 The State Board of Education received Draft 3 of North Carolina’s proposed K-12 Mathematics Standards, the final draft following a review and revision process that began with research and stakeholder input in 2024. Charles Aiken, DPI's section chief for math, science and STEM, said the work has been guided by several questions: how to improve mathematics proficiency, strengthen real-world applications, increase student engagement, and determine what mathematics every graduate needs while also providing opportunities for students to pursue mathematics connected to their postsecondary goals.
One of the most significant changes would come in high school. Under the current structure, students generally complete NC Math 1, Math 2 and Math 3, leaving one of the four required math credits for greater choice. The proposed standards would establish revised Math 1 and Math 2 courses as a common foundation and then allow students to select two additional courses above Math 2 based on their interests and future plans. Options would include courses such as Mathematical and Statistical Modeling, Applied Statistics and Data Science, and Applied Logic and Reasoning, while preserving advanced mathematics options, including the route toward calculus.
Presenters emphasized that the proposal is intended to provide different rigorous mathematics experiences rather than create fixed tracks. Students could move among options as their interests change, and calculus would remain available. The larger shift is toward recognizing statistics, data science, modeling and other forms of mathematics as valuable preparation for college and careers alongside the traditional calculus pathway. Draft 3 also reorganizes mathematical domains to show clearer progression across grade levels, increases the emphasis on data and statistics, and more deliberately connects mathematical practices to content standards.
Stakeholder feedback on Draft 2 was generally stronger than feedback on the existing standards. Presenters reported increased satisfaction across grade levels and courses and described input from educators, students, school districts, charter schools, university and community college faculty, and other state and national partners. The proposal also includes revised Extended Content Standards for students with the most significant cognitive disabilities, maintaining alignment with the broader Standard Course of Study while adjusting breadth and depth where appropriate.
Board discussion focused heavily on how the new high school options would work in practice. Members asked about input from college professors, evidence that additional course choices would improve student outcomes, how students already progressing through the current sequence would transition, and whether expanded pathways could inadvertently widen existing opportunity gaps. Staff said transition and “grandfathering” plans are already being developed and acknowledged the importance of ensuring that course choices are made with students and families rather than becoming tracks imposed upon them. The discussion also highlighted the increased importance of counselors, parent information and helping students understand their options before they reach the point of choosing high school courses.
If the Board approves Draft 3, NCDPI plans a two-year installation period during the 2026-27 and 2027-28 school years, with implementation and state assessments aligned to the new standards tentatively beginning in 2028-29. The installation period would include regional and virtual professional learning, crosswalks and unpacking documents, parent and caregiver guides, resources for counselors, and continued communication with districts and educators. The final draft represents not simply a revision of individual standards, but a proposed shift toward giving students a strong common mathematical foundation while providing greater flexibility to connect advanced mathematics with their interests, college plans and future careers.
 What began as a routine agenda item on appointments to the North Carolina Governor’s School Board offered State Board of Education members an opportunity to hear directly from a student about what the program can mean. Daniela Mojica-Uriostegui, a student at Wilson Early College Academy who serves as the State Board’s student advisor, spent part of her summer at Governor’s School on the natural science campus at Greensboro College and shared an enthusiastic account of an experience she called unforgettable.
Mojica-Uriostegui admitted that the idea of attending school during the summer did not initially appeal to her. Governor’s School quickly changed that perception. She studied chemistry and biology alongside courses exploring topics such as zombies and consumerism, and participated in projects that encouraged students to investigate unusual questions and apply what they were learning. She told Board members that she found herself looking forward to class each day because she knew her teachers would have something exciting in store.
But some of Mojica-Uriostegui’s most lasting lessons happened beyond traditional academics. In Governor’s School’s Area II and Area III courses, students explored different mindsets, challenged their own assumptions and debated questions about free will, morality, fairness and belief. Activities encouraged students to consider perspectives different from their own, including a modified game of Monopoly in which not everyone began with an equal chance of winning. Mojica-Uriostegui said the experience encouraged her to think more deeply about issues and to “think twice before I disagree with somebody.”
The experience also introduced her to students with interests and backgrounds different from her own. She served as an editor of the summer book, attended student performances that gave her a new appreciation for the arts, participated in seminars and evening activities, and encountered cultures and subjects she had not previously explored. Together, those experiences demonstrated a defining feature of Governor’s School: giving students space not simply to learn more, but to encounter new ideas, ask questions and learn from one another.
Mojica-Uriostegui concluded with a message for students considering applying for the 2027 session: “Go for it.” She described Governor’s School as the best way she could have spent her summer and said she left with knowledge and perspectives she will carry throughout her life.
Superintendent Maurice “Mo” Green connected Mojica-Uriostegui’s experience to a larger goal for public education in North Carolina: expanding access to advanced learning opportunities for students across the state, including Governor’s School. Her remarks offered a timely reminder of why that goal matters. Programs like Governor’s School can challenge students academically, but their impact can extend much further — introducing young people to new perspectives, new passions and possibilities they may not have encountered anywhere else.
The State Board of Education unanimously approved a timeline for considering a proposal from the Catawba County Board of Commissioners to merge Catawba County Schools, Hickory City Schools and Newton-Conover City Schools into a single countywide school district. The proposed merger, if ultimately approved, would take effect July 1, 2028. The Board’s action this month approves the process for reviewing the proposal, not the merger itself.
Under the approved timeline, the three affected school districts have until Oct. 5 to submit briefs and other materials responding to the proposal. The Catawba County Board of Commissioners, which submitted the merger plan and an opening brief earlier this summer, will then have until Oct. 26 to submit a reply. The proposal will come before the State Board as a discussion item during its Nov. 4-5 meeting, giving members time to review the parties’ submissions before a formal hearing.
