The document proposes a uniform articulation agreement between North Carolina community college Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher Preparation (ASTP) programs and educator preparation programs at independent colleges and universities in North Carolina. It establishes policies and regulations to facilitate the transfer of credits for students who graduate from AATP/ASTP programs and enroll in teacher education programs. The agreement aims to increase opportunities for community college transfer students and help address the state's teacher shortage.
Budget letter to state leaders from school and district leadersEducationNC
North Carolina's public schools face a staffing crisis as they enter the fourth month of the fiscal year without a state budget. Teachers and other personnel are leaving for higher paying jobs elsewhere due to non-competitive salaries. Principals are taking on multiple roles to address staffing shortages. School leaders urge state leaders to compromise and pass a budget that significantly increases compensation for all school employees, provides additional funding for student mental health support staff, and fully funds recommendations to improve the state's constitutional obligation to education.
Superintendent Truitt budget letter to state leadersEducationNC
Catherine Truitt, Superintendent of Public Instruction, writes a letter to Gov. Cooper, Speaker Moore, and Senator Berger urging them to pass a state budget. She acknowledges the challenges of the past three years under COVID-19 and expresses hope that a bipartisan budget can be reached to address education needs. Without a budget, many critical programs are at risk such as teacher licensing, financial systems, and technology infrastructure support. Truitt emphasizes the need for budget certainty to help North Carolina's students, educators, and schools during this difficult time.
This document outlines North Carolina's Comprehensive Remedial Plan to address the state's failure to provide all students the opportunity to receive a sound basic education as required by the state constitution. It was developed in response to court orders in the Leandro v. State of North Carolina case. The plan identifies actions the state will take between 2021-2028 across seven areas, including improving teacher and principal recruitment and development, increasing school funding, strengthening accountability, and expanding early education. It commits the state to implementing systemic reforms to remedy constitutional violations by 2030. All parties agree the plan outlines necessary steps to fulfill the state's obligation of providing all children access to a sound basic education.
Community colleges in North Carolina are well-positioned to help address the teacher shortage by establishing teacher preparation pathways. New Associate in Arts and Associate in Science in Teacher Preparation degrees provide a seamless path from high school to community college to a four-year institution. These degrees aim to recruit more diverse candidates and those from rural areas through affordable tuition and accessibility at the 58 community colleges across the state. Partnerships with high schools and universities will help students progress through the pipeline to become teachers.
The document compares the NC Governor's recommended 2021-23 budget to the NC Senate's proposed budget on key education issues identified by the NC Forum. Some key differences include:
- The Senate budget provides 3% raises for teachers over 2 years, while the Governor's budget provides 10% raises.
- Funding for recruitment and retention of educators differs, with the Senate focusing on bonuses and the Governor targeting initiatives like scholarships.
- The budgets allocate COVID relief funds differently, with the Senate using $15 million for low-performing schools and $15 million for mental health services contracts.
- Capital funding amounts differ, with the Governor proposing a $4.7 billion bond and the Senate directing $650
EducationNC seeks to expand the educational opportunities for all children in North Carolina, increase their academic attainment, and improve the performance of the state’s public schools. EdNC provides the state with data, research, news, information, and analysis about the major trends, issues, and challenges facing public schools. EdNC is your trusted source of information and the architecture for your participation in a statewide conversation about our schools.
EdNC staff posts nonpartisan news and information online Monday through Friday. We cover breaking news on the weekends and holidays. Columnists and contributors post commentary that may include a point of view. EdNC tries to make it clear to readers the point of view represented. We want you to know the range of perspectives that are influencing the conversation across our state. Through our work, EdNC identifies and invests in the next generation of education leaders.
EdNC was founded by Gerry Hancock and Ferrel Guillory. Mebane Rash serves as the CEO, President, and Editor-in-Chief. The CEO has independent control of all content. Our Board of Directors guides the mission, strategic vision, and financial sustainability of EdNC. EdNC is a 501(c)(3), formerly known as Emerging Tar Heel Leaders, Inc., and our work is supported by foundation grants, corporate contributions, and individual contributions.
You will hear us say that our process is bipartisan. Our Board of Directors includes leaders across the political spectrum. Our contributors include writers and thought leaders across the political spectrum. Our funding comes from sources across the political spectrum. On the other hand, you can count on our news to be nonpartisan. The staff of EdNC are registered as unaffiliated voters.
This document outlines a $1.4 billion emergency response package for North Carolina in response to the COVID-19 pandemic. The package includes funding for five areas: 1) immediate public health and safety, 2) continuity of operations for education and state government services, 3) small business assistance, 4) local government assistance, and 5) transportation operations. Specific allocations are provided across six categories for public health and safety and four categories for education and government services.
The resolution of the Governor's Commission on Access to Sound Basic Education summarizes that:
The North Carolina Constitution mandates that every child receives the opportunity for a sound basic education. However, the state has failed to meet this constitutional duty. The Commission agrees that the state's Comprehensive Remedial Plan outlines the specific actions, timeline, and necessary funding required for the state to provide all children access to a sound basic education and meet its constitutional obligations. Given the state's current budget surplus and anticipated revenues exceeding projections, the Commission urges full implementation and funding of the Plan over the next two fiscal years.
Budget letter to state leaders from school and district leadersEducationNC
North Carolina's public schools face a staffing crisis as they enter the fourth month of the fiscal year without a state budget. Teachers and other personnel are leaving for higher paying jobs elsewhere due to non-competitive salaries. Principals are taking on multiple roles to address staffing shortages. School leaders urge state leaders to compromise and pass a budget that significantly increases compensation for all school employees, provides additional funding for student mental health support staff, and fully funds recommendations to improve the state's constitutional obligation to education.
