Category: Uncategorized

2025 Spotlight On Series: TeachNC – North Carolina’s Comprehensive Teacher Recruitment Initiative

TeachNC – North Carolina’s Comprehensive TeacherRecruitment Initiative 2025 Facts & Figures Series Published 2025  |  BEST NC TeachNC is designed to increase the quantity and quality of teachers in North Carolina by inspiring teaching candidates to pursue the profession and removing barriers that stand in their way. First established in 2018 as a public-private partnership between BEST NC, TEACH, and the NC Department of Public Instruction, TeachNC was fully adopted by the state in 2022. In 2023–24, TeachNC assisted more than 3,700 individuals in successfully applying to a NC Educator Preparation Program. During that same period, the platform added over 35,000 new registered users, increasing its total to 102,000. Figure 1: TeachNC-Supported Applicants to North Carolina Educator Preparation Programs, by Year (2019–20 to 2023–24) In 2023–24, TeachNC was tapped to disperse $3 million in Governor’s Emergency Education Relief funding to prospective educators seeking a professional license. Through this initiative, TeachNC issued over $930,000 in test preparation reimbursements, over 5,000 vouchers for Praxis testing fees, and nearly 4,000 Study.com licenses. These funds benefited more than 7,000 current and aspiring North Carolina educators. 58% of Users Reported an Increased Interest in Teaching After Using TeachNC. 48% of Users Indicated They Would Not Have Applied to an EPP without TeachNC. Sources NC DPI, 2025 TeachNC Recruitment Initiative Report About This Series This post is part of BEST NC’s 2025 Facts & Figures: Education in North Carolina Spotlight On: series. View the full report at NCEdFacts.org or visit BESTNC.org.

2025 Spotlight On Series: Chronic Absenteeism in North Carolina

Chronic Absenteeismin North Carolina 2025 Facts & Figures Series Published 2025  |  BEST NC Since the pandemic, students have been increasingly absent from school. While improving somewhat, chronic absenteeism, defined as a student missing 10 or more days in a school year, has risen significantly nationwide and in North Carolina, compared to pre-pandemic levels. In 2023, a National Center for Education Statistics (NCES) study found a direct relationship between absenteeism and declining math and reading scores. In North Carolina, reading scores remain below pre-pandemic levels and persistently high absenteeism rates are likely contributing to the slow recovery. 16%–27% of math score declines and 36%–45% of reading score declines can be directly attributed to changes in absenteeism. Figure 1: Percentage of Students Chronically Absent (2018–19 to 2023–24) Absenteeism has remained higher than pre-pandemic rates for all student groups: Figure 2: Percentage of Students Chronically Absent, by Student Subgroup (2018–19 to 2022–23) *2019 data not available. Note: State and Federal data during 2019–20 and 2020–21 for chronically absent students is generally unavailable due to the COVID-19 pandemic. Additionally, 2023–24 data is estimated pending on official reporting from states/districts. Sources NCES K-12 Dive; FutureEd; NC DPI School Report Card Data Set About This Series This post is part of BEST NC’s 2025 Facts & Figures: Education in North Carolina Spotlight On: series. View the full report at NCEdFacts.org or visit BESTNC.org.

