that may be included in the plan. States the NCGA’s intent to implement advisable components of the plan.

Requires DPI, by November 15, 2026, to survey local school administrative units on recommendations to increase autonomy and resources for principals and superintendents and report responses by February 15, 2027, to the specified NCGA committee and division. States the NCGA’s intent to implement advisable recommendations in the 2027-28 fiscal year and subsequent fiscal years.

Part III.

Amends GS 115C-105.25 to no longer prohibit local boards of education from transferring funds out of the: (1) children with disabilities allotment, (2) out of the academically or intellectually gifted child allotment category, or (3) limited English proficiency allotment category. No longer prohibits positions from being transferred out of the allocation for classroom teachers for K-12 grades; makes conforming changes. No longer prohibits positions from being transferred out of the allocation for program enhancement teachers for kindergarten through fifth grade. No longer limits the use of funds allotted for textbooks and digital resources to being used to purchase textbook and digital resources and no longer prohibits transferring those funds out of the allotment for other purposes. Applies beginning with the 2025-26 school year.

Amends GS 115C-111.05 by requiring the State Board, to the extent funds are available for this purpose, to allocate funds for child with disabilities to each local school administrative unit on the basis of reported cost of the services provided instead of on a per child basis. Appropriates $351,924,273 in recurring funds for 2025-26 and $450,324,273 in recurring funds for 2026-27 from the General Fund to DPI to implement the plan for weighted funding for children with disabilities on the basis of the reported cost of service. Requires that DPI begin distributing funds based on this model beginning with the 2025-26 school year.

Amends GS 115C-472.22 concerning funds for local school administrative units located in whole or in part in counties in which the county wealth as a percentage of the State average wealth is less than 100%. Provides that the amount received per average daily membership for a county will be the difference between 110% of the State average current expense appropriations per student and the current expense appropriations per student that the county could provide given the county’s wealth and an average effort to fund public schools. Removes the provisions stating that the formula for distributing supplemental funding is not intended to reflect (1) any measure of the adequacy of the educational program or funding for public schools and (2) any commitment by the NCGA to appropriate any additional supplemental funds for low-wealth counties. Adds instead that it is the NCGA’s intent to incrementally increase appropriations for the low-wealth allotment to provide eligible counties supplemental funding equal to 110% of the statewide local revenue per student by fiscal year 2027-28. Requires the State Board to adjust the formula to ensure each local school administrative unit receives a pro rata share of the additional funds appropriated for the low-wealth allotment. Appropriates for 2025-26 $125.6 million in recurring funds and $165.1 million in recurring funds for 2026-27 from the General Fund to DPI to implement the changes to the low-wealth allotment.

Requires the State Board to allocate additional funds for services to students with limited English language proficiency to local school administrative units and charter schools based on the three-year weighted headcount of students with limited English proficiency. Requires the adoption of a formula to compute the allotments that does not put a cap on the funds. Appropriates $140.7 million in recurring funds for 2025-26 and $181 million in recurring funds from the General Fund to DPI to implement this section.

Repeals Section 8.47(b) of SL 2015-241, which provided local school administrative units the dollar equivalent of teacher assistant positions based on specified ratios. Enacts new GS 115C-316.6 to require the State Board to establish a funding allotment for teacher assistant positions. Requires funds to be distributed based on: (1) an estimated statewide average salary and benefits per teacher assistant position and (2) the requirements of (d) of the statute, which requires funds to be allocated to increase positions for teacher assistants according to the specified schedule setting out the ratio of teacher assistant to students in grades K-3 for fiscal years 2025-26 through 2027-28 and thereafter.

Amends GS 115C-316.5 by appropriating specified amounts from fiscal year 2025-26 through fiscal year 2027-28 and subsequent years from the General Fund to DPI for the funding allotment for school health personnel positions. Requires local school administrative units to increase school health personnel positions each fiscal year until 2028-29 at the specified position-to-student ratios for nurses, counselors, social workers, and psychologists. Makes conforming changes.

