School Performance Grade Changes.

GENERAL ASSEMBLY OF NORTH CAROLINA
SESSION 2025
H 2
HOUSE BILL 773
Committee Substitute Favorable 4/29/25

Short Title: School Performance Grade Changes. (Public)
Sponsors:
Referred to:
April 7, 2025
*H773-v-2*
A BILL TO BE ENTITLED 1
AN ACT TO MODIFY SCHOOL PERFORMANCE METRICS AND GRADES TO BETTER 2
REFLECT SCHOOL PERFORMANCE. 3
The General Assembly of North Carolina enacts: 4
SECTION 1. G.S. 115C-83.15, 115C-83.16, and 115C-83.17 are repealed. 5
SECTION 2. Part 1B of Article 8 of Chapter 115C of the General Statutes is 6
amended by adding the following new sections to read: 7
"§ 115C-83.17A. School performance scores. 8
(a) School Scores. – The State Board of Education shall award school performance scores 9
as required by G.S. 115C-12(9)c1. and calculated as provided in this section. 10
(b) Performance Scores for Elementary Schools. – For schools serving any students in 11
kindergarten through fifth grade, the State Board shall assign points on the following measures 12
available for that school: 13
(1) One point for each percent of students who score at or above proficient on 14
annual assessments for mathematics in grades three through five. 15
(2) One point for each percent of students who score at or above proficient on 16
annual assessments for reading in grades three through five. 17
(3) One point for each percent of students who score at or above proficient on the 18
annual assessment for reading in grade three. 19
(4) One point for each percent of students who score at or above proficient on the 20
annual assessment for science in grade five. 21
(5) One point for each percent of students who progress in achieving English 22
language proficiency on annual assessments in grades three through five. 23
(6) One point for each percent of students who met or exceeded growth on annual 24
assessments for mathematics in grades three through five. 25
(7) One point for each percent of students who met or exceeded growth on annual 26
assessments for reading in grades three through five. 27
(8) One point for each percent of students scoring in the twenty -fifth percentile 28
on the prior annual assessment for mathematics who met or exceeded growth 29
on the current year 's annual assessment for mathematics in grades four and 30
five. 31
(9) One point for each p ercent of students scoring in the twenty-fifth percentile 32
on the prior annual assessment for reading who met or exceeded growth on 33
the current year's annual assessment for reading in grades four and five. 34
General Assembly Of North Carolina Session 2025
Page 2 House Bill 773-Second Edition
(c) Performance Scores for Middle Schools. – For schools serving any students in sixth 1
through eighth grade, the State Board shall assign points on the following measures available for 2
that school: 3
(1) One point for each percent of students who score at or above proficient on 4
annual assessments for mathematics in grades six through eig ht. For the 5
purposes of this subsection, an annual assessment for mathematics shall 6
include any mathematics course with an end-of-course test. 7
(2) One point for each percent of students who score at or above proficient on 8
annual assessments for reading in grades six through eight. 9
(3) One point for each percent of students who score at or above proficient on the 10
annual assessment for science in grade eight. 11
(4) One point for each percent of students who progress in achieving English 12
language proficiency on annual assessments in grades six through eight. 13
(5) One point for each percent of students who meet either of the following: 14
a. Score at or above proficient on an end-of-course assessment for a high 15
school level course. 16
b. Earn an industry certification or credential approved by the State 17
Board of Education. 18
(6) One point for each percent of students who met or exceeded growth on annual 19
assessments for mathematics in grades six through eight. 20
(7) One point for each percent of students who met or exceeded growth on annual 21
assessments for reading in grades six through eight. 22
(8) One point for each percent of students scoring in the twenty -fifth percentile 23
on the prior annual assessment for mathematics who met or exceeded growth 24
on the current year's annual assessment for mathematics in grades six through 25
eight. 26
(9) One point for each percent of students scoring in the twenty -fifth percentile 27
on the prior annual assessment for reading who met or exceeded growth on 28
the current year's annual assessment for reading in grades six through eight. 29
(d) Performance Scores for High Schools. – For schools serving any students in ninth 30
through twelfth grade, the State Board shall assign points on the following measures available 31
for that school: 32
(1) One point for each percent of students who score at or above proficient on the 33