Superintendent Truitt budget letter to state leadersEducationNC
Catherine Truitt, Superintendent of Public Instruction, writes a letter to Gov. Cooper, Speaker Moore, and Senator Berger urging them to pass a state budget. She acknowledges the challenges of the past three years under COVID-19 and expresses hope that a bipartisan budget can be reached to address education needs. Without a budget, many critical programs are at risk such as teacher licensing, financial systems, and technology infrastructure support. Truitt emphasizes the need for budget certainty to help North Carolina's students, educators, and schools during this difficult time.
This document outlines North Carolina's Comprehensive Remedial Plan to address the state's failure to provide all students the opportunity to receive a sound basic education as required by the state constitution. It was developed in response to court orders in the Leandro v. State of North Carolina case. The plan identifies actions the state will take between 2021-2028 across seven areas, including improving teacher and principal recruitment and development, increasing school funding, strengthening accountability, and expanding early education. It commits the state to implementing systemic reforms to remedy constitutional violations by 2030. All parties agree the plan outlines necessary steps to fulfill the state's obligation of providing all children access to a sound basic education.
Community colleges in North Carolina are well-positioned to help address the teacher shortage by establishing teacher preparation pathways. New Associate in Arts and Associate in Science in Teacher Preparation degrees provide a seamless path from high school to community college to a four-year institution. These degrees aim to recruit more diverse candidates and those from rural areas through affordable tuition and accessibility at the 58 community colleges across the state. Partnerships with high schools and universities will help students progress through the pipeline to become teachers.
The document compares the NC Governor's recommended 2021-23 budget to the NC Senate's proposed budget on key education issues identified by the NC Forum. Some key differences include:
- The Senate budget provides 3% raises for teachers over 2 years, while the Governor's budget provides 10% raises.
- Funding for recruitment and retention of educators differs, with the Senate focusing on bonuses and the Governor targeting initiatives like scholarships.
- The budgets allocate COVID relief funds differently, with the Senate using $15 million for low-performing schools and $15 million for mental health services contracts.
- Capital funding amounts differ, with the Governor proposing a $4.7 billion bond and the Senate directing $650
EducationNC seeks to expand the educational opportunities for all children in North Carolina, increase their academic attainment, and improve the performance of the state’s public schools. EdNC provides the state with data, research, news, information, and analysis about the major trends, issues, and challenges facing public schools. EdNC is your trusted source of information and the architecture for your participation in a statewide conversation about our schools.
EdNC staff posts nonpartisan news and information online Monday through Friday. We cover breaking news on the weekends and holidays. Columnists and contributors post commentary that may include a point of view. EdNC tries to make it clear to readers the point of view represented. We want you to know the range of perspectives that are influencing the conversation across our state. Through our work, EdNC identifies and invests in the next generation of education leaders.
EdNC was founded by Gerry Hancock and Ferrel Guillory. Mebane Rash serves as the CEO, President, and Editor-in-Chief. The CEO has independent control of all content. Our Board of Directors guides the mission, strategic vision, and financial sustainability of EdNC. EdNC is a 501(c)(3), formerly known as Emerging Tar Heel Leaders, Inc., and our work is supported by foundation grants, corporate contributions, and individual contributions.
You will hear us say that our process is bipartisan. Our Board of Directors includes leaders across the political spectrum. Our contributors include writers and thought leaders across the political spectrum. Our funding comes from sources across the political spectrum. On the other hand, you can count on our news to be nonpartisan. The staff of EdNC are registered as unaffiliated voters.
This document outlines a $1.4 billion emergency response package for North Carolina in response to the COVID-19 pandemic. The package includes funding for five areas: 1) immediate public health and safety, 2) continuity of operations for education and state government services, 3) small business assistance, 4) local government assistance, and 5) transportation operations. Specific allocations are provided across six categories for public health and safety and four categories for education and government services.
The resolution of the Governor's Commission on Access to Sound Basic Education summarizes that:
The North Carolina Constitution mandates that every child receives the opportunity for a sound basic education. However, the state has failed to meet this constitutional duty. The Commission agrees that the state's Comprehensive Remedial Plan outlines the specific actions, timeline, and necessary funding required for the state to provide all children access to a sound basic education and meet its constitutional obligations. Given the state's current budget surplus and anticipated revenues exceeding projections, the Commission urges full implementation and funding of the Plan over the next two fiscal years.
Leandro comprehensive remedial plan appendixEducationNC
This document provides a summary of the implementation timeline and estimated costs for action steps to improve teacher and principal quality in North Carolina from fiscal years 2021 to 2028. Key actions proposed include increasing the number of well-prepared teachers through programs like Teaching Fellows, expanding residency programs, providing mentoring for new teachers, increasing teacher compensation, and expanding principal preparation programs. The total estimated costs for these actions over the 8 year period ranges from $0 to over $400 million depending on the specific action.
This document provides a joint report to the court on the fiscal year 2021 action plan for North Carolina to address the state's failure to provide all students with the opportunity for a sound basic education, as mandated by previous court rulings. It summarizes the impacts of COVID-19 on educational inequities and outlines specific actions and budget allocations totaling $426.9 million for initiatives focused on increasing the diversity and support of teachers, improving principal recruitment and support, enhancing early childhood education, and aligning expectations between high school and postsecondary education.
Forum statement on covid and ncga short session (1)EducationNC
- The COVID-19 pandemic has exacerbated existing educational inequities in North Carolina and threatens the state's ability to provide all children a sound basic education as required by the state constitution.
- To address this, lawmakers must take immediate action to close the broadband gap, support school employees, ease testing requirements, provide calendar flexibility to districts, and grant greater funding flexibility.
- These steps will help ensure students can continue learning during closures and mitigate growing inequities so the state can uphold its constitutional duty to educate all children.
The document summarizes Gateway Regional School District's proposed 2009-2010 budget. It outlines major areas of spending like maintaining current academic and extracurricular programs. It also discusses revenue sources like local property taxes and state aid. The proposed budget is $163,501 less than 2008-2009 but requires a tax levy increase of $432,943. This would translate to small tax increases for average homeowners in the district's four sending communities.
