Education (Curriculum)

HB 595 restricts certain curriculum content in North Carolina public schools, directly affecting K-12 students and their parents. It bans instruction on gender identity, sexual activity, or sexuality in grades K-6 (except answering student questions) and requires parental written consent for such topics in grades 7-12. The bill mandates that schools provide age-appropriate health education materials, including 60-day parental review periods for materials related to sexual health, HIV/AIDS prevention, and reproductive health. It also specifies that human growth education in 4th and 5th grades must be single-sex, scientifically based, and require annual parental consent.

HB 878 requires North Carolina public schools to post lesson plans and course materials online within 10 days of use. Schools must display links to instructional materials (like textbooks and digital resources), procedures for reviewing materials, and teacher training details on their websites, organized by subject and grade level. The law applies to all public schools except those with fewer than 30 students total, and teachers may request to use only their last initial for privacy. It does not require posting the actual materials themselves, only links and descriptions, and maintains the information online for two years. This policy directly affects parents, educators, and community members seeking transparency about classroom content.

HB 835 requires North Carolina public schools to include age-appropriate lessons about Asian American and Pacific Islander contributions in all K-12 courses starting in the 2026-2027 school year. The bill mandates curriculum covering specific topics, including early immigrant labor (e.g., railroad construction), historical challenges faced by Asian communities, roles in the 1960s Civil Rights Movement, and contributions to government, arts, sciences, and North Carolina's development. It directly affects all students and educators in North Carolina's public school system by integrating these topics into standard coursework. The law specifies that lessons must be tailored to students' age levels and cover the listed historical and cultural elements.

SB 507 requires North Carolina public schools to automatically enroll students who score at the highest level on standardized math or English Language Arts (ELA) tests in advanced courses for the next grade level. This applies to students in grades 3-5 for math and grades 6+ for both subjects, with parents able to opt out via written consent after being informed of the placement basis. The bill expands an existing policy (previously only for math) to include ELA courses and mandates annual demographic reporting to the legislature on enrollment patterns. It takes effect for the 2025-2026 school year.

HB 636 establishes new procedures for public school units to select and review library media and materials, affecting students, parents, and school personnel. The bill requires schools to adopt policies that ensure materials are age-appropriate and do not contain content defined as "harmful to minors," which includes depictions of sexual activity or pervasively vulgar content. It mandates a review process involving a community library advisory committee, public posting of recommended materials, and a mechanism for public objections. Additionally, the bill requires the creation of a public database for rejected materials and allows parents, guardians, students, or residents to pursue private legal action against schools violating these provisions. Principals are also required to review all media available at school book fairs for compliance.

House Bill 875 directs the Department of Public Instruction (DPI) to establish a comprehensive system of mathematics support for students in kindergarten through eighth grade. This system requires DPI to provide approved lists of high-quality supplemental math systems for screening and progress monitoring, as well as instructional materials for intervention and core curriculum. These materials must utilize structured problem-based learning, explicit instruction, and provide responsive feedback to students. The bill also mandates DPI to offer approved professional development programs for K-8 teachers to implement these new instructional approaches effectively. Parents will be notified of any identified mathematical deficiencies, including characteristics of dyscalculia, and receive information on interventions and home strategies.

SB 223 expands academic transition pathways for high school students by creating new opportunities for qualified freshmen and sophomores to take college courses at community colleges. The bill requires specific approvals - such as verification of academic readiness by school and college leaders, mandatory academic advising, and parental consent - to allow these younger students to earn career technical education certificates or diplomas in fields like engineering, agriculture, or construction. It also modifies existing pathways for older students and takes effect for the 2025-2026 school year. The policy directly affects high school students seeking early college credit in designated career fields, with participation contingent on meeting strict eligibility criteria.