NC Math I end -of-course test or, for students who completed NC Math I 34
before ninth grade, another mathematics course with an end-of-course test. 35
(2) One point for each percent of students who score at or above proficient on the 36
English II end-of-course test. 37
(3) One point for each percent of students who score at or above proficient on the 38
Biology end-of-course test. 39
(4) One point for each percent of students who earn at least one of the following: 40
a. A passing score on an exam in an advanced course , as defined in 41
G.S. 115C-174.26(a). 42
b. A passing grade in a dual enrollment course through Career and 43
College Promise. 44
c. Both of the following: 45
1. An Armed Services Qualification Test score that falls within 46
Category II or higher on the Armed Services Vocational 47
Aptitude Battery. 48
2. At least two credits in Junior Reserve Officers' Training Corps 49
courses from the same branch of the United States Armed 50
Forces. 51
General Assembly Of North Carolina Session 2025
House Bill 773-Second Edition Page 3
d. An industry certification or credential approved by the State Board of 1
Education. 2
(5) One point for each percent of students who graduate within four years of 3
entering high school. 4
(6) One point for each percent of students who progress in achieving English 5
language proficiency. 6
(7) One point for e ach percent of students who met or exceeded gro wth on the 7
NC Math I end-of-course test or, for students who completed NC Math I 8
before ninth grade, another mathematics course with an end-of-course test. 9
(8) One point for each p ercent of students who met or exceeded growth on the 10
English II end-of-course test. 11
(9) One point for each p ercent of student s scoring in the twenty-fifth percentile 12
on the prior assessment in mathematics who met or exceeded grow th on the 13
NC Math I end-of-course test or, for students who complete NC Math I before 14
ninth grade, another mathematics course with an end-of-course test. 15
(10) One point for each p ercent of students scoring in the twenty -fifth percentile 16
on the eighth grade end-of-grade test for reading who met or exceeded growth 17
on the English II end-of-course test. 18
(e) Calculation of Performance Scores. – In calculating the school performance scores 19
earned by schools, the State Board of Education shall do all of the following: 20
(1) Use a composite approach to weigh the elements based on the number of 21
students measured by any given element. 22
(2) Proportionally adjust the scale to account for the absence of a school 23
performance element when awarding of scores to a school that does not have 24
a measure of one of the school performance elements annually assessed for 25
the grades taught at that school. 26
(3) Translate the school performance score to a 100 -point scale to be used for 27
school reporting purposes as provided in G.S. 115C-12(9)c1., 115C-218.65, 28
115C-238.66, and 116-239.8. 29
(4) Calculate the number of students who met or exceeded growth on the annual 30
assessments for mathematics and reading identified in subsections (b), (c), and 31
(d) of this section using the Education Value -Added Assessment System 32
(EVAAS). 33
"§ 115C-83.17B. School performance grades. 34
The State Board of Education shall award school performance grades based on the following 35
scale and shall not modify the grades or add any other designation related to other performance 36
measures, such as a "plus" or "minus": 37
(1) For elementary schools, all of the following apply: 38
a. A school performance score of at least 62 is equivalent to a school 39
performance grade of A. 40
b. A school performance score of at least 54 is equivalent to a school 41
performance grade of B. 42
c. A school performance score of at least 41 is equivalent to a school 43
performance grade of C. 44
d. A school performance score of at least 32 is equivalent to a school 45
performance grade of D. 46
e. A school performance score of less than 32 is equivalent to a school 47
performance grade of F. 48
(2) For middle schools, high schools, and schools serving any student in grade six 49
or higher, all of the following apply: 50
General Assembly Of North Carolina Session 2025
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a. A school performance score of at least 64 is equivalent to a school 1
performance grade of A. 2
b. A school performance score of at least 57 is equivalent to a school 3
performance grade of B. 4
c. A school performance score of at least 44 is equivalent to a school 5
performance grade of C. 6
d. A school performance score of at least 34 is equivalent to a school 7
performance grade of D. 8
e. A school performance score of less than 34 is equivalent to a school 9
performance grade of F. 10
"§ 115C-83.17C. Performance of student subgroups. 11