The document summarizes the Gateway Regional School District's proposed 2009-2010 budget. It outlines major areas of spending like maintaining current educational programs and staffing levels. It also discusses revenue sources like local property taxes and state aid. The proposed budget is $163,501 less than 2008-2009 but requires a tax levy increase of $432,943. This would result in average annual tax increases of $38.55 to $103.64 for homeowners depending on their community. Funds are also allocated for safety improvements to the running track and football field.
Making Vibrant Connections: Higher Education and the Business CommunityMelissa DeFreest
This document discusses the importance of connections between higher education and the business community. It notes that workforce training programs are most effective when they are aligned with local industry needs, provide valuable credentials, and have meaningful employer engagement. It also states that economic development benefits from colleges focusing on innovation, discovery, sustainable growth, and embracing diversity. Finally, it emphasizes that higher education institutions can support their local communities by embedding engagement and entrepreneurship in their mission, and by partnering with K-12 schools and advocating for public policy issues.
Catherine Truitt has announced new leadership positions at the Department of Public Instruction focused on student, teacher, and parent engagement. Three new advisory positions will provide feedback: Teacher Engagement, Principal Engagement, and Workforce Engagement. Legislative affairs will have two leaders representing the department. There are also four new deputy superintendent positions covering innovation, student advancement, equity, and agency schools. The executive director of Leandro and director of communication will have dual reporting roles. New offices for early learning, professional development, and IT are also planned.
This document proposes 10 provisions to help with North Carolina's COVID-19 response and recovery efforts. It recommends allowing access to savings reserves to ensure a balanced budget, establishing a Pandemic Recovery Office to oversee recovery efforts, and maximizing federal funding to allow general fund savings. It also recommends appropriating all COVID-19 federal grants, allowing state agencies to spend COVID-19 funds with oversight from the Budget Director and Recovery Office, and providing guidance on budgeting and incorporating federal funds. Further recommendations include suspending the 6-month waiting period for retired essential workers, waiving interest on late taxes, providing schools flexibility on instructional hours/calendars, and allowing flexibility for agriculture disaster funds.
The North Carolina State Board of Education unanimously adopted a resolution to support the closure of K-12 public schools in the state in response to the COVID-19 pandemic. Governor Roy Cooper had issued an executive order prohibiting mass gatherings and directing statewide school closures. The resolution supports implementing these closures and establishes a joint education and public health working group to address issues around student health, nutrition, safety, education and well-being during the closure period. The State Board chair emphasized the challenges faced but the commitment to supporting students and resolving issues in collaboration with local leaders and health professionals.
10 31-18 forest ncboe letter & exhbits - redacted resumesEducationNC
The document is a letter from the Wayne County Board of Education to the North Carolina State Board of Education expressing concerns about the selection of Carver Heights Elementary School in Wayne County to be transferred to the Innovative School District for the 2019-2020 school year. The letter argues that the selection process was flawed and did not follow the statutory requirements. Specifically, it claims that the process lacked transparency, did not properly evaluate the factors contributing to the school's performance, did not engage the required stakeholders, and resulted in the State Board's authority to select being usurped as only one school was recommended. The letter requests that the State Board address these issues and ensure the process is carried out with integrity and in accordance with statutes and policies.
Allotted average daily membership (ADM) determines North Carolina public school funding levels. It is based on either projected or actual prior year ADM, whichever is higher. ADM has declined in recent years due to lower birth rates, increased homeschooling and charter schools. The COVID-19 pandemic further reduced ADM in 2020-2021, with over 50,000 fewer students. This led more districts to be funded based on projections rather than actual enrollment figures, creating budget uncertainty for the coming years.
- Traditional public school enrollment in North Carolina fell by nearly 2.5% from fall 2019 to fall 2020, while charter school enrollment increased by 9%. Home school enrollment also increased.
- Enrollment losses were largest in kindergarten and smaller in other elementary and middle school grades.
- Enrollment decreases were widespread across the state but some districts and schools experienced particularly large declines and may face future funding challenges due to loss of students.
- Different student subgroups showed varying enrollment changes, with white students more likely to leave public schools while Hispanic students had fewer entries and Black students transitioned more to virtual schools.
North Carolina budget analysis from NC Justice CenterEducationNC
The budget agreement provides some increased funding for education in North Carolina but does not fully address the needs outlined in the Leandro Comprehensive Remedial Plan. It provides teacher and other staff salary increases averaging 5% over two years, supplements for low-wealth districts, and additional funding for students with disabilities and instructional support staff. However, it falls short of the Leandro plan's calls for greater investments in targeted allotments, early childhood education, principal and teacher recruitment programs, and overall K-12 funding. While the budget makes initial investments, long-term recurring funding is still needed to ensure all students receive a sound basic education as required by the state constitution.
The document discusses challenges and opportunities around adequate school funding for Sitka's schools. It outlines Sitka School Board goals which include maintaining and improving programs, promoting community engagement, and redefining programs and funding allocations. It also discusses federal mandates from laws like IDEA and NCLB, and ensuring funding meets these mandates while allowing for local control over educational priorities. The outlook for this year's funding is described as providing some relief but not meeting adequacy standards, and advocacy is needed at local, state, and federal levels to secure sustained and adequate education funding.
This document provides an executive summary and highlights from the Rankings of the States 2017 and Estimates of School Statistics 2018 report published by NEA Research in April 2018. It summarizes key findings around student enrollment, staffing, salaries, revenues, and expenditures at the national, state, and 10-year trend level based on data collected primarily from state departments of education. The full report contains additional details and state-by-state comparisons on these education indicators.
This document provides a draft of planning allotments from the K-12 Emergency Relief Fund II for North Carolina Local Education Agencies (LEAs). It lists the estimated minimum allotment for over 170 LEAs and charter schools in North Carolina totaling $1,441,331,888 in estimated state aid. Final allotments will be determined based on state reservations and approved 2020-21 LEA applications.