Enacts new GS 115C-316.7 appropriating specified amounts from fiscal year 2025-26 through fiscal year 2027-28 and subsequent years from the General Fund to DPI to increase instruction support personnel positions. Requires these positions to be increased each fiscal year until the 2028-29 fiscal year at the specified position-to-student ratios for media coordinators.

Requires DPI to report no later than February 15, 2026, to the Joint Legislative Oversight Committee on a method to combine all dollar allotments distributed on the basis of ADM into a single allotment.

Appropriates $18.6 million for 2025-26 in recurring funds and $24.8 million in recurring funds for 2026-27 to DPI from the General Fund to increase the school building administration allotment and to increase the ratio of assistant principals to students in all local school administrative units.

Appropriates $21,702,061 for 2025-26 in recurring funds and $29,355,355 in recurring funds for 2026-27 to DPI from the General Fund to support additional personnel and services provided by central office staff in local school administrative units.

Sets out the monthly salary maximums for assistant superintendents, associate superintendents, directors/coordinators, supervisors, and finance officers for 2025-26, beginning July 1, 2025. Set the monthly salary maximums for superintendents for 2025-26, beginning July 1, 2025. Specifies that longevity pay for superintendents and central office administrators is as provided for state employees under the North Carolina Human Resources Act. Provides a salary supplement of $126 for central office administrators and superintendents who have certification based on a six-year degree level. Provides a salary supplement of $253 per month to central office administrators and superintendents with certification based on a doctoral degree. Directs the State Board of Education to prevent local school administrative units from transferring state funds from other funding categories to salaries for central office administrators.

Requires the DPI to include budget adjustments for inflation and other rising costs of providing a Sound Basic Education when submitting budget adjustment requests to the NCGA.

Amends GS 115C-218.105 (State and local funds for a charter school) as follows. Specifies that counties may provide direct capital funds (was, provide funds) to charter school by direct appropriation and makes conforming changes. Requires that for each child attending a charter school, the county in which the child resides must allocated to the charter school an amount equal to the average per pupil allocation for average daily membership. Requires counties to allocate funds to charter schools under GS 115C-437(Allocation of revenues to the local school administrative unit by the county). Eliminates the previous language requiring transfers from the local school administrative unit to the charter school for every student that attends the charter school and the previous system of allocating finances to charter schools in subsections (c) through (e). Defines local schools as it is used under Article 31, The School Budget and Fiscal Control Act, as all local school administrative units located in a county, plus any charter schools that are attended by children residing in the county. Amends GS 115C-430 by requiring all appropriations by the county to the local schools to be apportioned to the average daily membership; specified that county appropriations are properly apportioned when the dollar amount obtained by dividing the amount appropriated to each unit and each charter school a resident child is attending by the total membership of the unit or number of resident charter school attendees is the same.  Amends GS 115C-431 to require a joint meeting of the tow boards when the governing body of a local school determines that the amount of money appropriated to a local school administrative unit or charters school is not sufficient to support a system of free public schools. Makes conforming changes. Makes changes to the amount that is to be appropriated for a budget year in dispute when an agreement is not reached in mediation, by specifying provisions that related to calculations of a charter school’s amount. Amends GS 115C-437 by making conforming changes. Amends GS 115C-448(d) by prohibiting special funds of individual schools from being included in determining the per pupil amount to be appropriated from the county to a charter school. Amends GS 153A-461, as amended, to require each county to appropriate to a charter school the average per pupil allocation for each child that resides in the county and attends that charter school. Authorizes each count to appropriate direct capital funds and lease real property to charter schools; makes conforming changes.

