North Carolina § 115C-81 - 5. Standard course of study.

§ 115C-81. 5. Standard course of study.

All children can learn. It is the intent of the General Assembly that the mission of the public school community is to challenge with high expectations each child to learn, to achieve, and to fulfill his or her potential. With that mission as its guide, the State Board of Education shall adopt a plan of education and a standard course of study as provided in G.S. 115C-12(9c) for the public schools of the State. It is the intent of the General Assembly that the focus of State educational funding shall be to ensure that each student receives a sound basic education. It is further a goal of the General Assembly to provide supplemental funds to low-wealth counties to allow those counties to enhance the instructional program and student achievement. Instruction shall be offered in the areas of arts, communication skills, physical education and personal health and safety, mathematics, media and computer skills, science, second languages, social studies, and career and technical education. In addition, instruction shall be offered in all of the areas provided in this Part. The standard course of study shall provide all of the following: A core curriculum for all students that takes into account the special needs of children. A set of competencies, by grade level, for each curriculum area. A list of textbooks for use in providing the curriculum. Standards for student performance and promotion based on the mastery of competencies, including standards for graduation, that take into account children with disabilities and, in particular, include appropriate modifications. A program of remedial education. Required support programs. A definition of the instructional day. Class size recommendations and requirements. Prescribed staffing allotment ratios. Material and equipment allotment ratios. Facilities guidelines that reflect educational program appropriateness, long-term cost efficiency, and safety considerations. Any other information the Board considers appropriate and necessary. History (2017-126, s. 5.) NC Virtual Public Schools Program. - Session Laws 2011-145, s. 7.22(a), (b), and (d)-(k), as amended by Session Laws 2012-142, s. 7.12, as amended by Session Laws 2013-360, s. 8.9(a), as amended by Session Laws 2014-115, s. 88, and as amended by Session Laws 2017-173, s. 6(a), provides: "(a) The North Carolina Virtual Public School (NCVPS) program shall report to the State Board of Education and shall maintain an administrative office at the Department of Public Instruction. "(b) The Director of NCVPS shall ensure that students residing in rural and low-wealth county local school administrative units have access to e-learning course offerings in order to expand available instructional opportunities. E-learning instructional opportunities shall include courses required as part of the standard course of study for high school graduation and AP offerings not otherwise available. "(d) The State Board of Education shall take the following steps to implement an allotment formula for NCVPS beginning with the 2011-2012 school year: "(1) Project NCVPS student enrollment by semester and year-long course types for each local school administrative unit and charter school. "(2) Establish a per course teacher payment structure for the instructional costs of NCVPS. In establishing this payment structure, the Board shall consider the following: "a. The payment structure is based on a total compensation analysis to ensure NCVPS teacher pay has parity with similar programs. The total compensation analysis shall take into account salaries, benefits, and work effort to ensure valid comparisons between occupations. "b. The effects any change in NCVPS teacher payments may have on the attraction and retention of NCVPS teachers. "(3) Develop a per student fee structure for in-State students that is based on the per course teacher pay structure. The fee structure for in-State students shall ensure that the projected cost for local school administrative units and charter schools equals the projected instructional cost for NCVPS courses. "(4) Multiply the per course fees for in-State students by the projected enrollment by course type to determine the total instructional cost for each local school administrative unit and charter school. "(5) Transfer a dollar amount equal to seventy-five percent (75%) of the local school administrative unit's or charter school's projected instructional cost from the classroom teacher allotment to NCVPS. "(6) Repealed by Session Laws 2013-360, s. 8.9(a), effective July 1, 2013. "(7) Subtract the amount transferred pursuant to subdivision (5) of this subsection from the actual instructional cost for each unit or charter school and transfer the remaining dollar amount owed, up to a maximum of one hundred percent (100%) of the projected cost. "(8) Develop and implement a policy regarding returning funds to local school administrative units and charter schools in cases where the amount transferred pursuant to subdivision (5) of this subsection exceeds the actual instructional costs. "NCVPS shall use funds transferred to it to provide the NCVPS program at no cost to all students in North Carolina who are enrolled in North Carolina's public schools, Department of Defense schools, and schools operated by the Bureau of Indian Affairs. "(e) In establishing the fee structure and payment structure for NCVPS, the State Board shall consider recommendations from the eLearning Commission and the NCVPS Advisory Board. "(f) The State Board shall establish a separate per student tuition for out-of-state students, home-schooled students, and private school students, which shall be adjusted upward from the in-State student fee structure by an amount determined appropriate