The document provides an overview and summary of COVID relief funds received by the North Carolina Department of Public Instruction from three main sources: the Coronavirus Relief Fund, Governor's Emergency Relief Fund, and Elementary and Secondary School Emergency Relief Fund. It outlines how the funds have been allocated across various purposes including connectivity, devices, school nutrition, summer learning, mental health support, and more. Charts show the allocation amounts and expenditures to date for each funding source and purpose. The outstanding funds available and timelines for use are also noted.
This document outlines COVID-19 transition and recovery strategies and priorities for the North Carolina State Board of Education and Department of Public Instruction. It discusses goals to eliminate opportunity gaps, improve school performance, and increase educator preparedness by 2025. Key strategies addressed include statewide learning challenges, whole child support, workforce development, connecting students to post-secondary options, and modernizing school business systems. Specific initiatives proposed include expanding reading and math support, increasing student support staff, supporting career and technical education, and improving teacher recruitment and compensation.
Sean Nelson, Deputy Commissioner of Administration & Finance Fiscal and Administrative Policy, presented FY15 Budget Development at the Board of Higher Education Meeting on October 29, 2013.
SB 69 embraces the spirit of the Governor's local control funding formula but increases accountability and modifies some aspects. It agrees with the goals of making funding more equitable and focused on disadvantaged students, while providing flexibility. However, it addresses issues like ensuring adequate funding for all districts and that supplemental funds target stated student groups. The Senate proposal differs from the Governor's in areas like base grants, supplemental grants, and accountability measures, and it would take effect a year later.
The document outlines 5 initiatives by the Board of Regents to improve college completion rates in Utah. It proposes that institutions define 15 credit hours as full-time status, encourage plateau tuition models, create graduation maps for all majors, improve developmental math programs to transition students within 3 semesters, and explore automatic associate degree awards through reverse transfer policies. The initiatives aim to incentivize timelier degree completion, provide clearer roadmaps for students, and recognize progress through stackable credentials. Institutions will report on implementation progress over 1-3 years.
The role of NC's CAA in Transfer EfficiencyMebane Rash
The document summarizes research on the impact of revisions made in 2014 to North Carolina's Comprehensive Articulation Agreement (CAA) on bachelor's degree completion, time to degree, and accumulation of excess credits among community college transfer students. The research found that the revised CAA had a positive impact on bachelor's degree completion and reducing excess credits earned, but did not reduce time to degree. Specifically, the likelihood of bachelor's degree completion increased by 3-5% and excess credit accumulation decreased by 12-29% for students who earned AA or AS degrees prior to transferring. However, the revisions did not decrease time to graduation, which increased by half a semester to a whole semester for these students.
Leandro comprehensive remedial plan appendixEducationNC
This document provides a summary of the implementation timeline and estimated costs for action steps to improve teacher and principal quality in North Carolina from fiscal years 2021 to 2028. Key actions proposed include increasing the number of well-prepared teachers through programs like Teaching Fellows, expanding residency programs, providing mentoring for new teachers, increasing teacher compensation, and expanding principal preparation programs. The total estimated costs for these actions over the 8 year period ranges from $0 to over $400 million depending on the specific action.
This document provides a joint report to the court on the fiscal year 2021 action plan for North Carolina to address the state's failure to provide all students with the opportunity for a sound basic education, as mandated by previous court rulings. It summarizes the impacts of COVID-19 on educational inequities and outlines specific actions and budget allocations totaling $426.9 million for initiatives focused on increasing the diversity and support of teachers, improving principal recruitment and support, enhancing early childhood education, and aligning expectations between high school and postsecondary education.
Forum statement on covid and ncga short session (1)EducationNC
- The COVID-19 pandemic has exacerbated existing educational inequities in North Carolina and threatens the state's ability to provide all children a sound basic education as required by the state constitution.
- To address this, lawmakers must take immediate action to close the broadband gap, support school employees, ease testing requirements, provide calendar flexibility to districts, and grant greater funding flexibility.
- These steps will help ensure students can continue learning during closures and mitigate growing inequities so the state can uphold its constitutional duty to educate all children.
The document summarizes Gateway Regional School District's proposed 2009-2010 budget. It outlines major areas of spending like maintaining current academic and extracurricular programs. It also discusses revenue sources like local property taxes and state aid. The proposed budget is $163,501 less than 2008-2009 but requires a tax levy increase of $432,943. This would translate to small tax increases for average homeowners in the district's four sending communities.
The document summarizes the Gateway Regional School District's proposed 2009-2010 budget. It outlines major areas of spending like maintaining current educational programs and staffing levels. It also discusses revenue sources like local property taxes and state aid. The proposed budget is $163,501 less than 2008-2009 but requires a tax levy increase of $432,943. This would result in average annual tax increases of $38.55 to $103.64 for homeowners depending on their community. Funds are also allocated for safety improvements to the running track and football field.
Making Vibrant Connections: Higher Education and the Business CommunityMelissa DeFreest
This document discusses the importance of connections between higher education and the business community. It notes that workforce training programs are most effective when they are aligned with local industry needs, provide valuable credentials, and have meaningful employer engagement. It also states that economic development benefits from colleges focusing on innovation, discovery, sustainable growth, and embracing diversity. Finally, it emphasizes that higher education institutions can support their local communities by embedding engagement and entrepreneurship in their mission, and by partnering with K-12 schools and advocating for public policy issues.
Catherine Truitt has announced new leadership positions at the Department of Public Instruction focused on student, teacher, and parent engagement. Three new advisory positions will provide feedback: Teacher Engagement, Principal Engagement, and Workforce Engagement. Legislative affairs will have two leaders representing the department. There are also four new deputy superintendent positions covering innovation, student advancement, equity, and agency schools. The executive director of Leandro and director of communication will have dual reporting roles. New offices for early learning, professional development, and IT are also planned.