(a) Establishment of Subgroups of Students. – The State Board shall establish the 12
minimum number of students in a subgroup served by a school that is necessary to disaggregate 13
information on student performance and to determine a subgroup performance score and grade 14
for the following subgroups of students: 15
(1) Economically disadvantaged students. 16
(2) Students from major racial and ethnic groups. 17
(3) Children with disabilities. 18
(4) English learners. 19
(b) Calculation of the School Performance Scores and Grades for Certain Subgroups of 20
Students Served by a School. – In addition to the school performance scores and grades awarded 21
under this Part, for each school that serves a minimum number of students in a subgroup of 22
students listed in subsection (a) of this section, the State Board of Education shall calculate school 23
performance scores and shall determine a corresponding school pe rformance grade for each 24
subgroup using the same method s as set forth in G.S. 115C-83.17A and G.S. 115C-83.17B, 25
respectively. School performance scores for subgroups of students shall not be included in the 26
calculation of the school performance scores under G.S. 115C-83.17A. 27
"§ 115C-83.17D. School report cards. 28
(a) Indication of Growth. – In addition to awarding the school per formance scores and 29
grades, using EVAAS, the State Board shall designate that a school has met, exceeded, or has 30
not met expected growth. The designation of student growth shall be clearly displayed in the 31
annual school report card provided under G.S. 115C-12(9)c1., 115C-218.65, 115C-238.66, and 32
116-239.8. 33
(b) Access to Annual Report Card Information on the Department's Website. – The State 34
Board of Education shall provide user -friendly access to the public on the annual report cards 35
issued for local school administrative units and individual schools provided under 36
G.S. 115C-12(9)c1., 115C -218.65, 115C -238.66, and 116 -239.8 through the Department of 37
Public Instruction's website. The annual report card shall be designed and organized to display 38
the following information more prominently than any other information: 39
(1) A summary for each local school administrative unit and for each individual 40
school of the school performance grades , whether the school has met, 41
exceeded, or has not met expected growth, and any other information required 42
to be provided as part of the annual report card. 43
(2) The percentage of schools receiving a school performance grade of A, B, C, 44
D, or F by local school administrative unit and statewide. 45
(3) The percentage of schools that have met, exceeded, or have not met expected 46
growth by local school administrative unit and statewide. 47
(4) A website for each individual school that prominently displays the school 's 48
performance grades, whether the school has met, exceeded, or has not met 49
expected growth, and the school's performance scores in a way that is easy for 50
the user to read. 51
General Assembly Of North Carolina Session 2025
House Bill 773-Second Edition Page 5
(5) The ability to easily compare annual report card information, including school 1
performance grades and whether schools have met, exceeded, or have not met 2
expected growth, for local school administrative units and for individual 3
schools for a time span of at least three years. 4
(c) Report of Subgroup Performance Scores and Grades. – The subgroup performance 5
scores and grades shall be reported separately on the annual school report card provided under 6
G.S. 115C-12(9)c1., 115C -218.65, 115C -238.66, and 116 -239.8 in a way that provides t he 7
following information: 8
(1) For the current year and the previous two years, the performance score for 9
each subgroup of students identified in G.S. 115C-83.17C(a) for the school. 10
(2) The statewide average performance score for each subgroup identified in 11
G.S. 115C-83.17C(a). 12
(3) The difference between the performance score for all students in the school 13
and the performance score for each subgroup. 14
(4) Based on the information reported in subdivision (3) of this subsection, the 15
State Board shall determine and identify schools that are closing achievement 16
gaps, experiencing a widening of gaps, or seeing no significant gap changes. 17
(d) Elementary and Middle School Reading and Math Achievement Scores. – For schools 18
serving students in kindergarten through eighth grade, the school performance scores in reading 19
and mathematics, respectively, shall be reported separately on the annual school report card 20
provided under G.S. 115C-12(9)c1., 115C-218.65, 115C-238.66, and 116-239.8. 21
(e) Career and College Readiness Sco res. – For schools serving any students in ninth 22
through twelfth grade, the percentage of students who meet at least one of the criteria in 23