by the State Board. "(g) The Board shall direct NCVPS to develop a plan to generate revenue from the sale of courses to out-of-state educational entities. Revenue generated by NCVPS shall be used to offset instructional costs to local school administrative units and charter schools. NCVPS shall submit its plan to the Board by September 15, 2011. "(h) Beginning in 2011, the Director of NCVPS shall submit an annual report on NCVPS to the State Board of Education no later than December 15 of each year. The report shall use data from the previous fiscal year and shall include statistics on actual versus projected costs to local school administrative units and charter schools, student enrollment, virtual teacher salaries, and measures of academic achievement. "The Director of NCVPS shall continue to ensure the following: "(1) Course quality standards are established and met for courses developed by NCVPS. "(2) Repealed by Session Laws 2017-173, s. 6(a), effective July 21, 2017. "(3) All courses offered through NCVPS are aligned to the North Carolina Standard Course of Study. "(i) The State Board of Education shall reduce each local school administrative unit's or charter school's classroom teacher allotment, or other allotment, as determined by the State Board of Education, on the basis of ADM in grades 6-12 to provide the sum of two million eight hundred sixty-six thousand nine hundred twenty-three dollars ($2,866,923) for the State-level operations and administration of NCVPS for the 2011-2012 fiscal year. The allotment reduction for State-level operations and administration shall continue in future fiscal years and be adjusted annually based upon the percentage growth in NCVPS enrollment, ensuring the expansion of services due to increased virtual student enrollment. "(j) For fiscal year 2011-2012, the State Board of Education shall reduce each local school administrative unit's or charter school's classroom teacher allotment, or other allotment, as determined by the State Board of Education, on the basis of ADM in grades 6-12 to provide the sum of two million dollars ($2,000,000) in order to create an NCVPS enrollment reserve. The NCVPS enrollment reserve shall be used to cover the NCVPS instructional costs of local school administrative units or charter schools with enrollments exceeding projected NCVPS enrollment. "Beginning in fiscal year 2012-2013, and annually thereafter, the State Board of Education shall reduce each local school administrative unit's or charter school's classroom teacher allotment, or other allotment, as determined by the State Board of Education, on the basis of ADM in grades 6-12 an amount that is the difference between two million dollars ($2,000,000) and the balance of the NCVPS enrollment reserve. "Amounts available in the NCVPS enrollment reserve shall not revert. "(k) The only funds that may be used for the instructional costs of NCVPS are the following: "(1) Funds provided through the North Carolina Virtual Public Schools Allotment Formula. "(2) Funds provided through the NCVPS enrollment reserve as set forth in this section. "(3) Local funds. "(4) Federal funds. "(5) Special State Reserve Funds for Children and Youth with Disabilities. "(6) ADM Contingency Reserve." Maternal and Child Health Block Grant. - Session Laws 2012-142, s. 10.25(bb), provides: "(bb) If federal funds are received under the Maternal and Child Health Block Grant for abstinence education, pursuant to section 912 of Public Law 104-193 (42 U.S.C. § 710), for the 2012-2013 fiscal year, then those funds shall be transferred to the State Board of Education to be administered by the Department of Public Instruction. The Department of Public Instruction shall use the funds to establish an abstinence until marriage education program and shall delegate to one or more persons the responsibility of implementing the program and G.S. 115C-81(e1)(4) and (4a). The Department of Public Instruction shall carefully and strictly follow federal guidelines in implementing and administering the abstinence education grant funds." For prior similar provisions, see Session Laws 2002-126, s. 5.1(f), Session Laws 2004-124, s. 5.1(aa) and (bb), Session Laws 2005-276, s. 5.1(aa) and (bb), Session Laws 2007-323, s. 10.55(bb) and (cc), Session Laws 2008-107, s. 10.17(dd) and (ee), Session Laws 2009-451, s. 10.78(gg) and (hh), Session Laws 2010-31, s. 10.37(gg) and (hh), and Session Laws 2011-145, s. 10.78(cc) through (ee). Agriscience and Biotechnology Regional School Planning Commission. - Session Laws 2010-152, s. 29.1, provides: "There is established the Agriscience and Biotechnology Regional School Planning Commission. The purpose of the Commission shall be to develop and plan a regional school of agriscience and biotechnology to open in the 2011-2012 school year. The Commission shall be located administratively in the Department of Public Instruction but shall exercise its powers and duties independently of the Department of Public Instruction. The Department of Public Instruction shall provide for the administrative costs of the Commission and shall provide staff to the Commission." Session Laws 2010-152, s. 29.2, provides: "The Commission shall consist of up to nine members appointed by the chair of the State Board of Education. Appointments shall be made no later than September 1, 2010." Session Laws 2010-152, s. 29.3, provides: "The Agriscience and Biotechnology Regional School Planning Commission shall develop a plan for a regional school of agriscience and biotechnology to open in the 2011-2012 school year and shall ensure that the model is replicable, sustainable, and scaleable. In the development of its plan, the Commission shall: "(1) Consider the regional school's governance, funding for operational and capital needs, personnel, admissions and assignment