A BILL TO BE ENTITLED
AN ACT to modify various education report dates and to combine other education reports, as recommended by the STate Board of Education, the Department of Public Instruction, and the State Superintendent of Public Instruction.
The General Assembly of North Carolina enacts:
SECTION 1.  Eliminate Report by School System on the Adopted Schedule of Fees. – G.S. 115C‑47(6) reads as rewritten:
"(6)	To Regulate Fees, Charges and Solicitations. – Local boards of education shall adopt rules and regulations governing solicitations of, sales to, and fund‑raising activities conducted by, the students and faculty members in schools under their jurisdiction, and no fees, charges, or costs shall be collected from students and school personnel without approval of the board of education as recorded in the minutes of said board; provided, this subdivision shall not apply to such textbooks fees as are determined and established by the State Board of Education."
SECTION 2.  Modify Comprehensive Plan for Reading Achievement Report Date. – G.S. 115C‑83.4(b) reads as rewritten:
"(b)	The State Board of Education shall report biennially to the Joint Legislative Education Oversight Committee by December 15 of each even‑numbered year on the implementation, evaluation, and revisions to the comprehensive plan for reading achievement and shall include recommendations for legislative changes to enable implementation of current empirical research in reading development."
SECTION 3.(a)  Modify Schools Allotment Transfer Report/Access to DPI Allotment Transfer Report. – G.S. 115C‑105.25 reads as rewritten:
"§ 115C‑105.25.  Budget flexibility.
…
(c)	To ensure that parents, educators, and the general public are informed on how State funds have been used to address local educational priorities, each local school administrative unit shall publish information from the prior fiscal year on its Web site by October 15 of each year, as follows:
(1)	A description of each program report code, written in plain English, and a summary of the prior fiscal year's expenditure of State funds within each program report code.
(2)	A description of each object code within a program report code, written in plain English, and a summary of the prior fiscal year's expenditure of State funds for each object code.
(3)	A description of each allotment transfer that increased or decreased the initial allotment amount by more than five percent (5%), including all of the following information:
a.	The amount of the transfer.
b.	The allotment category into which the funds were transferred.

	
f.	Any additional information required by the Department of Public Instruction for the purpose of increasing the transparency of transfers and expenditures through the financial transparency dashboard operated by the Department.
(4)	Repealed by Session Laws 2017‑57, s. 7.13(b), effective July 1, 2018.
(5)	A chart that clearly reflects how the local school administrative unit spent State funds.
(d)	The local school administrative unit shall maintain information published pursuant to subsection (c) of this section on its Web site for at least three years after it is published.
(e)	No later than December 1 of each year, the Department of Public Instruction shall report the information required by subsection (c) of this section on the Department's financial transparency dashboard."
SECTION 3.(b)  This section applies beginning with information for the 2018‑2019 fiscal year.
SECTION 4.(a)  Combine Reports for Career and Technical Education Outcomes. – G.S. 115C‑156.2(b) reads as rewritten:
"(b)	Beginning in 2019, the State Board of Education shall report to the Joint Legislative Education Oversight Committee by November 15 of each year on the following information:
(1)	The number of students in career and technical education courses who earned (i) community college credit and (ii) related industry certifications and credentials.
(2)	Implementation of high school diploma endorsements, including adding (i) college, (ii) career, and (iii) college and career endorsements to high school diplomas, through evaluation of at least the following data:
a.	Impact on the rates of high school graduation, college acceptance and remediation, and post‑high school employment.
b.	Beginning with the 2019‑2020 school year, the number of students who had to retake a nationally norm‑referenced college admissions test to meet the reading benchmark score required by G.S. 115C‑12(40) to receive a high school diploma endorsement and the number of students who were not awarded a high school diploma endorsement solely because of the inability to meet the benchmark score for reading required by G.S. 115C‑12(40)."