Provides for the issuance of $2 billion in general obligation bonds for public school facilities through grants to counties for public school capital outlay projects, repairs, and renovations, subject to a vote of the majority of qualified voters in the state at the election in 2028 for the presidential primary. Outlines applicable definitions for the section regarding the capital bonds. Authorizes the State Treasurer, with consent of the Council of State, to issue and sell State of North Carolina Education Bonds if approved by the voters in the election held on the issue. Specifies restrictions on the use of funds from the bonds, and permits the combination of funds received from the federal government with the funds received from the sale of bonds in the Education Bonds Fund. Directs the State Board of Education to require counties to report annually on the impact of the funds on the property tax rate for that year, and makes the reports public records. Directs the State Treasurer to establish a system for tracking bond proceeds to properly account for the use of the proceeds for compliance with applicable requirements of the federal tax law or otherwise, and requires all recipients to comply with the tracking system. Provides for a statewide election to approve the $2 billion of education bonds during the statewide presidential election in 2028. Makes the election subject to the general election laws of the state, and provides required ballot language. Provides for the manner of issuing the education bonds, and limits maturity to 40 years or less. Outlines requirements for signatures, manner of sale, notes in anticipation of the bond sale, refunding procedures, exemption from state and local taxation, investment eligibility, and full faith and credit support for the bonds. Allows the State Treasurer to provide that any bonds have variable interest rates, and provides other flexibilities in issuance to the State Treasurer based around the redemption and requirements for credit facilities. Includes an interpretation section, specifying that the language in the section regarding the sale of bonds is in addition and alternative to any other applicable method of providing for the sale of the bonds under applicable law. Outlines statutory reference provisions, construction of the section regarding bond sales, makes the provisions of the act regarding the sale of bonds controlling over any inconsistent provisions in general law, and contains a severability clause. Permits the State Treasurer to enter into other agreements around the sale of the bonds as the Treasurer deems desirable. Establishes requirements for each entity receiving funds from the sale of bonds. Requires each local school administrative unit and corresponding board of county commissioners to jointly submit a plan to the State Board of Education outlining a plan for the use of funds in accordance with the requirements of the act. Allows the State Board of Education to disburse funds after determining the plans comply with the requirements of the act. Requires quarterly reports from each entity receiving funds beginning on January 1, 2029. Requires the State Board of Education to combine the reports and submit them to the Joint Legislative Capital Improvement Oversight Committee, the House Appropriations Committee, and the Senate Committee on Appropriations/Base Budget. Establishes requirements for the OSBM to retain a portion of the funds for escalation of costs, and to release funds for unforeseen contingencies and inflation costs. Requires the OSBM to report on any funds retained after a project’s completion. Directs any funds from the education bonds spent on school technology for public schools to be credited against the judgment in N.C. Sch. Bds. Ass'n. v. Moore.

Requires beginning with the 2025-26 fiscal year that State Board transfer the At-Risk Student Services/Alternative school allotment into the DSSF allotment and allocated the funds to local school administrative units under a formula the provides that no local school administrative until receives a decrease in combined funding. Amends GS 115-472.24 to allow supplemental funds appropriated to both disadvantaged or at risk students (was, disadvantaged students only) to be used for the specified purposes and expands upon those purposes to include providing funds for alternative learning and at-risk student programs. Appropriates $725,800,000 in recurring funds for 2025-26 and $944.3 million in recurring funds for 2026-27 from the General Fund to DPI to implement this provision.

Appropriates $61.7 million in recurring funds for 2025-26 and $96.7 million in recurring funds for 2026-27 from the General Fund to DPI to increase the Classroom Materials/Instructional Supplies/Equipment Allotment.

Requires the Department of Instruction to study methods of implementing a weighted student funding formula that retains existing guaranteed position allotments; allows contracting with a third party to conduct the study. Requires a report to the specified NCGA committee by March 15, 2026. Appropriates $500,000 for 2025-26 from the General Fund to DPI to perform the study.

Part IV.

Amends GS 115C-83.15(d), which sets out guidelines to calculate overall school performance scores and grades, by requiring that the school achievement score account for 51% (was, 80%) and the school growth score account for 49% (was, 20%) of the total sum. Requires DPI to amend the State plan to reflect this change. Applies beginning with school performance scores issued based on data from the 2025-26 school year.

Requires the State Board, in consultation with DPI, to study methods of adding to the State school accountability system indicators that provide information on the opportunity of students to access a sound basic education. Requires a report with recommended changes to the specified NCGA committee by June 15, 2026.

Part V.

Appropriates $19 million in recurring funds for 2025-26 from the General Fund to DPI to continue to implement the District and Regional Support Model developed by the State Board to support the improvement of low-performing and high-poverty schools. Sets out further requirements for implementation.