of students, transportation, school food services, and other issues the Commission deems relevant. "(2) Solicit proposals from interested regions seeking to host the school and identify a location for the regional school. "(3) Identify potential business partners for the regional school. "(4) Consult with North Carolina State University and the NC Research Campus and establish connections between those institutions and the regional school." Session Laws 2010-152, s. 29.4, provides: "The Agriscience and Biotechnology Regional School Planning Commission shall report on its recommended plan to the State Board of Education, the Joint Legislative Joining Our Businesses and Schools (JOBS) Study Commission, and the Joint Legislative Education Oversight Committee by January 1, 2011." Education Opportunities For Students With Disabilities. - Session Laws 2015-241, s. 11.19(a), (b), provides: "(a) The Department of Health and Human Services, Division of Mental Health, Developmental Disabilities, and Substance Abuse Services, with the assistance of the Department of Health and Human Services, Division of Vocational Rehabilitation and Division of Social Services, the Department of Public Instruction, The University of North Carolina, and the North Carolina Community College System, and in consultation with the North Carolina Postsecondary Education Alliance, community stakeholders, and other interested parties, shall: "(1) Assess gaps and system needs to support transitions of people with disabilities to adulthood. "(2) Develop a program and fiscal policies to expand and sustain postsecondary education and employment opportunities for people with disabilities. "(3) Plan and implement approaches to public awareness about postsecondary education and employment for people with disabilities. "(4) Plan and implement joint policies and common data indicators for tracking the outcomes of people with disabilities after leaving high school. "(5) Consider options for technology to link agency databases. "The Division of Mental Health, Developmental Disabilities, and Substance Abuse Services shall report to the Joint Legislative Education Oversight Committee and the Joint Legislative Oversight Committee on Health and Human Services by November 15, 2015, and annually thereafter through November 15, 2017, on the implementation of this section. "(b) The State Education Assistance Authority shall study strategies for ensuring that the State system of financial assistance for postsecondary education is fully available to assist qualified students with disabilities who are enrolled in certificate-based, approved university programs developed for them. The Authority shall report to the Joint Legislative Education Oversight Committee and the Joint Legislative Oversight Committee on Health and Human Services by March 15, 2016, on the results of this study." Financial Literacy Elective Course Pilot Program - Session Laws 2017-57, s. 7.32(a)-(d), provides: "(a) Purpose. - The Superintendent of Public Instruction (Superintendent) shall establish a three-year Financial Literacy Elective Course Pilot Program (Program). The purpose of the Program is to determine the value of an in-depth high school elective course on personal financial literacy and the extent to which the course can provide high school students with the detailed knowledge and skills needed to become self-supporting and to make critical decisions regarding their personal finances. "(b) Participation. - The Superintendent shall select local school administrative units to participate in the Program. The selected local school administrative units collectively shall represent the geographic, economic, and social diversity of the State. Each selected local school administrative unit shall participate in the Program for three school years, beginning in the 2017-2018 school year. "(c) Implementation. - The Program shall authorize and assist the selected local school administrative units in the implementation of a high school elective course on personal financial literacy. This course shall serve as an in-depth supplement to the instruction in personal financial literacy required pursuant to G.S. 115C-81(i) . The components of the elective course shall include, at a minimum, detailed information on personal banking, credit card finance, student loan financing, mortgages, credit scoring and credit reports, borrowing money for an automobile or other large purchase, and best practices in personal finance. "Prior to selecting the pilot units, the State Board of Education, in consultation with the Superintendent, shall develop a curriculum, materials, qualifications for teaching the course, and guidelines for local boards of education to use in implementing the course. "(d) Reporting Requirement. - By November 15 of each year following the operation of the Program, the Department of Public Instruction shall report to the Joint Legislative Education Oversight Committee on the implementation and administration of the Program in the pilot units and any recommendations on the modification, continuation, and potential expansion of the Program statewide." Editor's Note. - Session Laws 1985, c. 479, s. 55(c)(8) and (c)(9), provided: "(8) Nothing in this subsection creates any rights except to the extent that funds are appropriated by the State and the units of local government to implement the provisions of this subsection and the Basic Education Program. "(9) This subsection shall apply to all school years beginning with the 1985-86 school year." Session Laws 1997-422, s. 2, provides that the State Board of Education shall adopt a policy by November 30, 1997, to ensure that the textbooks it adopts have no content-based censorship of American history, including religious references. The State Board may adopt textbooks that are