SECTION 4.(b)  Section 1(b) of S.L. 2013‑1, as amended by Section 16.1 of S.L. 2013‑410, Section 89 of S.L. 2014‑115, and Section 48(d) of S.L. 2017‑102, reads as rewritten:
"SECTION 1.(b)  The State Board of Education shall make high school diploma endorsements, as provided under this section, available to students graduating from high school beginning with the 2014‑2015 school year. The State Board of Education shall report to the Joint Legislative Education Oversight Committee on the progress toward establishing specific college and career endorsements for high school diplomas and for awarding these endorsements by February 1, 2014."
SECTION 4.(c)  G.S. 115C‑12(40) reads as rewritten:
"(40)	To Establish High School Diploma Endorsements. – The State Board of Education shall establish, implement, and determine the impact of adding (i) college, (ii) career, and (iii) college and career endorsements to high school diplomas to encourage students to obtain requisite job skills necessary for students to be successful in a wide range of high‑quality careers and to reduce the need for remedial education in institutions of higher education. These endorsements shall reflect courses completed, overall grade point average, reading achievement, and other criteria as developed by the State Board of Education. A student shall only receive a high school diploma endorsement if that student receives on a nationally norm‑referenced college admissions test for reading, either administered under G.S. 115C‑174.11(c)(4) or as an alternative nationally norm‑referenced college admissions test approved by the State Board, at least the benchmark score established by the testing organization that represents the level of achievement required for students to have approximately a fifty percent (50%) chance of obtaining a grade B or higher or a seventy‑five percent (75%) chance of obtaining a grade C or higher in a corresponding credit‑bearing, first‑year college course. A student may retake a nationally norm‑referenced test as many times as necessary to achieve the required benchmark score for reading in order to receive a high school diploma endorsement prior to the student's graduation. The State Board of Education shall report annually to the Joint Legislative Education Oversight Committee on high school diploma endorsements in accordance with G.S. 115C‑156.2."
SECTION 5.  Modify Statewide Administration of Testing Program Report Date. – G.S. 115C‑174.12(e) reads as rewritten:
"(e)	By December 15 of each year, the State Board of Education shall submit a report to the Joint Legislative Education Oversight Committee containing information regarding the statewide administration of the testing program, including the number and type of tests and the testing schedule, and a summary of any local testing programs reported by local boards of education to the State Board of Education in accordance with subsection (d) of this section."
SECTION 6.  Modify Charter School Educational Effectiveness Report Date. – G.S. 115C‑218.110(b) reads as rewritten:
"(b)	The State Board of Education shall review and evaluate the educational effectiveness of the charter schools authorized under this Article and the effect of charter schools on the public schools in the local school administrative unit in which the charter schools are located. The Board shall report annually no later than February 15 to the Joint Legislative Education Oversight Committee on the following:
(1)	The current and projected impact of charter schools on the delivery of services by the public schools.
(2)	Student academic progress in the charter schools as measured, where available, against the academic year immediately preceding the first academic year of the charter schools' operation.
(3)	Best practices resulting from charter school operations.
(4)	Other information the State Board considers appropriate."
SECTION 7.(a)  Joint Submission of Cooperative Innovative High School and Career and College Promise Reports. – G.S. 115C‑238.55 reads as rewritten:
"§ 115C‑238.55.  Evaluation of cooperative innovative high schools.
The State Board of Education and the governing Boards shall evaluate the success of students in cooperative innovative high schools approved under this Part. Success shall be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate degree completion, admission to four‑year institutions, postgraduation employment in career or study‑related fields, and employer satisfaction of employees who participated in and graduated from the schools. The Boards shall jointly report by March 15 of each year to the Joint Legislative Education Oversight Committee on the evaluation of these schools. The report may be submitted jointly with the evaluation of the Career and College Promise Program required by G.S. 115D‑5(x)."
SECTION 7.(b)  G.S. 115D‑5(x) reads as rewritten:
"(x)	In addition to the evaluation of cooperative innovative high schools by the State Board of Education pursuant to G.S. 115C‑238.55, the State Board of Community Colleges, in conjunction with the State Board of Education and the Board of Governors of The University of North Carolina, shall evaluate the success of students participating in the Career and College Promise Program, including the College Transfer pathway and the Career and Technical Education pathway. Success shall be measured by high school retention rates, high school completion rates, high school dropout rates, certification and associate degree completion, admission to four‑year institutions, postgraduation employment in career or study‑related fields, and employer satisfaction of employees who participated in the programs. The Boards shall jointly report by March 15 of each year to the Joint Legislative Education Oversight Committee. The report may be submitted jointly with the evaluation of cooperative innovative high schools required by G.S. 115C‑238.55."