2026 Spotlight On Series: Advanced Teaching Roles™ and Student Growth in North Carolina

Advanced Teaching Roles™ and Student Growth in North Carolina 2026 Facts & Figures Series Published 2026  |  BEST NC  |  Section: Achievement (Page 62) The Advanced Teaching Roles (ATR) initiative began in 2013 as a public-private partnership in Charlotte-Mecklenburg Schools called Project L.I.F.T., using Public Impact’s Opportunity Culture model. ATR has since been adopted in about 1/3 of all districts, becoming the nation’s only state-supported, district-led strategic staffing initiative. As of Fall 2026, more than 600 schools across North Carolina will be actively implementing ATR staffing models. These schools rely on Adult Leadership teachers who lead a team of three to eight teachers to extend the reach of highly effective educators, provide in-classroom coaching, and take direct responsibility for student outcomes. Teachers also earn up to $21,000 on top of their base pay to take on these advanced roles. Approximately 89% of schools implementing ATR qualify for Title I funding, which means they have a higher poverty population. Also, most ATR schools are using Public Impact’s Opportunity Model (OC). A 2024–25 analysis of Title I ATR schools using OC (ATR-OC schools) shows strong results. These schools are two to three times more likely to achieve high growth than comparable non-ATR Title I schools. Percentage of Title I Schools Exceeding Growth Expectations, by OC™ School Status (2024–25) Specifically, 43% of participating ATR-OC Title I schools exceeded growth targets, compared with just 21% for non-OC Title I schools. Meanwhile, ATR-OC Title I schools that serve all students in core subjects (100% reach) and sustain Advanced Teaching Roles teams for four or more years saw 63% achieve high growth — three times the rate of other Title I schools. The data are clear; ATR expands access to excellent teaching for students who need it most. Charlotte-Mecklenburg Schools continues to lead in both scale and depth of implementation. Nearly every public school in the district is implementing the ATR model. In 2024–25, schools with ATR teams were more likely to achieve high growth and less likely to post low growth than in prior years. Approximately 70% of schools with four or more years of implementation exceeded growth targets. Statewide results remain strong, even when excluding Charlotte-Mecklenburg Schools. Title I schools with four or more years of implementation are still more than twice as likely to achieve high growth. These outcomes demonstrate that the model works across districts and contexts. ATR is currently concentrated heavily in higher poverty schools, making its results especially meaningful. The initiative strengthens educator pipelines while accelerating student learning in historically underserved schools by attracting, developing, and retaining teacher talent. As implementation deepens across North Carolina, the evidence is clear: design matters, duration matters, and reaching all students matters. North Carolina is proving that when excellent teaching reaches every student, the results follow. Sources 2025 Advanced Teaching Roles Annual Evaluation Report, BEST NC Advanced Teaching Roles; Public Impact: Opportunity Culture Stats. About This Series This post is part of BEST NC’s 2026 Facts & Figures: Education in North Carolina Spotlight On: series. View the full report at NCEdFacts.org or visit BESTNC.org.

2026 Spotlight On Series: North Carolina’s Categorical Allotments for K-12 Education

North Carolina’s Categorical Allotments for K–12 Education 2026 Facts & Figures Series Published 2026  |  BEST NC  |  Section: Finance (Pages 46–47) Figure 1 – State K–12 Education Funding Purpose (2025–26) The total state investment for K–12 public school funding is $12.8 billion. Of that, around 66% of this appropriated budget is for resource-based items such as general administration, teachers, other personnel, and related services ($8.4 billion). The second largest part of the K–12 public school funding is Categorical Allotments, which make up about 31% of the budget ($4 billion). Categorical Allotments designate state funding to target specific student or district needs, such as supplementing low wealth counties, disadvantaged students, or academically gifted students. The remaining approximately 3% ($414M) are for various targeted programs, grants, and other targeted appropriations like AP/IB testing and Cooperative Innovative High Schools. A majority of the Categorical Allotments (64%) are composed of eight categories based on specific student or district needs. Exceptional Children account for nearly half of these funds, about $1 billion. The smallest Categorical Allotment is the Small County Supplemental Funding for small and sparsely populated districts at approximately $48M (2%) (see Figure 2). Figure 2 – Share of Total State Education Categorical Funding, by Program Category (FY2025–26) Categorical Allotment Types Exceptional Children ($1.2 billion) receive the most funding because of compliance with legal mandates, such as the federal Individuals with Disabilities Education Act (IDEA). North Carolina has a 13% cap on special education funds, meaning the state will only pay districts for whichever is smaller: the actual number of students identified with disabilities or 13% of the district’s total student population. Other student-weighted Categorical Allotments include Academically and Intellectually Gifted ($92M), At-Risk Student Services ($374M), and Limited English Proficiency ($157M) that serve specific groups of students. These programs remain relatively low and stable from year to year because they are formula-driven, capped, or tied to small student populations. Teacher State Supplements ($200M in 111 districts), Low Wealth Supplemental Funding ($345M in 78 districts), Disadvantaged Student Supplemental Funding ($111M in all 115 districts), and Small County Supplemental Funding ($60M in 30 school districts). These funds are awarded based on criteria met at the district level, not individual student characteristics, to support the overhead of operating smaller or lower wealth districts. Changes in Funding by Category from FY2016–17 to FY2025–26 The following graphic shows the ten-year trends for each of these allotments based on 2025 dollars: Figure 3 – Per Pupil Funding Over Time for Categorical Allotments, in 2025 Dollars (2016 to 2025) Differences in growth across programs largely reflect differences in their formulas. Programs like Exceptional Children and At Risk use formulas that scale with student need, which naturally produce steady increases over time. Low Wealth also grows modestly because its formula recalculates county wealth gaps annually. Exceptional Children (+45.4%) and At Risk Student Services (+14.5%) increased significantly because they use formulas that scale with student need, which produces steady increases over time. In contrast, Academically and Intellectually Gifted, Limited English Proficiency, and Small County Supplemental Funding remain relatively flat because they rely on fixed ratios, caps, or static eligibility rules. Whereas, Teacher State Supplements grew significantly in its first few years (FY 2021–22 to FY 2023–24) because of increased budget investments. Sources NC DPI Final Pupils by Grade; NC DPI School Allotment Section, Allotment Data; NC DPI 2026 Highlights of the Public School Budget. About This Series This post is part of BEST NC’s 2026 Facts & Figures: Education in North Carolina Spotlight On: series. View the full report at NCEdFacts.org or visit BESTNC.org.