limited to specified topics provided the textbooks are aligned with the standard course of study or are grade level appropriate. Session Laws 1997-422, s. 3, provides that the State Board of Education shall provide a copy of that act to each local school superintendent in the State, and each local school superintendent shall ensure that school personnel within the unit are informed about the act. Session Laws 2007-277, s. 1(a)-(e), provides: "(a) The State Board of Education, in cooperation with The University of North Carolina Board of Governors and the State Board of Community Colleges, shall develop a framework for a Reaching One's Potential for Excellence (ROPE) Scholars Program. The purpose of the ROPE Scholars Pilot Program shall be (i) to strengthen middle grades education in order to provide students with the opportunity to graduate from high school with the core academic skills needed for postsecondary education and high-skilled employment, and (ii) thereby to reduce the high school dropout rate, increase high school and college graduation rates, and decrease the need for remediation in institutions of higher education. "The framework for the ROPE Scholars Program shall require participating schools to have or be afforded access to high speed, broadband Internet resources and to use SAS EVAAS (Education Value Added Assessment System) or a comparable software system to track student academic progress over time. "(b) It is the intent of the ROPE Scholars Program to: "(1) Reduce class size to one teacher to every 17 students; "(2) Provide annual salary incentives of up to five thousand dollars ($5,000) to teachers certified in any high-need subject matter area or to support personnel; "(3) Provide a coordinator position at each participating school to assist in community and parental support; "(4) Encourage students participating in the program, through agreements executed between the local school administrative unit and students and their parents or guardians, to: "a. Maintain a ninety-five percent (95%) attendance rate each year; "b. Achieve a minimum of a 'B' average; "c. Take the PSAT and the SAT or the ACT and achieve an adequate score, as determined by the State Board of Education; "d. Meet the standards for admission established by the Board of Governors of The University of North Carolina; "e. Engage in community service work each month during the school year for the number of hours determined by the State Board of Education; and "f. Evidence good character by not engaging in unlawful conduct. "(5) Provide students who successfully participate in the program with college scholarships. "(c) The State Board of Education shall develop a competitive process through which local school administrative units may apply to participate in the pilot program. The State Board shall select three units from different geographic areas of the State, one of which shall be urban and one of which shall be rural. The Program shall be implemented beginning with the 2009-2010 school year. "(d) The State Board of Education shall develop a process to evaluate the effectiveness of the Program. "(e) The State Board of Education shall deliver a draft proposed framework to the Joint Legislative Education Oversight Committee by October 15, 2007, and a final proposal to the same committee by December 15, 2007. The report shall include the cost of implementing the pilot program and shall indicate the State laws, rules, and policies that would preclude the implementation of the pilot." Session Laws 2010-34, s. 1, provides: "The State Board of Education shall appoint a task force of members from the Department of Public Instruction and the Department of Cultural Resources (now Department of Natural and Cultural Resources) to create a Comprehensive Arts Education Development plan for the public schools in North Carolina. In addition to members appointed by the State Board of Education, the task force shall include at least one member of the House of Representatives appointed by the Speaker and at least one member of the Senate appointed by the President Pro Tempore." Session Laws 2010-34, s. 2, provides: "The task force shall specifically consider policies to implement arts education in the public schools as defined in the existing Basic Education Program under G.S. 115C-81 , to include (i) an arts requirement in grades K-5, (ii) availability of all four arts disciplines in grades 6-8, with students required to take at least one arts discipline each school year, and (iii) availability of electives in the arts at the high school level. The task force shall further consider a high school graduation requirement in the arts and the further development of the A+ Schools Program. The task force shall submit its recommendations, including any proposed legislation, to the Joint Legislative Education Oversight Committee no later than December 1, 2010." Session Laws 2010-160, s. 1, provides: "The Department of Health and Human Services, Division of Social Services, shall examine and recommend ways to expand and enhance Supplemental Nutrition Assistance Program Education (SNAP-Ed Program) in this State. The recommendations shall include all of the following: "(1) An expanded definition and use of in-kind resources in order to draw down additional federal funds to expand the SNAP-Ed Program in North Carolina. "(2) A three-year plan to expand and enhance the SNAP-Ed Program. "(3) A determination as to the feasibility of placing the responsibility for the SNAP-Ed Program at North Carolina State University or North Carolina A&T State University, or both. "Not later than September 1, 2011, the Department shall report its findings and recommendations on the directives outlined in subdivisions (1) through (3) of this section to the Legislative Task Force on Childhood Obesity if