SECTION 8.  Modify Educator Preparation Program Report Date. – G.S. 115C‑269.50 reads as rewritten:
"§ 115C‑269.50.  EPP report cards.
The State Board shall create an annual report card for each EPP that, at a minimum, summarizes the information collected in the annual performance reports, as set forth in G.S. 115C‑269.35(b). The report cards shall provide user‑friendly access to the public, and shall provide the ability to easily compare annual report card information between EPPs, including performance and other data reported by each EPP, as provided in G.S. 115C‑269.35(b). The State Board shall make the report cards available to the public through the State Board's Internet Web site on an annual basis beginning April 15, 2020, and shall submit the report to the Joint Legislative Education Oversight Committee annually by that date."
SECTION 9.  Modify State of the Teaching Profession Report Date. – G.S. 115C‑299.5(b) reads as rewritten:
"(b)	State of the Teaching Profession Report. – The State Board of Education shall monitor and compile an annual report by February 15 annually on the state of the teaching profession in North Carolina that includes data on the decisions of teachers to leave the teaching profession and vacancies in teaching positions as provided in subsections (c) and (e) of this section. The State Board shall adopt standard procedures for each local board of education to use in requesting information required by this report and shall require each local board of education to report the information to the State Board in a standard format adopted by the State Board."
SECTION 10.(a)  Combine State Board Reports on School Waivers. – G.S. 115C‑301(g) reads as rewritten:
"(g)	Waivers and Allotment Adjustments. – Local boards of education shall report exceptions to the class size requirements set out for kindergarten through third grade and significant increases in class size at other grade levels to the State Board and shall request allotment adjustments at any grade level, waivers from the requirements for kindergarten through third grade, or both. Within 45 days of receipt of reports, the State Board of Education, within funds available, may allot additional positions at any grade level. The State Board shall not grant waivers for excess class size in kindergarten through third grade, except under the following circumstances:
(1)	Emergencies or acts of God that impact the availability of classroom space or facilities.
(2)	An unanticipated increase in student population of an individual school in excess of two percent (2%) of the average daily membership of that school.
(3)	Organizational problems in geographically isolated local school administrative units in which the average daily membership is less than one and one‑half per square mile.
(4)	Classes organized for a solitary curricular area.
(5)	A charter school closure.
The State Board shall report on all waivers to the Joint Legislative Commission on Governmental Operations and the Joint Legislative Education Oversight Committee by October 15 of each year in accordance with G.S. 115C‑105.26(h). The report shall include the local school administrative unit, school, and class or classes for which the waiver was granted, the statutory grounds for the waiver, and the terms of the waiver.
Upon notification from the State Board that the reported exception does not qualify for an allotment adjustment or a waiver, the local board of education shall take action to correct the exception within 30 days. Within 60 days of notification by the State Board, the Superintendent of Public Instruction shall request an updated report from the local board of education on the size of each class in kindergarten through third grade for each school within the local school administrative unit. If the Superintendent of Public Instruction finds that a local board of education is continuing to exceed class size requirements, the State Board may impose the penalty set forth in subsection (j) of this section until such time the schools in the unit meet the class size requirements for kindergarten through third grade."
SECTION 10.(b)  G.S. 115C‑105.26(h) reads as rewritten:
"(h)	By October 15 of each year, the State Board shall report to the Joint Legislative Commission on Governmental Operations and the Joint Legislative Education Oversight Committee with a list of the specific waivers granted in the prior school year to each local board of education under this section. If applicable, the report shall include the information on class size waivers required by G.S. 115C‑301(g). The State Board may include any legislative recommendations identified under subsection (g) of this section in its report."