G.S. 115C-83.17A(d)(4) shall be reported on the annual school report card provided under 24
G.S. 115C-12(9)c1., 115C-218.65, 115C-238.66, and 116-239.8. 25
"§ 115C-83.17E. School performance scores and grades for the purpose of compliance with 26
federal law. 27
The State Board of Education shall use the school performance scores and grades as 28
calculated under G.S. 115C-83.17A and G.S. 115C-83.17B, respectively, to satisfy the federal 29
requirement under the Elementary and Secondary Education Act of 1965, as amended by the 30
Every Student Succeeds Act (ESSA), P.L. 114-95, to meaningfully differentiate the performance 31
of schools on an annual basis." 32
SECTION 3.(a) G.S. 115C-12(9)c1. reads as rewritten: 33
"c1. To issue an annual "report card" for the State and for each local school 34
administrative unit, assessing each unit's efforts to improve student 35
performance based on the growth in per formance of the students in 36
each school and taking into account progress over the previous years' 37
level of performance and the State's performance in comparison with 38
other states. This assessment shall take into account factors that have 39
been shown to affe ct student performance and that the State Board 40
considers relevant to assess the State's efforts to improve student 41
performance. The annual "report card" for each local school 42
administrative unit shall include the following: 43
1. The State Board shall award, in accordance with 44
G.S. 115C-83.15, an overall numerical school achievement, 45
growth, and award, in accordance with G.S. 115C-83.17A, a 46
performance score on a scale of zero to 100 and and, in 47
accordance with G.S. 115C-83.17B, a corresponding 48
performance letter grade of A, B, C, D, or F earned by each 49
school within the local school administrative unit. The school 50
performance score and grade shall reflect student performance 51
General Assembly Of North Carolina Session 2025
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on annual subject-specific assessments, college and workplace 1
readiness measures, g raduation rates, and student progress in 2
achieving English language proficiency. In addition, the State 3
Board shall award separate performance scores and grades for 4
the following: 5
I. School performance of certain subgroups of students as 6
provided in G.S. 115C-83.15.G.S. 115C-83.17C. 7
II. For schools serving students in any grade from 8
kindergarten to eighth grade, school performance in 9
reading and mathematics respectively. 10
2. For schools serving students in third grade, the number and 11
percentage of third grade students who (i) take and pass the 12
alternative assessment of reading comprehension; (ii) were 13
retained in third grade for not demonstrating reading 14
proficiency as indicated in G.S. 115C-83.7(a); and (iii) were 15
exempt from mandatory third grade retent ion by category of 16
exemption as listed in G.S. 115C-83.7(b). 17
3. For high schools, measures of Advanced Placement course 18
participation, Cambridge Advanced International Certificate of 19
Education (AICE) Program participation, and International 20
Baccalaureate D iploma Programme participation and 21
Advanced Placement, Cambridge AICE, and International 22
Baccalaureate examination participation and performance. 23
4. For schools serving any students in ninth through twelfth 24
grade, the percentage of students who achieved th e minimum 25
score required for admission into a constituent institution of 26
The University of North Carolina on a nationally normed test 27
of college readiness. 28
5. For schools serving any students in ninth through twelfth 29
grade, the percentage of students enrol led in Career and 30
Technical Education courses who score at Silver, Gold, or 31
Platinum levels on a nationally normed test of workplace 32
readiness." 33
SECTION 3.(b) G.S. 115C-12(24) reads as rewritten: 34
"(24) Duty to Develop Standards for Alternative Learning Pr ograms, Provide 35
Technical Assistance on Implementation of Programs, and Evaluate 36
Programs. – The State Board of Education shall adopt standards for assigning 37
students to alternative learning programs. These standards shall include (i) a 38
description of the programs and services that are recommended to be provided 39
in alternative learning programs and (ii) a process for ensuring that an 40
assignment is appropriate for the student and that the student's parents are 41
involved in the decision. The State Board also shall adopt policies that define 42
what constitutes an alternative school and an alternative learning program. 43
The State Board of Education shall also adopt standards to require that 44
local school administrative units shall use (i) the teachers allocated for 45
students assigned to alternative learning programs pursuant to the regular 46