2026 Spotlight On Series: K-12 Population Shifts

K-12 Population Shifts 2026 Facts & Figures Series Published 2026  |  BEST NC  |  Section: Schools & Programs (Page 39) Figure 1 – School-Aged Children (Ages 5–17) vs. Traditional K–12 Public School Enrollment (1970–2030) North Carolina Is Not Facing a Statewide Reduction in School-Aged Children, Defying National Trends As birth rates have declined nationally, fears about a “demographic cliff” have become a national concern. While North Carolina is not projected to experience a statewide decrease in the number of school-aged (ages 5–17) children, there are declines in these populations in some regions of the state. Most Districts Are Seeing Declines in Traditional Public School Enrollment While the K–12 population as a whole is not declining, enrollment in traditional public schools is declining. Until 2010, the number of North Carolina children enrolled in traditional public schools was consistent with the school-aged population. Around 2010, traditional enrollment stayed fairly flat until it started to decline around 2021 as more students enroll in home schools, private schools, and public charter schools (see pgs. 8–10 for additional data and heat maps). Similarly, high-poverty districts across the U.S. have been losing students more quickly than low- and medium-poverty districts. The same is true for predominately Black districts compared with districts that are mostly white or Hispanic. However, all demographics chose non-traditional public schools at higher rates in 2023 than in 2016 (see Figure 2). Figure 2 – National Proportion of Non-Traditional Public School Enrollment, by District (2016 to 2023) Sources NC DPI Statistical Profile, Table 1; NC Office of State Budget and Management, Population Projections (by Age and Sex): Vintage 2025; NC Office of State Budget and Management, Population Projections (by Age and Sex): Vintage 2022 (Courtesy of Carolina Demography); National Bureau of Economic Research, US Census Intercensal Population Estimates; Brookings Institution, Declining public school enrollment (2025). About This Series This post is part of BEST NC’s 2026 Facts & Figures: Education in North Carolina Spotlight On: series. View the full report at NCEdFacts.org or visit BESTNC.org.