reestablished for the 2011-2012 Session, to the Public Health Study Commission, and to the Fiscal Research Division." Session Laws 2011-145, s. 1.1, provides: "This act shall be known as the 'Current Operations and Capital Improvements Appropriations Act of 2011.'" Session Laws 2011-145, s. 32.2, provides: "Except for statutory changes or other provisions that clearly indicate an intention to have effects beyond the 2011-2013 fiscal biennium, the textual provisions of this act apply only to funds appropriated for, and activities occurring during, the 2011-2013 fiscal biennium." Session Laws 2011-145, s. 32.5, is a severability clause. Session Laws 2011-273, s. 1, provides: "This act shall be known as 'The Founding Principles Act.'" Session Laws 2012-142, s. 1.2, provides: "This act shall be known as 'The Current Operations and Capital Improvements Appropriations Act of 2012.'" Session Laws 2012-142, s. 27.4, provides: "Except for statutory changes or other provisions that clearly indicate an intention to have effects beyond the 2012-2013 fiscal year, the textual provisions of this act apply only to funds appropriated for, and activities occurring during, the 2012-2013 fiscal year." Session Laws 2012-142, s. 27.7, is a severability clause. Session Laws 2012-197, s. 2, as amended by Session Laws 2012-194, s. 71.8, provides: "The State Board of Education shall work in cooperation with the American Heart Association, the American Red Cross, and other nationally recognized programs to develop a strategic plan to phase in successful completion of cardiopulmonary resuscitation instruction as a requirement for high school graduation by the 2014-2015 school year. The plan shall include costs of, and details regarding, procedures for: "(1) Obtaining and maintaining documentation regarding students who successfully complete cardiopulmonary resuscitation instruction in the eighth grade in accordance with the Healthful Living Essential Standards previously adopted by the State Board of Education. Documentation efforts shall be initiated during the 2012-2013 school year. "(2) Identifying students not successfully completing cardiopulmonary resuscitation instruction through Healthful Living Essential Standards and ensuring that those students successfully complete cardiopulmonary resuscitation instruction through other appropriate formats pursuant to G.S. 115C-81(e1)(1) j. Identification of students needing cardiopulmonary resuscitation instruction and offering this instruction to those students shall begin during the 2013-2014 school year. "(3) Requiring successful completion of cardiopulmonary resuscitation instruction as a requirement for high school graduation by the 2014-2015 school year. "The plan shall be implemented at the beginning of the 2014-2015 school year. "The State Board of Education shall report on this plan to the Joint Legislative Education Oversight Committee by December 15, 2013. The State Board of Education shall report on plan implementation to the Joint Legislative Education Oversight Committee by October 15, 2015." Session Laws 2013-307, s. 2, provides: "To facilitate the implementation of this act, within 60 days of this act becoming effective and annually thereafter, the Department of Health and Human Services, Division of Public Health, shall provide to the Department of Public Instruction and the Division of Nonpublic Education, Department of Administration, sample educational materials with the most current information available about the preventable risks for preterm birth in subsequent pregnancies, including induced abortion, smoking, alcohol consumption, the use of illicit drugs, and inadequate prenatal care." Session Laws 2013-307, s. 3, made subdivision (e1)(4)i., as added by Session Laws 2013-307, s. 1, applicable beginning with the 2013-2014 school year. Session Laws 2013-360, s. 1.1, provides: "This act shall be known as the 'Current Operations and Capital Improvements Appropriations Act of 2013.'" Session Laws 2013-360, s. 38.2, provides: "Except for statutory changes or other provisions that clearly indicate an intention to have effects beyond the 2013-2015 fiscal biennium, the textual provisions of this act apply only to funds appropriated for, and activities occurring during, the 2013-2015 fiscal biennium." Session Laws 2013-360, s. 38.5, is a severability clause. Session Laws 2013-381, s. 12.1(j), provides, in part: "All voter preregistrations completed and received by the State Board prior to [September 1, 2013] shall be processed and those voters registered, as appropriate." Session Laws 2013-1, s. 3(a), (b), as amended by Session Laws 2014-115, s. 90, provides: "(a) The State Board of Education, in collaboration with the State Board of Community Colleges, shall develop strategies to increase the number of high school students engaging in career and technical education, especially in the areas of engineering and industrial technologies, and in other occupations with high numbers of employment opportunities. In developing these strategies, the Boards shall consider sharing of instructors, facilities, equipment, and business internship opportunities between the public schools and community colleges to facilitate these goals. "(b) The State Board of Education and the State Board of Community Colleges shall jointly report to the Joint Legislative Education Oversight Committee by October 15, 2014, on progress made on developing strategies to increase student engagement in career and technical education, especially in engineering and industrial technologies, and in other occupations with high numbers of employment opportunities." Session Laws 2015-241, s. 12I.1(x), provides: "If federal funds are received under the Maternal and Child Health Block Grant for abstinence education, pursuant to section 912 of Public Law 104-193 (42 U.S.C. § 710), for the 2015-2016 fiscal year or the 2016-2017 fiscal year, then those funds shall be transferred to the State Board of Education to be administered by the Department of Public Instruction. The Department of Public Instruction shall use the funds to establish an abstinence until marriage education program and shall delegate to one or more persons the responsibility of implementing the program and G.S. 115C-81(e1)(4) and (4a). The Department of Public Instruction shall carefully and strictly follow federal guidelines in implementing and administering the abstinence education grant funds." For prior similar provisions, see Session Laws 2013-360, s. 12J.1(w) and (x). Session Laws 2015-241, s. 1.1, provides: "This act shall be known as 'The Current Operations and Capital Improvements Appropriations Act of 2015.'" Session Laws 2015-241, s. 33.4, provides: "Except for statutory changes or other provisions that clearly indicate an intention to have effects beyond the 2015-2017 fiscal biennium, the textual provisions of this act apply only to funds appropriated for, and activities occurring during, the 2015-2017 fiscal biennium." Session Laws 2015-241, s. 33.6, is a severability clause. Session Laws 2017-57, s. 7.23B, provides: "The State Board of Education and the Department of Public Instruction shall report to the Joint Legislative Education Oversight Committee by March 30, 2018, regarding the measures taken by each local school administrative unit to implement the requirements regarding cursive writing and memorization of the multiplication tables pursuant to G.S. 115C-81(k) and ( l ) and to ensure that those requirements are met." Session Laws 2017-126, s. 17, made this section effective July 20, 2017. Session Laws 2017-157, s. 6(a), (b), provides: "(a) The Superintendent of Public Instruction and the Department of Public Instruction, in collaboration with the Friday Institute for Educational Innovation at North Carolina State University (Friday Institute) and the North Carolina School of Science and Mathematics (NC School of Science and Math), shall develop recommendations to further the teaching and student learning of computational thinking and computer science in North Carolina K-12 schools. In developing recommendations, the Superintendent and the Department, in collaboration with the Friday Institute and the NC School of Science and Math, shall do at least the following: "(1) Develop curriculum guidelines that are aligned with K-12 Computer Science Framework (October 2016) developed by the CSforAll Consortium. "(2) Develop recommendations to increase the number of teachers prepared to teach computational thinking and computer science, addressing both preservice educator preparation for teachers and professional development for in-service teachers. "(3) Develop policy recommendations. "(4) Align recommendations with the ongoing implementation of the Digital Learning Plan in North Carolina by the Department and the Friday Institute. "(b) By January 15, 2018, the Superintendent of Public Instruction shall report to the Joint Legislative Education Oversight Committee on the recommendations, including any proposed legislation, developed in accordance with this act." Session Laws 2020-4, s. 4.2D, as added by Session Laws 2020-80, s. 1.1(e), and as amended by Session Laws 2021-1, s. 3.11, provides: "(a) Program Established. - The Department of Commerce, Office of Science, Technology, and Innovation (Office), shall administer a statewide pilot program (pilot) to promote access to innovative digital and personalized learning solutions for high school students that bridge the gap between chemistry and physical science classes and career and technical education (CTE) career pathways. The local school administrative units shall incorporate the science, technology, engineering, and mathematics (STEM) focused educational software program developed by Plasma Games, Inc., in select STEM classes and their CTE programs to encourage student interest and workforce development for chemistry-dependent industries located in North Carolina, including careers in the pharmaceutical, agricultural technology, biotechnology, textile, material science, energy, minerals and mining, and chemical manufacturing fields. The pilot shall be conducted for the 2020-2021 school year. "(b) Plans for Pilot Implementation. - A local school administrative unit participating in the pilot shall provide the Office with a plan for the placement of the STEM-focused educational technology developed by Plasma Games, Inc., in its schools. The plan shall include implementation of the educational game as a teaching tool for classroom teachers and a new learning platform for students to increase student engagement and discussion, enrich lessons with real-world applications and purpose in STEM fields, and create moments of connection for students with lasting impact on their career pathways. The plan shall also include provisions for professional development and training for teachers, administrators, and other school personnel to facilitate the implementation and success of the pilot. "(c) Funds for the Pilot. - The Office shall use the funds allocated in subdivision (62) of Section 3.3 of this act to provide funds to local school administrative units participating in the pilot. These funds shall be used for licensing fees for the educational software, Plasma Games' operating costs, and for implementation of the pilot by the local school administrative units. "(d) Reporting Requirements. - The local school administrative units participating in the pilot shall provide a report by May 1, 2021, to the Office on implementation of the pilot for that school year, including (i) the use of the funds described in subsection (c) of this section, (ii) the number of students impacted by