teacher allotment and (ii) the teachers allocated for students assigned to 47
alternative learning programs only to serve the needs of these students. 48
The State Board of Education shall provide technical support to local 49
school administrative units to assist them in developing and implementing 50
plans and proposals for alternative learning programs. 51
General Assembly Of North Carolina Session 2025
House Bill 773-Second Edition Page 7
The State Board shall evaluate the effectiveness of alternative learning 1
programs and, in its discretion, of any other programs funded from the 2
Alternative Schools/At-Risk Student allotment. Local school administrative 3
units shall report to the State Board of Education on how funds in the 4
Alternative Schools/At-Risk Student allotment are spent and shall otherwise 5
cooperate with the State Board of Education in evaluating the alternative 6
learning programs. As part of its evaluation of the effectiveness of these 7
programs, the State Board shall, through the application of the accountability 8
system developed under G.S. 115C-83.15 Part 1B of Article 8 of this Chapter 9
and G.S. 115C-105.35, measure the educational performance and growth of 10
students placed in alternative schools and alternative programs. If appropriate, 11
the Board may modify this system to adapt to the specific characteristics of 12
these schools. Also as part of its evaluation, the State Board shall evaluate its 13
standards adopted under this subdivision and make any necessary changes to 14
those standards based on strategies that have been proven successful in 15
improving student achievement and shall report to the Joint Legislative 16
Education Oversight Committee by April 15, 2006 to determine if any 17
changes are necessary to improve the implementation of successful alternative 18
learning programs and alternative schools." 19
SECTION 3.(c) G.S. 115C-47(58) reads as rewritten: 20
"(58) To Inform the Public About the North Carolina School Report Cards Issued 21
by the State Board of Education. – Each local board of education shall ensure 22
that the report card issued for it by the State Board of Education receives wide 23
distribution to the local press or is otherwise provided to the public. Each local 24
board of education shall ensure that the overall school performance score and 25
grade earned by each school in the local school administrative unit for the 26
current and previous four school years is prominently displayed on the Web 27
site of the local school administrative unit. If any school in the local school 28
administrative unit earned an overall a school performance grade of D or F, 29
the local board of education shall provide notice of the grade in writing to the 30
parent or guardian of all students enrolled in that school." 31
SECTION 3.(d) G.S. 115C-105.34(a) reads as rewritten: 32
"(a) For purposes of this section, the following definitions shall apply: 33
(1) Curriculum. – Materials or programs related to courses offered by an 34
economically disadvantaged public school. 35
(2) Economically disadvantaged public school. – A school in a local school 36
administrative unit or a charter school with a student population that is 37
composed of at least eighty percent (80%) of students identified by the 38
Department of Public Instruction as economically disadvantaged students. 39
(3) Eligible employee. – Any full -time or part -time employee of a qualifying 40
economically disadvantaged public school. 41
(4) Qualifying economically disadvantaged public school. – An economically 42
disadvantaged public school that exceeded expected growth in the prior school 43
year, as determined by the State Board of Education pursuant to 44
G.S. 115C-83.15(c).Part 1B of Article 8 of this Chapter." 45
SECTION 3.(e) G.S. 115C-105.37(a) reads as rewritten: 46
"(a) Identification of Low -Performing Schools. – The State Board of Education shall 47
identify low-performing schools on an annual basis. Low-performing schools are those that earn 48
an overall a school performance grade of D or F and a school growth score of "met expected 49
growth" or "not met expected growth" as defined by G.S. 115C-83.15.Part 1B of Article 8 of this 50
Chapter." 51
General Assembly Of North Carolina Session 2025
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SECTION 3.(f) G.S. 115C-105.39(a) reads as rewritten: 1
"(a) Within 30 days of the initial identification of a school as low-performing by the State 2
Board under G.S. 115C-105.37(a), the superintendent shall take one of the following actions 3
concerning the school's principal: (i) recommend to the local board that the principal be retained 4
in the same position, (ii) recommend to the local board that the principal be retained in the same 5
position and a plan of remediation should be developed, (iii) recommend to the local bo ard that 6