That hearing is scheduled for the Board’s Dec. 2-3 meeting. Each party will have up to 20 minutes to present its position, followed by questions from Board members. The Board will then deliberate and is expected to vote in open session on whether to approve or deny the merger proposal at the December meeting or as soon thereafter as possible.
NCDPI General Counsel Tiffany Lucas told Board members the process is intended to give all parties sufficient time to make their case while also providing Board members the opportunity to carefully review the materials before making a decision. She also noted that the timeline is consistent with the process used the last time the State Board was asked to consider a school district merger proposal submitted by a county board of commissioners.
 Digital Learning Grants Turn Innovation into Opportunity
The State Board of Education received recommendations for the 2026-27 Digital Learning Initiative grants, which help public school units use technology to strengthen teaching and create new opportunities for students. NCDPI received 76 applications for one-year Instructional Innovation Grants of up to $50,000, with artificial intelligence emerging as the most common focus, followed by areas including robotics and coding, STEM and STEAM, and intentional technology integration. Five new projects totaling $217,425 were recommended for funding, while 12 previously awarded multiyear Impact Grants will continue, bringing total Digital Learning Initiative grant funding for the year to more than $1.2 million.
The five recommended projects illustrate the range of innovation happening across the state. Johnston County Public Schools would create interdisciplinary, hands-on learning experiences at four elementary schools; Research Triangle High School would launch an AP Cybersecurity course; and Asheville City Schools would develop a framework to help educators use technology purposefully to deepen learning. Anson County Schools would transform its new middle school media center into an Innovative Learning Hub, while Elizabeth City-Pasquotank Public Schools would partner with Elizabeth City State University to establish a Drone Sports and Aviation Network connecting aviation, engineering and coding with career exploration.
The grants undergo a three-tier review process that considers instructional quality, feasibility, sustainability, regional balance and equitable distribution of funding. During the Board discussion, member Olivia Oxendine asked what happens to projects after grant funding ends. Lindsey Sipe, a consultant with NCDPI’s Office of Digital Learning and School Connectivity, estimated that 80% to 85% of previously funded work has continued or evolved in some form — reinforcing the program’s goal of using short-term investments to create practices, programs and opportunities that have a lasting impact on students.
 CTE Grants Expand Career Exploration for Middle School Students
The State Board of Education heard recommendations for the 2026-27 Career and Technical Education Grade Expansion Grant Program, which helps expand career-connected learning for sixth- and seventh-grade students. The program supports licensed CTE educators, career development coordinators and other personnel who can help students explore career pathways before they reach high school. This year, 57 applications were submitted, and the Education and Workforce Innovation Commission recommended 25 returning grantees for awards of up to $65,000 each.
Presenters highlighted how previous grants have translated into hands-on career exploration. Alexander County Schools connected sixth- and seventh-graders with professionals in construction, law enforcement, fire and rescue, health services, animal science and emergency medical services. Cabarrus County Schools used a middle school roadshow to introduce students to high school choice programs and CTE opportunities, while Carteret County Public Schools hosted a Steer Your Career Fair where students interacted with local professionals and explored the equipment used in careers ranging from electric utilities to health care.
The commission also sought to balance funding between the Grade Expansion program and its separate Education and Workforce Innovation Grants. Recommending 25 Grade Expansion grantees allowed the commission to fund 22 Innovation Grants this year, nearly twice as many as the previous year. Together, the two programs reached all eight State Board regions. Board members also asked about unmet demand for the grants, how many students would be served by each award and how the programs connect with career exploration efforts for younger students.
The larger goal is to give students earlier opportunities to see where their education can take them. By connecting middle school students with careers, employers and high school pathways, the grants can help students begin identifying their interests and making more informed choices about the courses and opportunities they pursue next.
 Exceptional Children Grants Show Early Returns, Expand Support Across North Carolina
The State Board of Education received an update on the Exceptional Children Competitive Grant program, created to provide targeted, time-limited investments in two critical areas: recruiting and retaining exceptional children personnel and improving instructional practices. The first grants were awarded in February 2026, supporting efforts including professional learning, specialized instructional materials, accessibility, alternative learning programs and incentives for licensed EC professionals. The program is now moving to a fall award cycle to give school systems more time to put the federal funds to work.
Although final reports from the first awards are not due until later this year, districts are already reporting promising results. A collaborative effort through the Sandhills Regional Education Consortium focused on reducing suspensions in the early grades and implementing evidence-based behavioral practices. Participating districts established 116 district-level trainers and trained 477 kindergarten and first-grade general and special education teachers, along with 88 district and school administrators. Across the initial grant program, districts also reported improvements in student outcomes, fewer office referrals and suspensions, stronger staff retention and increased capacity to complete evaluations and deliver services.
Demand for the next round was substantial, with 230 applications from 162 public school units. NCDPI is recommending funding for 132 applications across 95 PSUs, representing about 57% of both applications and applicants. Recommended awards total approximately $7.5 million for school-age programs and $785,000 for preschool programs. Applications scoring at least 70% on the grant rubric received a portion of their requested funding, with factors including student outcomes, action plans and the needs of low-performing schools considered in the review.
Recruitment and retention of EC personnel was the most common focus among 2026-27 applications, followed closely by professional learning and improvements to EC service delivery. NCDPI also reported increased awards in eastern and western North Carolina following Board interest in expanding participation geographically. The Sandhills consortium is among those seeking to build on its initial work, with a new application to expand professional learning into additional grade levels and strengthen coaching. The recommendations will return to the Board for action next month.
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