2026 Spotlight On Series: The North Carolina Principal Recruitment Supplement Program (PRSP)

The NC Principal Recruitment Supplement Program (PRSP) 2026 Facts & Figures Series Published 2026  |  BEST NC  |  Section: Educators (Page 33) Research consistently demonstrates that experienced, high-performing principals are less likely to lead schools serving large concentrations of low-income students, students of color, and low-performing students. The North Carolina Principal Recruitment Supplement Program (PRSP), established in 2019 through Session Law 2019-247, incentivizes proven leaders to move into and remain in the state’s lowest-performing schools to drive sustained turnaround efforts. Qualified Principals Under PRSP, qualifying principals receive a $30,000 annual salary supplement for up to three years while serving at a low-performing school. Eligibility is tied to demonstrated effectiveness: receiving an “Exceeded Growth” score for two of the three previous years at the principal’s prior school. Schools In the Bottom 5% Statewide are Eligible Qualifying schools are low-performing under G.S. 115C-105.37, with a School Performance Grade of D or F and a growth status of “Met” or “Not Met Expected Growth.” Typically, 110–150 schools qualify annually, based on the prior year’s data. Districts are notified between January and April. Impressive Impacts At least 50% of participating schools have exceeded growth, meaning they exit their status as a low-performing school. Among the 2023–24 schools, six schools’ growth scores improved in 2024–25 over the 2022–23 baseline, while two remained at “met growth.” These gains indicate that strategically placing high-performing leaders in struggling schools can meaningfully accelerate academic growth. School Growth Scores Before and After Participating in the PRSP (2022–23 and 2024–25) Participation Remains Low The number of principals participating each year is much lower than program capacity, presenting a great opportunity for school districts to leverage these incentives. In 2024–25, 13 principals received the supplement across qualifying schools, out of 40 available slots statewide. Participation peaked at 20 principals across the three cohorts in 2023–24, with a total of 78 principals benefiting since the program’s inception. Opportunities for Greater Impact The NC Department of Public Instruction recommends increasing the number of years principals are eligible for the supplement and expanding school eligibility to increase participation. Also, strengthening program perception and flexibility could improve alignment between available funding and the state’s broader goal of ensuring that the most effective school leaders are equitably distributed across high-need schools. 85% of PRSP-Participating Schools either Met or Exceeded Expected Growth. This represented some of the strongest collective results for turnaround schools in state history. Sources PRSP Report to the NCGA 2024–25; EdNC Article on PRSP from BEST NC 2026 — ednc.org About This Series This post is part of BEST NC’s 2026 Facts & Figures: Education in North Carolina Spotlight On: series. View the full report at NCEdFacts.org or visit BESTNC.org.

2026 Spotlight On Series: Understanding Teacher Pay

Understanding Teacher Pay 2026 Facts & Figures Series Published 2026  |  BEST NC  |  Section: Educators (Page 30) Although the most recent state base teacher salary schedule runs from $41,000 to $55,950, the average salary in North Carolina is $60,984 for 2025–26. Through additional state bonuses and supplements, teachers may earn anywhere from the state minimum of $41,000 to more than $100,000, plus benefits. Local Salary Supplements In North Carolina, the state pays a teacher’s base salary according to a statewide pay schedule, and the local school district can provide an additional local supplement. This salary structure is unique compared with many other states, where most teachers are paid on schedules set by their local school districts, even if the state contributes or sets certain minimums. In the 2025–26 school year, local supplements ranged from $0 in Graham County to $11,612 in Chapel Hill/Carrboro City Schools. Each local school board has full discretion over this supplement and may choose to provide a flat amount or set another structure tied to experience or professional degrees. They can also offer other funding opportunities outside of the salary schedule. Local funds generally offset cost-of-living differences across the state (see BEST NC’s 2025 Teacher Pay in North Carolina report, pages 15–16). State Salary Supplements Variation in local salary supplements can influence teacher mobility, with some educators choosing to work in neighboring districts that offer a higher local supplement. To help address disparities in local tax capacity, the state established the Teacher Salary Supplement Allotment for districts with smaller tax bases to use at their discretion. In practice, few districts use this money to strategically staff hard-to-fill positions; instead, most districts divide the funding equally between all teachers in the district, diluting its potential to retain or recruit educators strategically. Additional State-Funded Pay National Board Certified Teachers earn an additional 12% on top of state base pay. Highly Qualified NC Teaching Graduates (those with high academic honors) can move up the pay schedule faster, particularly if they teach in a low-performing school, a STEM, or an exceptional children position. Advanced Teaching Roles™ teachers (Adult Leadership or Classroom Excellence) can earn: $10,000 for Adult Leadership Teacher (up to $21,000 with local supplements); or $3,000 for Classroom Excellence Teacher (up to $7,000 with local supplements). State-Funded Bonuses Low-Wealth/Small County Bonus provides up to $1,000 from the state with 1:1 matching funds from the local district. Reading and Math Bonuses: 3rd Grade Reading: Teachers in the top 25% of EVAAS scores in the district or state are eligible to earn these bonuses. They may receive both if they qualify. The amount varies year to year, but cannot exceed $3,500/year from each source (district and/or state). 4th–8th Grade Math, 4th & 5th Grade Reading: $2,000 to each teacher whose EVAAS scores are in the top 25% of the state or district. High School Achievement $50 per student who passes AP/IB/Cambridge Exams, up to $3,500. $25 or $50 per student achieving an industry-recognized credential through CTE coursework. Each teacher for a course contributing to this credential is eligible, up to $3,500 per teacher. Sources NC DPI Statistical Profile, Table 20; February 2024 Report to the Joint Legislative Education Oversight Committee; 2023–24 Advanced Course Teacher Legislated Bonuses FAQ; 2024–25 Teacher Legislated Performance Bonuses – LEAs and Other Public Schools FAQ; State Financial Incentives for National Board Certification. About This Series This post is part of BEST NC’s 2026 Facts & Figures: Education in North Carolina Spotlight On: series. View the full report at NCEdFacts.org or visit BESTNC.org.