the pilot and the number of students pursing STEM-related CTE career pathways as a result of the pilot, measured by the number of students declaring interest in a career with a chemistry-dependent industry located in North Carolina and the number of students pursuing higher education in a chemistry-related major or technical certification at a school in North Carolina, (iii) demand and feedback by teachers on the use of the STEM-focused educational technology, and (iv) any other information requested by the Office. "The Office shall provide a report by June 1, 2021, to the Senate Appropriations Committee on Education/Higher Education; House Appropriations Committee on Education; Senate Appropriations Committee on Agriculture, Natural, and Economic Resources; the House of Representatives Appropriations Committee on Agriculture and Natural and Economic Resources; and the Fiscal Research Division on the implementation of the pilot and the information reported by participating local school administrative units pursuant to this section. The report shall include any data on student outcomes related to implementation of the pilot, the expenditure of funds described in subsection (c) of this section, and recommendations by the Office on modification of the pilot and the need for continued support." Session Laws 2020-78, s. 2.5(a), (b), provides: "(a) The State Board of Education shall modify the State graduation requirements to include one required credit in arts education to be completed by each student at any time in grades six through 12. "The State Board of Education shall implement the arts education graduation requirement beginning with students entering the sixth grade in 2022. The State Board shall include an exemption from the arts education graduation requirement for students transferring into a North Carolina public school beginning in the ninth grade or later, if such requirement would prevent a student from graduating with the graduation cohort to which the student was assigned when transferring. "(b) The State Board of Education shall do the following: "(1) Establish procedures and a time line for a phased-in implementation of the arts education graduation requirement. "(2) Establish the minimum criteria to meet the arts education graduation requirement. "(3) By December 15, 2022, report to the Joint Legislative Education Oversight Committee on the following: "a. The statewide implementation of the three interdependent components of comprehensive arts education (arts education, arts integration, and arts exposure). "b. The graduation requirement set forth in subsection (a) of this section." Session Laws 2020-78, s. 22.1, provides: "Except for statutory changes or other provisions that clearly indicate an intention to have effects beyond the 2019-2021 fiscal biennium, the textual provisions of this act apply only to the 2019-2021 fiscal biennium." Session Laws 2020-78, s. 22.3, is a severability clause. Effect of Amendments. - Session Laws 2005-155, s. 2, effective July 5, 2005, repealed subdivision (a3)(9). Session Laws 2005-276, s. 7.59(a), effective July 1, 2005, added subsection (i). Session Laws 2006-69, s. 3(a), effective July 10, 2006, deleted "and includes appropriate modifications for the learning disabled, the academically or intellectually gifted students, and the students with discipline and emotional problems" at the end of subdivision (b)(1); and substituted "disabilities" for "special needs" in (b)(4). Session Laws 2006-264, ss. 54(a)-(c), effective August 27, 2006, and applicable beginning with the 2007-2008 school year, in subdivision (e1)(1), substituted "HIVIDS" for "Acquired Immune Deficiency Syndrome (AIDS) virus infection" in sub-subdivision (e1)(1)k., and added the last paragraph; in subdivision (e1)(3), substituted "HIVIDS, that include emphasis" for "Acquired Immune Deficiency Syndrome (AIDS) virus infection, that includes emphasis" in the first sentence, inserted "when transmitted through sexual contact" following "sexually transmitted diseases," and substituted "HIVIDS, shall teach how alcohol and drug use lower inhibitions, which may lead to risky sexual behavior" for "Acquired Immune Deficiency Syndrome (AIDS)" in the second sentence, and deleted the former last sentence, which read "Any instruction concerning the causes of sexually transmitted diseases, including Acquired Immune Deficiency Syndrome (AIDS), in cases where homosexual acts are a significant means of transmission, shall include the current legal status of those acts."; in (e1)(4)d., substituted "when transmitted through sexual contact, including HIVIDS" for "Acquired Immune Deficiency Syndrome (AIDS)"; added the last sentence in subdivision (e1)(8); and substituted "HIVIDS" for "Acquired Immune Deficiency Syndrome (AIDS)" throughout. Session Laws 2007-274, s. 2, effective July 27, 2007, added subsection (j). Session Laws 2009-60, s. 1, effective June 5, 2009, added the last paragraph of subsection (b). Session Laws 2009-213, ss. 2-9, effective June 30, 2009, and applicable beginning with the 2010-2011 school year, in subdivision (e1)(1)1., substituted "Reproductive health and safety education" for "Abstinence until marriage education"; deleted subdivision (e1)(3); rewrote subdivision (e1)(4); added subdivision (e1)(4a); in subdivision (e1)(5), substituted "reproductive health and safety education" for "abstinence until marriage"; deleted subdivision (e1)(6); in subdivision (e1)(7), substituted "or (ii) a reproductive health and safety" for "(ii) an abstinence until marriage program, or (iii) a comprehensive sex"; and added subdivision (e1)(11). Session Laws 2009-236, s. 1, effective June 30, 2009, and applicable beginning with the 2010-2011 school year, rewrote subsection (b1). Session Laws 2009-504, s. 1, effective August 26, 2009, and applicable