This document proposes 10 provisions to help with North Carolina's COVID-19 response and recovery efforts. It recommends allowing access to savings reserves to ensure a balanced budget, establishing a Pandemic Recovery Office to oversee recovery efforts, and maximizing federal funding to allow general fund savings. It also recommends appropriating all COVID-19 federal grants, allowing state agencies to spend COVID-19 funds with oversight from the Budget Director and Recovery Office, and providing guidance on budgeting and incorporating federal funds. Further recommendations include suspending the 6-month waiting period for retired essential workers, waiving interest on late taxes, providing schools flexibility on instructional hours/calendars, and allowing flexibility for agriculture disaster funds.
The North Carolina State Board of Education unanimously adopted a resolution to support the closure of K-12 public schools in the state in response to the COVID-19 pandemic. Governor Roy Cooper had issued an executive order prohibiting mass gatherings and directing statewide school closures. The resolution supports implementing these closures and establishes a joint education and public health working group to address issues around student health, nutrition, safety, education and well-being during the closure period. The State Board chair emphasized the challenges faced but the commitment to supporting students and resolving issues in collaboration with local leaders and health professionals.
10 31-18 forest ncboe letter & exhbits - redacted resumesEducationNC
The document is a letter from the Wayne County Board of Education to the North Carolina State Board of Education expressing concerns about the selection of Carver Heights Elementary School in Wayne County to be transferred to the Innovative School District for the 2019-2020 school year. The letter argues that the selection process was flawed and did not follow the statutory requirements. Specifically, it claims that the process lacked transparency, did not properly evaluate the factors contributing to the school's performance, did not engage the required stakeholders, and resulted in the State Board's authority to select being usurped as only one school was recommended. The letter requests that the State Board address these issues and ensure the process is carried out with integrity and in accordance with statutes and policies.
Allotted average daily membership (ADM) determines North Carolina public school funding levels. It is based on either projected or actual prior year ADM, whichever is higher. ADM has declined in recent years due to lower birth rates, increased homeschooling and charter schools. The COVID-19 pandemic further reduced ADM in 2020-2021, with over 50,000 fewer students. This led more districts to be funded based on projections rather than actual enrollment figures, creating budget uncertainty for the coming years.
- Traditional public school enrollment in North Carolina fell by nearly 2.5% from fall 2019 to fall 2020, while charter school enrollment increased by 9%. Home school enrollment also increased.
- Enrollment losses were largest in kindergarten and smaller in other elementary and middle school grades.
- Enrollment decreases were widespread across the state but some districts and schools experienced particularly large declines and may face future funding challenges due to loss of students.
- Different student subgroups showed varying enrollment changes, with white students more likely to leave public schools while Hispanic students had fewer entries and Black students transitioned more to virtual schools.
North Carolina budget analysis from NC Justice CenterEducationNC
The budget agreement provides some increased funding for education in North Carolina but does not fully address the needs outlined in the Leandro Comprehensive Remedial Plan. It provides teacher and other staff salary increases averaging 5% over two years, supplements for low-wealth districts, and additional funding for students with disabilities and instructional support staff. However, it falls short of the Leandro plan's calls for greater investments in targeted allotments, early childhood education, principal and teacher recruitment programs, and overall K-12 funding. While the budget makes initial investments, long-term recurring funding is still needed to ensure all students receive a sound basic education as required by the state constitution.
The document discusses challenges and opportunities around adequate school funding for Sitka's schools. It outlines Sitka School Board goals which include maintaining and improving programs, promoting community engagement, and redefining programs and funding allocations. It also discusses federal mandates from laws like IDEA and NCLB, and ensuring funding meets these mandates while allowing for local control over educational priorities. The outlook for this year's funding is described as providing some relief but not meeting adequacy standards, and advocacy is needed at local, state, and federal levels to secure sustained and adequate education funding.
This document provides an executive summary and highlights from the Rankings of the States 2017 and Estimates of School Statistics 2018 report published by NEA Research in April 2018. It summarizes key findings around student enrollment, staffing, salaries, revenues, and expenditures at the national, state, and 10-year trend level based on data collected primarily from state departments of education. The full report contains additional details and state-by-state comparisons on these education indicators.
This document provides a draft of planning allotments from the K-12 Emergency Relief Fund II for North Carolina Local Education Agencies (LEAs). It lists the estimated minimum allotment for over 170 LEAs and charter schools in North Carolina totaling $1,441,331,888 in estimated state aid. Final allotments will be determined based on state reservations and approved 2020-21 LEA applications.
The document provides an overview and summary of COVID relief funds received by the North Carolina Department of Public Instruction from three main sources: the Coronavirus Relief Fund, Governor's Emergency Relief Fund, and Elementary and Secondary School Emergency Relief Fund. It outlines how the funds have been allocated across various purposes including connectivity, devices, school nutrition, summer learning, mental health support, and more. Charts show the allocation amounts and expenditures to date for each funding source and purpose. The outstanding funds available and timelines for use are also noted.
This document outlines COVID-19 transition and recovery strategies and priorities for the North Carolina State Board of Education and Department of Public Instruction. It discusses goals to eliminate opportunity gaps, improve school performance, and increase educator preparedness by 2025. Key strategies addressed include statewide learning challenges, whole child support, workforce development, connecting students to post-secondary options, and modernizing school business systems. Specific initiatives proposed include expanding reading and math support, increasing student support staff, supporting career and technical education, and improving teacher recruitment and compensation.
Sean Nelson, Deputy Commissioner of Administration & Finance Fiscal and Administrative Policy, presented FY15 Budget Development at the Board of Higher Education Meeting on October 29, 2013.