SECTION 11.  Extend Learning and Integrated Student Supports Competitive Grant Program Final Report Date. – Section 7.24(e) of S.L. 2017‑57 reads as rewritten:
"SECTION 7.24.(e)  The Department of Public Instruction shall provide an interim report on the Program to the Joint Legislative Education Oversight Committee by September 15, 2018, with a final report on the Program by November 15, 2019. The final report shall include the final results of the Program and recommendations regarding effective program models, standards, and performance measures based on student performance, leveraging of community‑based resources to expand student access to learning activities, academic and behavioral support services, and potential opportunities for the State to invest in proven models for future grants programs."
SECTION 12.(a)  Extend Reporting Dates for Teacher Bonus Programs. – Section 8.8(d) of S.L. 2016‑94, as amended by Section 8.8B(a) of S.L. 2017‑57, reads as rewritten:
"SECTION 8.8.(d)  The State Board of Education shall study the effect of the program on advanced course teacher performance and retention. The State Board shall report the results of its findings and the amount of bonuses awarded to advanced course teachers, including the amount awarded for Advanced Placement courses, the amount awarded for International Baccalaureate Diploma Programme courses, and the amount awarded for Cambridge AICE program courses, to the President Pro Tempore of the Senate, the Speaker of the House of Representatives, the Joint Legislative Education Oversight Committee, and the Fiscal Research Division by April 15 of each year bonuses are awarded."
SECTION 12.(b)  Section 8.9(c) of S.L. 2016‑94, as amended by Section 8.8B(b) of S.L. 2017‑57, reads as rewritten:
"SECTION 8.9.(c)  The State Board of Education shall study the effect of the program on teacher performance and retention. The State Board shall report the results of its findings, the amount of bonuses awarded to teachers who teach students earning approved industry certifications or credentials, and the type of industry certifications and credentials earned by their students to the President Pro Tempore of the Senate, the Speaker of the House of Representatives, the Joint Legislative Education Oversight Committee, and the Fiscal Research Division by April 15 of each year bonuses are awarded."
SECTION 12.(c)  Section 8.8C(c) of S.L. 2017‑57, as amended by Section 2.10(b) of S.L. 2017‑197, reads as rewritten:
"SECTION 8.8C.(c)  The State Board of Education shall study the effect of the bonuses awarded pursuant to this section, as amended by Section 8.8B of this act, on teacher performance and retention. The State Board shall report the results of its findings, the distribution of statewide bonuses as among local school administrative units, and the distribution of bonuses within local school administrative units as among individual schools to the President Pro Tempore of the Senate, the Speaker of the House of Representatives, the Joint Legislative Education Oversight Committee, and the Fiscal Research Division by April 15 of each year bonuses are awarded."
SECTION 12.(d)  Section 8.8D(c) of S.L. 2017‑57, as amended by Section 8.11(a) of S.L. 2018‑5, reads as rewritten:
"SECTION 8.8D.(c)  The State Board of Education shall study the effect of the bonuses awarded pursuant to this section on teacher performance and retention. The State Board shall report the results of its findings, the distribution of statewide bonuses as among local school administrative units, and the distribution of bonuses within local school administrative units as among individual schools to the President Pro Tempore of the Senate, the Speaker of the House of Representatives, the Joint Legislative Education Oversight Committee, and the Fiscal Research Division by April 15 of each year bonuses are awarded."
SECTION 12.(e)  Section 8.8E(c) of S.L. 2017‑57, as amended by Section 8.12(a) of S.L. 2018‑5, reads as rewritten:
"SECTION 8.8E.(c)  The State Board of Education shall study the effect of the bonuses awarded pursuant to this section on teacher performance and retention. The State Board shall report the results of its findings, the distribution of statewide bonuses as among local school administrative units, and the distribution of bonuses within local school administrative units as among individual schools to the President Pro Tempore of the Senate, the Speaker of the House of Representatives, the Joint Legislative Education Oversight Committee, and the Fiscal Research Division by April 15 of each year bonuses are awarded."
SECTION 12.(f)  This section applies to reports due on or after the effective date of this act.
SECTION 13.  Except as otherwise provided, this act is effective when it becomes law.