the principal be transferred, or (iv) proceed under G.S. 115C-325.4 to dismiss or demote the 7
principal. The superintendent may only recommend a principal be retained in the same position 8
without a plan for remediation if the principal has been at the school for less than two years or, 9
in the case of a principal having been at the school for two years or more, if the school has both 10
met student growth and has improved student achievement school performance scores under 11
G.S. 115C-83.15 G.S. 115C-83.17A for the prior school year. The principal shall not be 12
transferred to another principal position unless (i) it is in a school classification in which the 13
principal previously demonstrated at least 2 years of success, (ii) there is a plan to evaluate and 14
provide remediation to the principal for at least one year following the transfer to assure the 15
principal does not impede student performance at the school to which the principal is being 16
transferred; and (iii) the parents of the students at the school to which the principal is being 17
transferred are notified. The principal shall not be transferred to another low -performing school 18
in the local school administrative unit. If the superintendent intends to recommend demotion or 19
dismissal, the superintendent shall notify the local board. Within 15 days of (i) receiving 20
notification that the superintendent intends to proceed under G.S. 115C-325.4 or (ii) its decision 21
concerning the superintendent's recommendation, but no later than September 30, the local board 22
shall submit to the State Board a written notice of the action taken and the basis for that action. 23
If the State Board does not assign an assistance team to that school or if the State Board assigns 24
an assistance team to that school and the superintenden t proceeds under G.S. 115C-325.4 to 25
dismiss or demote the principal, then the State Board shall take no further action. If the State 26
Board assigns an assistance team to the school and the superintendent is not proceeding under 27
G.S. 115C-325.4 to dismiss or demote the principal, then the State Board shall vote to accept, 28
reject, or modify the local board's recommendations. The State Board shall notify the local board 29
of its action within five days. If the State Board rejects or modifies the local board's 30
recommendations and does not recommend dismissal of the principal, the State Board's 31
notification shall include recommended action concerning the principal's assignment or terms of 32
employment. Upon receipt of the State Board's notification, the local board sh all implement the 33
State Board's recommended action concerning the principal's assignment or terms of employment 34
unless the local board asks the State Board to reconsider that recommendation. The State Board 35
shall provide an opportunity for the local board to be heard before the State Board acts on the 36
local board's request for a reconsideration. The State Board shall vote to affirm or modify its 37
original recommended action and shall notify the local board of its action within five days. Upon 38
receipt of the State Board's notification, the local board shall implement the State Board's final 39
recommended action concerning the principal's assignment or terms of employment. If the State 40
Board rejects or modifies the local board's action and recommends dismissal of the principal, the 41
State Board shall proceed under G.S. 115C-325.12." 42
SECTION 3.(g) G.S. 115C-105.39A reads as rewritten: 43
"§ 115C-105.39A. Identification of low-performing local school administrative units. 44
(a) Identification of Low -Performing Local Sch ool Administrative Units. – The State 45
Board of Education shall identify low-performing local school administrative units on an annual 46
basis. A low-performing local school administrative unit is a unit in which the majority of the 47
schools in that unit that earned an overall a school performance grade and school growth score 48
as provided in G.S. 115C-83.15 Part 1B of Article 8 of this Chapter have been identified as 49
low-performing schools, as provided in G.S. 115C-105.37. 50
… 51
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House Bill 773-Second Edition Page 9
(c) Parental Notice of Low-Performing Local School Administrative Unit Status. – Each 1
local school administrative unit that the State Board identifies as low -performing shall provide 2
written notification to the parents and guardians of all students attending any school in the local 3
school administrative unit within 30 days of the identification that includes the following 4
information: 5
(1) A statement that the State Board of Education has found that a majority of the 6
schools in the local school administrative unit have earned an overall a school 7