SB 69 embraces the spirit of the Governor's local control funding formula but increases accountability and modifies some aspects. It agrees with the goals of making funding more equitable and focused on disadvantaged students, while providing flexibility. However, it addresses issues like ensuring adequate funding for all districts and that supplemental funds target stated student groups. The Senate proposal differs from the Governor's in areas like base grants, supplemental grants, and accountability measures, and it would take effect a year later.
The document outlines 5 initiatives by the Board of Regents to improve college completion rates in Utah. It proposes that institutions define 15 credit hours as full-time status, encourage plateau tuition models, create graduation maps for all majors, improve developmental math programs to transition students within 3 semesters, and explore automatic associate degree awards through reverse transfer policies. The initiatives aim to incentivize timelier degree completion, provide clearer roadmaps for students, and recognize progress through stackable credentials. Institutions will report on implementation progress over 1-3 years.
The role of NC's CAA in Transfer EfficiencyMebane Rash
The document summarizes research on the impact of revisions made in 2014 to North Carolina's Comprehensive Articulation Agreement (CAA) on bachelor's degree completion, time to degree, and accumulation of excess credits among community college transfer students. The research found that the revised CAA had a positive impact on bachelor's degree completion and reducing excess credits earned, but did not reduce time to degree. Specifically, the likelihood of bachelor's degree completion increased by 3-5% and excess credit accumulation decreased by 12-29% for students who earned AA or AS degrees prior to transferring. However, the revisions did not decrease time to graduation, which increased by half a semester to a whole semester for these students.
ACT is launching a multi-year initiative to expand dual enrollment programs across the US. With several national education organizations, ACT will work with federal and state policymakers to ensure all eligible high school students can earn college credit through dual enrollment programs at little to no cost. Research shows dual enrollment can help students complete bachelor's degrees faster by easing the transition to college and reducing costs. ACT's goal is to increase access to high-quality dual enrollment programs based on components like academic rigor, instructor qualifications, and student outcomes.
Transfer in the MnSCU system will be explained with information about degrees and their transferability, transfer legislation, transfer policies and procedures and more. Transferology and the articulation agreement database will
be demonstrated.
This document provides an overview and guidelines for Cooperative Innovative High Schools (CIHS) in North Carolina. It discusses the purpose and legislative background of CIHS, and outlines six foundational design elements that are important for successful CIHS programs: Future Ready Graduates, Collaborative Partnerships, Innovative Instructional Practice, Personalized Student Supports, Leadership and Professionalism, and Innovative Design and Operations. For each design element, the document provides examples of promising practices being implemented by different CIHS programs in North Carolina.
This report summarizes data on North Carolina's Career and College Promise (CCP) program and Cooperative Innovative High School (CIHS) programs from 2012-2022. It finds that in 2021-2022, 32% of high school graduates enrolled in at least one dual enrollment course through CCP. It also provides data on CCP course enrollment, credit attainment, pathways, and costs. Additionally, it lists all current CIHS programs and provides school performance data and student outcome measures for CCP and CIHS students as required by state law.
Board of Regents Resolution Regarding Student Degree/Certificate CompletionHigherEdUtah
Resolution passed by the Utah State Board of Regents outlining specific strategies to improve student completion of degrees and certificates at Utah public higher education institutions.
The document summarizes a QAA review of Petroc college. The key findings were that Petroc meets UK expectations for maintaining academic standards, quality of student learning opportunities, quality of information, and enhancement of learning opportunities. Two features of good practice were identified relating to student employability skills and additional learning support. Recommendations were made regarding moderation/marking procedures, admissions policies, developing formal processes for information provision, and taking a more systematic approach to policy development and enhancement of learning opportunities. The review focused on the theme of student employability.
Does the CAA Need Further Revision? – Perspective from a Scholar PractitionerEducationNC
This brief explores the amount of credit that North Carolina Community College System (NCCCS) students are able to transfer and apply to their major of study at the accepting University of North Carolina (UNC) System institution. The brief and dissertation is by Jonathan Loss, a research affiliate at the Belk Center for Community College Leadership and Research and dean of academics and educational opportunities at Catawba Valley Community College
The Pri¢e of Higher €ducation: An Issue and a $olutionLucas B. Kavlie
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1. Attachment PROG 02
SBCC
11/20/2020
STATE BOARD OF COMMUNITY COLLEGES
Proposal for a Uniform Articulation Agreement Between the
North Carolina Independent Colleges and Universities
Educator Preparation Programs and the
North Carolina Community College System
Associate in Arts in Teacher Preparation and Associate in Science in Teacher Preparation
Programs
Request: The State Board of Community Colleges is requested to approve the proposal for a
Uniform Articulation Agreement between the North Carolina Independent Colleges and
Universities Educator Preparation programs and the North Carolina Community College System
Associate in Arts in Teacher Preparation and Associate in Science in Teacher Preparation
programs, which is an agreement jointly created by the North Carolina Community
College System and the North Carolina Independent Colleges and Universities educator
preparation programs.
Strategic Plan Reference:
Theme: Clear and Supported Pathways for Student Progress and Success
Goal 2: Provide a continuum of education, training advising, and support to help
learners make informed decisions that lead to credentials and careers.
• Objective 2.3. Increase completion of credentials for successful transition to
careers and/or further education.
o Strategy 2.3.1: Simplify and streamline processes from entry through
completion/ transfer, effectively incorporating multiple on and off ramps.
Background: For nearly the past two years, the North Carolina Community College System and
representatives from the North Carolina Independent Colleges and Universities have been
focused on increasing opportunities for transfer students to enter teacher education/educator
preparation programs in an effort to address the critical teacher shortage in North Carolina. The
Uniform Articulation Agreement in Teacher Education/Educator Preparation is the product of
this collaborative work following the creation and approval of the Associate in Arts in Teacher
Preparation (AATP) and the Associate in Science in Teacher Preparation (ASTP) programs.