Requires the State Board, by March 15, 2026, to review, update, and strengthen the state-level process for reviewing and adopting core curriculum resources. Requires providing support, resources, and professional learning opportunities to assist schools and districts in selecting and employing the specified types of resources and practices to assist educators in applying innovative practices promoting continuous improvement. Requires DPI, by June 30, 2026, to provide a model implementation plan.

Enacts new GS 115C-209.2 requiring DPI to establish a program to support high-poverty schools that adopt a community school model or other evidence-based models to address out-of-school barriers to learning. Sets out deadlines for distributing an application form, for schools that use a community school model or other evidence based model, to address out-of-school barriers to learning to apply to participate, and for selecting participants. Gives priority to schools with high rates of student poverty. Requires each participating local school administrative unit to hire one full-time school-based coordinator per participating school. Sets out assessments the coordinator must make and requires the coordinator to submit to DPI a funding request for goods or services beneficial to meeting the goals of the community school model or other evidence-based model. Sets out the deadline by which DPI must evaluate the request and allocate funds. Requires DPI, in consultation with the coordinators, to report annually to the specified NCGA committee on six specified items, including the amount of funds allocated to each school and the use of those funds, and any effects of the model on school outcomes. Appropriates $58,763,733 in recurring funds for 2025-26 and $65,513,621 in recurring funds for 2026-27 from the General Fund to DPI to implement the program. Applies beginning with the 2025-26 school year.

Appropriates $900,000 in recurring funds for 2025-26 from the General Fund to DPI to provide free school breakfasts and lunches for all grade levels that qualify for reduced-price meals under the National School Lunch Program. Enacts new GS 115C-264.6 requiring the State Board to report annually, beginning in 2025, to the specified NCGA committee on unpaid meal charges in local school administrative units; sets out what must be included in the report.

Amends Section 7.59 of SL 2023-134, concerning the CEP Meal Program Incentive, as follows. Extends the duration of the program, which is currently only for the 2024-25 school year, for four additional years; makes conforming changes. Appropriates $102 million in recurring funds for 2025-26 from the General Fund to DPI to implement this provision.

Part VI.

Appropriates $258.3 million in recurring funds for 2025-26 and $333.4 million in recurring funds for 2026-27 from the General Fund to the Department of Health and Human Services, Division of Child Development and Early Education (Division), to expand the NC Prekindergarten (NC Pre-K) program for eligible children who are 4 years old by allocating funds to: (1) begin incrementally increasing State funding for each NC Pre-K slot with the goal of paying 100% of the actual cost by the end of the 2027-28 fiscal year; (2) gradually increasing the number of eligible children with the goal of reaching at least 75% of eligible children in each county by the end of the 2027-28 fiscal year; (3) raising the rate for the county administrator to provide oversight, monitoring, enrollment, and support by 10% by the end of the 2024-25 fiscal year; and (4) phasing-in extension of the NC Pre-K program year from 10 to 12 months in accordance with this section. Amends Section 9D.1 of SL 2023-134 requiring the Division to develop and implement a plan that includes a pilot program to extend the NC Pre-K program year from 10 to 12 months and is based on county capacity to implement the extension. Sets out requirements for selecting three counties to participate in the pilot. Requires a report to the specified NCGA committee and division by December 31, 2026, and sets out required report content. Appropriates $300,000 in recurring funds for each year of the 2025-27 fiscal biennium from the General Fund to the Department of Health and Human Services, Division of Child Development and Early Education, to increase State-level NC Pre-K staffing to manage the planned expansion of the NC Pre-K program, provide policy development and program oversight, ensure program quality, and manage any new, required studies. Appropriates $32.3 million in recurring funds for 2025-26 and $48.4 million in recurring funds for 2026-27 from the General Fund to the Department of Health and Human Services, Division of Child Development and Early Education, for transportation to all participants enrolled in the NC Pre-K program.