performance grade of D or F and a school growth score of "met expected 8
growth" or "not met expected growth" and have been identified as 9
low-performing schools as defined by G.S. 115C-105.37. The statement shall 10
also include an explanation of th e school performance grades and school 11
growth scores. 12
… 13
(6) For notifications sent to parents and guardians of students attending a school 14
that is identified as low-performing under G.S. 115C-105.37, a statement that 15
the State Board of Education has found that the school has earned an overall 16
a school performance grade of D or F and a school growth score of "met 17
expected growth" or "not met expected growth" and has been identified as a 18
low-performing school as defined by G.S. 115C-105.37. This notification also 19
shall include the overall school performance grade and school growth score 20
the school earned and an explanation of the school performance grades and 21
school growth scores." 22
SECTION 3.(h) G.S. 115C-150.11(a) reads as rewritten: 23
"(a) State Board of Educ ation Supervision. – The State Board of Education shall have 24
general supervision over the schools for the deaf and blind in accordance with G.S. 115C-12 and 25
shall establish approximately equivalent service areas for each school for the deaf that cover the 26
entire State. In establishing the service area for each school for the deaf, the State Board shall 27
consider both the geographic proximity to the school for the deaf and the population of the service 28
area. The State Board shall evaluate the effectiveness of the schools for the deaf and blind and 29
shall, through the application of the accountability system developed under G.S. 115C-83.15 Part 30
1B of Article 8 of this Chapter and G.S. 115C-105.35, measure the educational performance and 31
growth of students placed in each school. If appropriate, the Board may modify this system to 32
adapt to the specific characteristics of these schools. The boards of trustees for the schools for 33
the deaf and blind shall be subject to rules adopted by the State Board of Education in accordance 34
with Chapter 150B of the General Statutes." 35
SECTION 3.(i) G.S. 115C-218.65 reads as rewritten: 36
"§ 115C-218.65. North Carolina School Report Cards. 37
A charter school shall ensure that the report card issued for it by the State Board of Education 38
receives wide distribution to the local press or is otherwise provided to the public. A charter 39
school shall ensure that the overall school performance score a nd grade earned by the charter 40
school for the current and previous four school years is prominently displayed on the school Web 41
site. If a charter school earned an overall a school performance grade of D or F, the charter school 42
shall provide notice of the grade in writing to the parent or guardian of all students enrolled in 43
that school." 44
SECTION 3.(j) G.S. 115C-218.94(a) reads as rewritten: 45
"(a) Identification of Low -Performing Charter Schools. – The State Board of Education 46
shall identify low -performing charter schools on an annual basis. Low -performing charter 47
schools are those that earn an overall a school performance grade of D or F and a school growth 48
score of "met expected growth" or "not met expected growth" as defined by G.S. 115C-83.15.Part 49
1B of Article 8 of this Chapter." 50
SECTION 3.(k) G.S. 115C-285.1 reads as rewritten: 51
General Assembly Of North Carolina Session 2025
Page 10 House Bill 773-Second Edition
"§ 115C-285.1. Principal recruitment supplement. 1
(a) Definitions. – The following definitions shall apply in this section: 2
(1) Eligible employer. – The governing board of a local school administrative unit 3
with an eligible school. 4
(2) Eligible school. – A low-performing school, as defined in G.S. 115C-105.37, 5
that received an overall a school performance score that placed it in the bottom 6
five percent (5%) of all schools in the State in the prior school year. 7
(3) Qualifying principal. – A principal who is paid on the Exceeded Growth 8
column of the Principal Salary Schedule. 9
(4) Qualifying school. – An eligible school selected by the Department to 10
participate in the Program. 11
… 12
(d) Time Line. – To the extent funds are made available for the Program, the following 13
time line shall apply: 14
(1) No later than December 1, 2019, and October 1 of each year thereafter, the 15
Department shall notify an eligible employer with one or more eligible schools 16
that the eligible employer may be selected to participate in the Program. 17
(2) No later than January 15, 2020, and November 1 of each year thereafter, each 18
eligible employer that seeks to participate in the Program shall notify the 19
Department of its intent. 20
(3) No later than January 31, 2020, and November 15 of each year thereafter, the 21