Rationale: The Uniform Articulation Agreement in Teacher Education/Educator Preparation is
focused on developing seamless transfer for students who begin teacher preparation studies in
the AATP or ASTP program at a community college and then transfer to one of the signatory
institutions within the North Carolina Independent Colleges and Universities educator
preparation programs.
Contact(s):
Dr. Lisa Eads
Associate Vice President of Programs
2. UNIFORM ARTICULATION AGREEMENT BETWEEN
Signatory North Carolina Independent Colleges and Universities
Educator Preparation Programs
and
North Carolina Community College System
ASSOCIATE IN ARTS IN TEACHER PREPARATION (AATP)
AND
ASSOCIATE IN SCIENCE IN TEACHER PREPARATION (ASTP)
Effective: Fall 2020
Approved by the State Board of Community Colleges _____________
Approved by the Board of North Carolina Independent Colleges & Universities ______________
Attachment PROG 02A
1 SBCC
11/20/2020
3. TABLE OF CONTENTS
I. Background.................................................................................................................................................3
II. Purpose and Rationale ..............................................................................................................................3
III. Policies......................................................................................................................................................4
IV. Regulations...............................................................................................................................................4
Appendices
A. Participating Programs………………………………………………………………………………………………………………………..8
B. AATP/ASTP Transfer Committee Procedures……………………………………………………………………………………….10
C. AATP/ASTP Transfer Committee Membership…………………………………………………………………………………….11
D. AATP/ASTP Articulation Agreement Transfer Credit Appeal Procedure…………………………………………….12
E. AATP Curriculum Standard………………………………………………………………………………………………………………..14
F. ASTP Curriculum Standard…………………………………………………………………………………………………………………17
Attachment PROG 02A
2 SBCC
11/20/2020
4. I. Background
Since the adoption of a revised Independent Comprehensive Articulation Agreement between
the North Carolina Community College System (NCCCS) and the North Carolina Independent
Colleges and Universities (NCICU) in 2015, the two organizations have worked collaboratively
to strengthen the transfer relationship and to provide greater opportunity for students to
begin their studies at a community college and transfer seamlessly into participating NCICUs.
The Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher
Preparation (ASTP) Uniform Articulation Agreement is an agreement jointly created by the
NCCCS Education Faculty and the signatory NCICU Educator Preparation Programs. The AATP
and ASTP Articulation Agreement is focused on facilitating transfer for students who begin
education studies at a community college and then transfer to one of the signatory NCICU
Educator Preparation programs. There are multiple Educator Preparation institutions within
the NCICU. While the individual names and majors offered in these programs varies may vary,
for the sake of consistency and clarity we will refer to all such four-year degrees as “Educator
Preparation programs” within this document.
II. Purpose and Rationale
The goal of this agreement is the creation of a more seamless and rational transfer process for
students who begin their studies at a North Carolina community college and transfer to a
NCICU Educator Preparation program. This document presents a uniform, statewide academic
progression agreement that will promote educational advancement opportunities for
Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher
Preparation (ASTP) graduates moving between North Carolina community colleges and the
signatory institutions of the North Carolina Independent Colleges and Universities Educator
Preparation Programs in preparation for teacher licensure in North Carolina. It describes a
progression degree plan that includes required general education and prerequisite courses
that are acceptable to all signatory Educator Preparation programs. Associate in Arts in
Teacher Preparation (AATP) and Associate in Science in Teacher Preparation (ASTP) graduates
will meet entrance requirements at all signatory North Carolina Independent Colleges and
Universities. Students must meet individual institutional requirements and application
timelines for entrance into Educator Preparation programs, including GPA and required testing
benchmarks. Acceptance into a specific Educator Preparation Program or major is not
guaranteed.
Attachment PROG 02A
3 SBCC
11/20/2020
5. III. Policies
The Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher
Preparation (ASTP) Articulation Agreement is made between the State Board of the North
Carolina Community College System and signatory NCICU institutions. It applies to all North
Carolina community colleges approved to offer the AATP/ASTP degrees and to those
signatory NCICU institutions that offer baccalaureate Educator Preparation programs. For
the list of participating programs, see Appendix A
A. AATP/ASTP Independent Transfer Committee (AATP/ASTPITC)
Authority to interpret and make changes to the AATP/ASTP Articulation Agreement
rests with the AATP/ASTP Independent Transfer Committee (AATP/ASTPITC). The
AATP/ASTPITC is an ad-hoc eight-member co-chaired committee appointed by the Chief
Academic Officer (CAO) of the North Carolina Community College System and the
President of North Carolina Independent Colleges and Universities. Questions
concerning the AATP/ASTP should be directed to the appropriate system’s Chief
Academic Officer with an explanation of the institutional policy that may (appear to)
conflict with this Uniform Articulation Transfer Agreement. The CAO will forward
unresolved questions to the (AATP/ASTPITC) for resolution. Each entity will appoint
one ex-officio non-voting member of the (AATP/ASTPITC). For further details, see
Appendices B and C.
B. Transfer Credit Appeal
AATP/ASTP students who perceive that the terms of the Articulation Agreement have not
been honored may follow the AATP/ASTP Transfer Credit Appeal Process as outlined in
Appendix D.
IV. Regulations
A. Transfer of Credits
The AATP/ASTP Articulation Agreement establishes the procedures governing the transfer of
credits for students who graduate from North Carolina Community College AATP/ASTP
programs and apply to signatory NCICU institutions. The AATP/ASTP Articulation Agreement
does not address admission to a specific institution or Educator Preparation program or
major within an institution, nor does it imply a specific time toward degree completion.
Attachment PROG 02A
4 SBCC
11/20/2020
6. 1. Eligibility
To be eligible for the transfer of credits under the AATP/ASTP Articulation
Agreement, an applicant must earn an Associate in Arts in Teacher Preparation
(AATP) or Associate in Science in Teacher Preparation (ASTP) degree in a North
Carolina Community College with a GPA of at least 2.7 and a grade of C or better in
all transfer courses. An applicant must meet the receiving institution’s admissions
requirements.