Appropriates $10 million in recurring funds for each year of the 2025-27 biennium from the General Fund to the Division to increase funds for the child care subsidy program and provide for program improvements. Appropriates $78.7 million in recurring funds for each year of the 2025-27 biennium from the General Fund to the Department of Health and Human Services, Division of Child Development and Early Education, to expand the Family Connects universal home visiting model to local agencies statewide that choose to implement the program for their community through local health departments or local Smart Start partnerships. Appropriates $43.9 million in recurring funds for 2025-26 and $40 million in recurring funds for 2026-27 from the General Fund to the Department of Health and Human Services, Division of Child Development and Early Education for a pilot program of a State model for high-quality early learning programs for eligible children from birth to 3 years of age, for 1,000 children each year, with the intent to expand the program to additional locations. Requires the program to focus on high-poverty school districts across the State.

Appropriates $20 million in recurring funds for 2025-26 and for 2026-27 from the General Fund to the Division of Child Family Well-Being, Early Intervention Section, for the North Carolina Infant-Toddler Program to take steps toward: (1) increasing State and local staffing in the provision of services to families with infants and toddlers with developmental delays and established medical conditions who are eligible for the NC Infant-Toddler Program, (2) expanding funding for interpreter services, (3) establishing a centralized provider network system, (4) providing professional development focused on early childhood mental health, and (5) addressing salary inequities affecting provider retention and recruitment. Appropriates $250,000 for 2025-26 from the General Fund to the Division of Public Health to be allocated in the specified amounts to: (1) conduct a feasibility study to examine eligibility criteria and cost implications for expansion of the NC Infant-Toddler Program and (2) conduct a system and infrastructure readiness assessment to determine areas of need and system challenges that need to be addressed before expanding the NC Infant-Toddler Program. Appropriates $108.3 million in recurring funds for 2025-26 and $162.5 million in recurring funds for 2026-27 from the General Fund to the Division of Child Family Well-Being, Early Intervention Section, for high-quality early intervention services and supports for up to an additional 10,000 children from birth to 3 years of age, who meet expanded eligibility criteria for the Infant and Toddler Program implemented as a result of the study. Allows 5% of the funds to be used for a public awareness campaign regarding expansion of eligibility for the NC Infant and Toddler Program, increase efforts to identify children eligible to receive services under the expanded program, and to create partnerships with family support agencies.

Appropriates $30.5 million in recurring funds for 2025-26 and $419.6 million in recurring funds for 2026-27 from the General Fund to the Division of Child Development and Early Education to gradually increase funding for the North Carolina Partnership for Children Inc. (Smart Start), with the goal of full funding by the end of the 2027-28 fiscal year. Sets out provisions governing the allocation of the funds.

Appropriates $317.2 million in recurring funds for 2025-26 and $32 million in recurring funds for 2026-27 from the General Fund to the Division of Child Development and Early Education to increase funding for and expand participation in the Child Care WAGE$ program and the Infant-Toddler education AWARD$ program. Appropriates $5.8 million in recurring funds for 2025-26 and $7.3 million in recurring funds for 2026-27 from the General Fund to the Division to implement strategies to recruit early childhood educators and provide ongoing professional development.

Appropriates $500,000 in recurring funds for each year of the 2025-27 biennium from the General Fund to the Division of Child Development and Early Education to develop and implement a real-time workforce data system that supports building a pipeline of early childhood educators. Requires the Division, to use $500,000, to expand and improve the North Carolina Early Childhood Integrated Data System (NC ECIDS) and the North Carolina Early Childhood Action plan data dashboards to track child outcomes and provide access to State data for users and researchers with the goal of connecting this data to the NC Longitudinal Data System (NCLDS). Appropriates $150,000 in recurring funds for each year of the 2025-27 biennium from the General Fund to the Division for collaboration with the Divisions of Social Services and Public Health in developing and implementing a plan to provide technical assistance to build local capacity to use quality early childhood data across child health, child welfare, and early childhood education for local planning. Appropriates $500,000 for 2025-26 and $250,000 in recurring funds for 2026-27 from the General Fund to the Division of Child Development and Early Education to develop and implement a real-time data collection and sharing process to identify children eligible for early childhood programs, that allows for: (1) the disaggregation along multiple variables, such as race, ethnicity, and geography; and (2) helps identify the children most vulnerable to build a more equitable early learning system.