Department shall notify any eligible employer with a qualifying school that 22
the school qualifies for the Program, up to a statewide total of 40 schools. In 23
making its selections, the Department shall prioritize eligible schools with the 24
lowest overall school performance scores. 25
(4) No later than May 1, 2020, and annually thereafter, each eligible employer 26
with a qualifying school shall do all of the following: 27
a. Execute all applicable contracts with qualifying principals. 28
b. Notify the Department of the (i) identity of principals and schools in 29
the unit that will participate in the Program, (ii) length of the contract 30
period between the eligible employer and each qual ifying principal, 31
and (iii) length of time the qualifying principal will receive the salary 32
supplement. 33
(5) No later than August 1, 2020, and annually thereafter, all qualifying principals 34
identified pursuant to sub -subdivision (4)b. of this subsection sha ll begin 35
employment as a principal at the applicable qualifying school. 36
…." 37
SECTION 3.(l) G.S. 115C-289.2(c) reads as rewritten: 38
"(c) Principal and School Performance. – The State of the School Administration 39
Profession Report prepared by the State Board of Education pursuant to this section shall analyze 40
the relationship between the data included in subsection (b) of this section and st udent growth, 41
student achievement, and school growth and school performance, as calculated by 42
G.S. 115C-83.15(c), Part 1B of Article 8 of this Chapter, including the extent to which principal 43
attrition and mobility led to changes in school performance." 44
SECTION 3.(m) G.S. 115C-310.9(a) reads as rewritten: 45
"(a) ATR Unit Review. – The State Board of Education shall review each ATR unit once 46
every five years to ensure the unit is complying with the approved ATR plan. As part of the 47
review, the State Board of Education shall consider at least the following information: 48
(1) The total number of teachers in advanced teaching roles in the unit, the number 49
of teachers in each advanced teaching role identified in the unit's ATR plan, 50
and the number of students receiving instruction from those teachers. 51
General Assembly Of North Carolina Session 2025
House Bill 773-Second Edition Page 11
(2) For each ATR school in the ATR unit, the total number of teachers in 1
advanced teaching roles in the school, the number of teachers in each 2
advanced teaching role identified in the unit's ATR plan in the school, the 3
number of students receiving instruction from those teachers, and the number 4
of teachers led by each ATR team lead. 5
(3) Growth scores for students calculated pursuant to G.S. 115C-83.15.Part 1B of 6
Article 8 of this Chapter. 7
(4) Achievement scores for students Performance scores for schools calculated 8
pursuant to G.S. 115C-83.15.G.S. 115C-83.17A. 9
(5) Retention of effective teachers. 10
(6) Results of the Teacher Working Conditions Survey. 11
(7) Ratings of teachers through the North Carolina Teacher Evaluation System. 12
(8) Evidence that higher performing teachers have been selected to serve in an 13
advanced teaching role. 14
(9) A description of the activities undertaken by ATR team leads to (i) support 15
the professional development of teachers on their team and (ii) enhance 16
instruction by better aligning teachers' strengths with student needs. 17
(10) The amount and funding source for any salary supplement received by 18
teachers in advanced teaching roles in the unit. 19
(11) A description of the amount of release time given to each ATR team lead, how 20
the release time is spent, and how the school facilitates providing that release 21
time." 22
SECTION 3.(n) G.S. 116-239.8(b)(14) reads as rewritten: 23
"(14) North Carolina school report cards. – A laboratory school shall ensure that the 24
report card issued for it by the State Board of Education receives wide 25
distribution to the local press or is otherwise provided to the public. A 26
laboratory school shall ensure that the overall school performance score and 27
grade earned by the laboratory school for the current and previous four school 28
years is prominently displayed on the school Web site. If a laboratory school 29
earned an overall a school performance grade of D or F, the laboratory school 30
shall provide notice of the grade in writing to the parent or guardian of all 31
students enrolled in that school." 32
SECTION 3.(o) G.S. 116-239.13(3) reads as rewritten: 33
"(3) Public school student achievement data, including school performance grades 34
and student achievement scores and student growth, student growth scores, at 35
each laboratory school." 36
SECTION 4. This act is effective when it becomes law and applies to school 37
performance scores and grades calculated based on data from the 2025-2026 school year. 38