beginning with the 2011-2012 school year, in subsection (i), deleted "during the high school years" at the end of the first sentence and added the second sentence in the first paragraph, and, in the second paragraph, inserted "other" in the first sentence and substituted "into which courses and grade levels the personal financial literacy curriculum shall be integrated" for "in which course the new personal financial literacy curriculum can be integrated" at the end of the second sentence. Session Laws 2009-541, s. 28(a), effective January 1, 2010, added "including instruction on voter registration and preregistration" at the end of subdivision (g1)(1)b. Session Laws 2010-33, s. 1, effective July 1, 2010, in the last paragraph in subsection (b), deleted "prior to July 1, 2011" following "graduation from high school." Session Laws 2010-35, s. 1, effective July 1, 2010, added subsection (e2). Session Laws 2011-273, s. 2, effective June 23, 2011, and applicable beginning with the 2014-2015 school year, rewrote subdivision (g)(1), which formerly read: "Local boards of education shall require during the high school years the teaching of the nation's founding and related documents, which shall include at least the major principles in the Declaration of Independence, the United States Constitution and its amendments, and the most important of the Federalist Papers"; added subdivisions (g)(1)a. through j.; deleted subdivisions (g)(2) and (3), which pertained to duty of local boards of education to require high school students to demonstrate knowledge and understanding of the nation's founding in order to receive a certificate or diploma of graduation from high school; in subdivision (g)(4), substituted "beginning with the 2014-2015 academic year" for "beginning with academic year 1990-91" and inserted "philosophical foundations of our form of government and the principles underlying the"; in subdivision (g)(5), deleted "State" preceding "Department" and substituted "shall provide or cause to be provided curriculum content for the semester course required in subdivision (1) of this subsection and teacher training" for "shall establish curriculum content and provide for teacher training"; and added subdivision (g)(6). Session Laws 2012-197, s. 1, effective July 26, 2012, made minor punctuation changes throughout subsection (e1), in subdivision (e1)(1)j, deleted "become proficient in order to" preceding "pass a test," and added the last three sentences; in subdivision (e1)(1) l , deleted "and" from the end. Session Laws 2013-71, s. 1, effective June 12, 2013, added subsections (k) and ( l ). For applicability, see Editor's note. Session Laws 2013-307, s. 1, effective July 18, 2013, added subdivision (e1)(4)i. For applicability, see Editor's note. Session Laws 2013-381, s. 12.1(g), effective September 1, 2013, deleted "and preregistration" at the end of subdivision (g1)(1)b. Session Laws 2015-279, s. 3, effective October 20, 2015, rewrote the last sentence of subdivision (e1)(4)(i). For applicability, see editor's note. Session Laws 2015-279, s. 4, effective October 20, 2015, added subdivision (e1)(4a)(d); and added the next-to-last sentence of the second undesignated paragraph of subdivision (e1)(4a). For applicability, see editor's note. Session Laws 2015-291, s. 1, effective October 29, 2015, rewrote the introductory paragraph of subdivision (g)(1); added subdivisions (g)(1)(k) through (g)(1)(m); and, in subdivision (g)(4), inserted "for the course required in subdivision (1) of this subsection" near the beginning, and substituted "2016-2017" for "2014-2015" near the middle. For applicability, see editor's note. Legal Periodicals. - For comment, "The State and Sectarian Education: Regulation to Deregulation," see 1980 Duke L.J. 801 (1980). For note on Leandro v. State, 346 N.C. 336 , 488 S.E.2d 249 (1997), see 76 N.C.L. Rev. 1481 (1998). For 1997 legislative survey, see 20 Campbell L. Rev. 409 (1998). For a note discussing the effect of Leandro v. State, 346 N.C. 336 , 488 S.E.2d 249 (1997), on equal school funding, see 33 Wake Forest L. Rev. 745 (1998). For comment, "Written in Stone; Why Renewed Attempts to Post the Ten Commandments in Public Schools Will Likely Fail," see 81 N.C.L. Rev. 801 (2003). For article, "In Defense of Voluntary Desegregation: All Things are not Equal," see 44 Wake Forest L. Rev. 107 (2009). For article, "Privatizing the Public Good: Emerging Trends in K-16 Education: The Government Speech Doctrine and Speech in Schools," see 48 Wake Forest L. Rev. 2 (2013). For article, "Privatizing the Public Good: Emerging Trends in K-16 Education: The High Cost of Education Federalism," see 48 Wake Forest L. Rev. 287 (2013). For article, "Privatizing the Public Good: Emerging Trends in K-16 Education: For-Profits and the Market Paradox," see 48 Wake Forest L. Rev. 333 (2013). For article, "Privatizing the Public Good: Emerging Trends in K-16 Education: No Accounting for School Vouchers," see 48 Wake Forest L. Rev. 361 (2013). For article, "Privatizing the Public Good: Emerging Trends in K-16 Education: Public Decisions and Private Choices: Reassessing the School-Housing Segregation Link in the Post-Parents Involved Era," see 48 Wake Forest L. Rev. 397 (2013). For article, "Privatizing the Public Good: Emerging Trends in K-16 Education: Private Paradigm Constrains Public Response to Twenty-First Challenges," see 48 Wake Forest L. Rev. 427 (2013). For article, "Privatizing the Public Good: Emerging Trends in K-16 Education: The Promise and Pitfalls of Empiricism in Educational Equality Jurisprudence," see 48 Wake Forest L. Rev. 489 (2013). For article, "Individual Sovereignty, Freer Sex, and Diminished Privacy: How an Informed and Realistic Modern Sexual Morality Provides Salvation from Unjustified Shame," see 8 Elon L. Rev. 245 (2016).