Appropriates $5 million in recurring funds for each year of the 2025-27 biennium from the General Fund to the Division of Child Development and Early Education to scale up the Pre-K to K Transitions Program.

Appropriates $320,00 in recurring funds for each year of the 2025-27 biennium from the General Fund to the Division of Child Development and Early Education for ongoing support and technical assistance for local collaborative family engagement plans for birth to third grade.

Requires the Division of Child Development and Early Education, to implement by July 1, 2026, a policy requiring all NC Pre-K lead teachers to held an appropriate state teaching license as specified the NC Pre-K policy; requires that these teachers be paid according to the public school salary schedule by the 2026-27 fiscal year.

Part VII.

Appropriates $13.3 million for 2025-26 and $16.7 million for 2026-27  from the General Fund to DPI to offset the costs for local administrative units and charter schools to remove barriers to student participation in North Carolina Virtual Public Schools. Gives priority to covering the costs of courses for students enrolled in public schools in low-wealth counties.

Amends GS 115C-84.2 by allowing a local board of education to align the calendar of schools in the local school administrative unit with the calendar of a community college serving the city or county where the unit is located. Applies beginning with the 2025-26 school year.

Requires that from the funds appropriated in this section, that the UNC Board of Governors make funds available to the National College Advising Corps Inc. (CAC) to support an expansion of the placement of college advisers in North Carolina public schools through its program over a three-year period. Provides more information about CAC. Appropriates $3 million in recurring funds for 2025-26 from the General Fund to the UNC BOG to be provided to CAC to expand the placement of college advisers. Requires CAC to focus the first two years of the expansion by placing college advisers in counties designated as tier one and tier two. For the third year of the expansion, requires CAC to use the funds provided to it to place college advisers in the remaining counties designated as tier three. Also requires CAC to select at least three additional postsecondary institutions to partner with in order to increase the number of recent graduates working as near-peer college advisers to meet the needs of the program expansion. Requires CAC to report in each year in which CAC spends State funds made available to it under this section to the specified NCGA committee and division on the progress of expanding the placement of college advisers, data on the effectiveness of the program in increasing access for students to postsecondary education, and the use of State funds.

Appropriates $100,000 in recurring funds for 2025-26 from the General Fund to DPI for a Career and Postsecondary Planning Director position to focus on career planning in grades 5-12 and $68 million in recurring funds for 2025-26 and $87 million in recurring funds for 2026-27 to increase the number of school-based career development coordinators for grades 6-12.

Appropriates $5 million in recurring funds for 2025-26 from the General Fund to DPI for additional costs for all economically disadvantaged students enrolled in the Career and College Promise Transfer Pathway Program in each year, including at least the full costs of textbooks, transportation, meals on college campuses, fees, and technology. Allows, if these funds are insufficient, DPI to use additional unspent funds in the State Public School Fund for this purpose.

Part VIII.

Reenacts the provisions of the State Budget Act, GS Chapter 143C, and incorporates them into this act by reference.

Explains the effect of the act’s headings.

Includes a severability clause.

Effective July 1, 2025.

Expands the waiver of the 12-month residency requirement under GS 116-143.3.A (waiver of residency requirement for certain veterans and others for in-State college tuition)  to include covered individuals under 38 US 3679 (The Choice Act, pertaining to veterans benefits).  Applies beginning in the 2025-26 academic year.  

Creates new GS 14-309.4, which makes an exception to the prohibitions on lotteries and gambling in GS Chapter 14, Part 1 of Article 37, for the playing of board games and games of tiles, cards, or dice, in private residences, homes, and clubhouses, if all of the following requirements are met: (1) no mechanical or electronic devices may be used or incorporated into the game, (2) no player receives an economic or monetary benefit beyond personal winnings, (3) the host or owner of the location receives no economic or monetary benefits of any kind, and (4) the odds of winning or losing in the game are the same for all parties. Effective and applicable to offenses committed on or after December 1, 2025.