2026 Spotlight On Series: The North Carolina Opportunity Scholarship Program

The North Carolina Opportunity Scholarships Program (NCOSP) 2026 Facts & Figures Series Published 2026  |  BEST NC  |  Section: Children & Students (Pages 10–11) The North Carolina Opportunity Scholarships Program (NCOSP) provides state-funded tuition assistance to families who choose to enroll their children in private K–12 schools. The program launched in the 2014–2015 school year, providing scholarships exclusively to students from low-income families. It was expanded in 2024–25 to be available to all families, with scholarship amounts tied to family income levels. In its first year, the NCOSP issued scholarships to 1,216 students. As of March 2026, over 106,000 scholarships had been distributed for the 2025–26 school year, reflecting rapid and sustained growth in participation over the past decade. Expanded eligibility and enrollment result in a steadily increasing financial commitment from the state. For the 2025–26 school year, $600 million is budgeted for Opportunity Scholarships. At the current pace of distribution, demand will likely exceed remaining allocations needed to support tuition payments in the second half of the school year. Figure 1 – Total Statewide Spending on Scholarships (2014–15 to 2025–26) Funding by County In 2025–26, students in Wake County Public School System (WCPSS) and Charlotte-Mecklenburg Schools (CMS) received $68M and $57M, respectively. 23 counties had fewer than 100 recipients in 2024–25. Figure 2 – Total Statewide Spending on NCOSP Scholarships, by District (2025–26) Student Participation Data In its first year, 100% of scholarship students were from families qualifying for free and reduced lunch (<185% of the poverty line). From 2014–15 until 2023–24, families earning up to 370% of the federal poverty guidelines according to their family size were eligible. In 2024–25, 30% of scholarships and 41% of total funds went to families qualifying for free and reduced lunch (see Figure 3). At an estimated 106,000 students, NCOSP recipients make up 6% of the K–12 population and rank as the 5th largest group in the state – behind Wake County Schools, Charlotte-Mecklenburg Schools, Homeschooled students, and Charter students. 86% of students who received NCOSP scholarships in 2024–25 renewed their status for 2025–26. Increasing numbers of Opportunity Scholarships are for younger students, indicating a long-term financial commitment by the state to support these students through the course of their education. Hispanic student awardees decreased from 15% to 10% since the 2022–23 school year. The share of white students has increased since 2022–23, from 61% to 73% (see Figure 4). Figure 3 – Share of Opportunity Scholarships, by Poverty Level (2014–15 and 2024–25) Figure 4 – Share of Opportunity Scholarships, by Race (2022–23 to 2024–25) 6,518% Increase in Opportunity Scholarship recipients from 2014–15 (1,216 students) to 2024–25 (80,472 students). Sources NC State Education Assistance Authority (NCSEAA), Opportunity Scholarship Data — ncseaa.edu; NC General Assembly, Fiscal Research Division, Student Financial Aid: State Funding Overview. Note: Reporting on the NCOSP does not include Hispanic subgroup data with other racial data. About This Series This post is part of BEST NC’s 2026 Facts & Figures: Education in North Carolina Spotlight On: series. View the full report at NCEdFacts.org or visit BESTNC.org.