The student’s program of study must meet the criteria set forth in the AATP or ASTP
curriculum standards as defined in Appendix E.
2. Procedures governing transfer of Associate in Arts and Associate in
Science in Teacher Preparation into Educator Preparation programs at
Signatory Institutions
a. The agreement enables students who have graduated from a NCCCS institution
with an AATP/ASTP degree programs to complete a common list of courses that
meet the entrance requirements at all signatory NCICU institutions. NCICU
Educator Preparation program admissions are competitive, therefore no student
is guaranteed admission to a specific program or major. In addition to meeting
entrance requirements, transfer students will be required to submit evidence of
meeting required testing benchmarks for each institution’s Educator Preparation
program.
b. A student who completes an AATP/ASTP degree with a GPA of at least 2.7 and a
grade of C or better in the AATP/ASTP degree courses listed in Appendix E and
meets the receiving institution’s admissions requirements and Educator
Preparation testing benchmarks will have fulfilled the Educator Preparation
program entry requirements, and will have fulfilled the senior institution’s lower
division general education requirements (See 2015 Independent Comprehensive
Articulation Agreement). This agreement does not exempt students from
meeting the minimum admissions requirement.
c. Graduates of the AATP/ASTP degree programs will receive at least 60 semester
hours of academic credit for courses with a grade of C or better upon admission
to a signatory NCICU institution.
Attachment PROG 02A
5 SBCC
11/20/2020
7. 3. Certification of the Associate in Arts or Associate in Science in Teacher
Preparation degree completion
Certification of completion of the AATP or ASTP degree is the responsibility of the
community college at which the courses were completed. Transcript identification of
the Universal General Education Transfer Component Courses is also the
responsibility of the community college at which the courses were completed.
4. Transfer of Courses not originated at North Carolina community colleges
Transfer courses that do not originate in a North Carolina Community College or
signatory NCICU institution may be used under the AATP/ASTP Articulation
Agreement with the following stipulations:
a. Courses must be completed at a regionally accredited institution of
higher education;
b. Courses must meet general education requirements; and
c. Courses may total no more than 14 hours of general education course
credit.
d. If the courses are used to complete the AATP/ASTP degree, the courses
will transfer as part of the degree.
5. Transfer of Advanced Placement (AP) course credit
Advanced Placement (AP) course credits, awarded for a score of three or higher, are
acceptable as part of a student’s successfully completed AATP/ASTP degree under the
Agreement.
B. Impact of the AATP/Uniform Articulation Agreement on other
articulation agreements
The AATP/ASTP Uniform Articulation Agreement is built upon the 2015 Independent
Comprehensive Articulation Agreement between North Carolina Community Colleges and
Signatory Institutions of North Carolina Independent Colleges and Universities and takes
precedence over bilateral articulation agreements established between signatory NCICU
institutions and the North Carolina Community College System, but does not necessarily
preclude such agreements. Institution-to-institution articulation agreements that fall within
the parameters of the AATP/ASTP Uniform Articulation Agreement and enhance
transferability of students from community colleges to senior institutions are acceptable.
Institutional agreements conflicting with the AATP/ASTP Uniform Articulation Agreement
are not permitted.
Attachment PROG 02A
6 SBCC
11/20/2020
9. Appendix A
Participating Programs
as of November 20, 2020
North Carolina Community Colleges with approval to offer the Associate in Arts in Teacher Preparation
(AATP) (A1010T) and Associate in Science in Teacher Preparation (ASTP) (A1040T) degrees:
Asheville Buncombe Community College Martin Community College
Beaufort County Community College Piedmont Community College
Bladen Community College Pitt Community College
Blue Ridge Community College Richmond Community College
Caldwell Community College and Technical Institute Robeson Community College
Cape Fear Community College Rowan Cabarrus Community College
Central Carolina Community College Sampson Community College
Central Piedmont Community College South Piedmont Community College
College of the Albemarle Southeastern Community College
Craven Community College Southwestern Community College
Davidson County Community College Stanly Community College
Durham Technical Community College Surry Community College
Fayetteville Technical Community College Vance Granville Community College
James Sprunt Community College Wayne Community College
Johnston Community College Wilkes Community College
Lenoir Community College
Attachment PROG 02A
8 SBCC
11/20/2020
10. North Carolina Independent Colleges and Universities Signatory Institutions:
(Pending)
Attachment PROG 02A
9 SBCC
11/20/2020
11. Appendix B
AATP/ASTP Independent Transfer Committee (AATP/ASTPITC) Procedures
Articulation between the North Carolina Community College System (NCCCS) and signatory North
Carolina Independent Colleges and Universities (NCICU) is a dynamic process. To ensure the
currency of the AATP/ASTP Articulation Agreement, occasional modifications to that agreement may
be necessary. The AATP/ASTP Independent Transfer Committee (AATP/ASTPITC) will receive
requests for modification only upon the recommendation of the chief academic officer of the NCCCS
or NCICU. Because the modification process involves faculty and administrative review, this process
may require up to 12 months for final action. Decisions made by the AATP/ASTPITC will be
consistent with all pertinent accreditation standards.
Attachment PROG 02A
10 SBCC
11/20/2020
12. Appendix C
AATP/ASTP Independent Transfer Committee (AATP/ASTPITC) Membership
AATP/ASTPITC members shall serve on an ad hoc basis as cases arise.
The s AATP/ASTPITC shall have co-chairs, one from the North Carolina Community College System
(NCCCS) members, and one from the North Carolina Independent Colleges and University (NCICU)
members. Co-chairs shall be designated at the time representatives are appointed by the NCCCS and
the NCICU as outlined below.
NCCCS Members:
Four representatives to be appointed by the Chief Academic Officer of NCCCS including:
o One representative from the NCCCS administration (Non-Voting)
o Three representatives from community colleges approved to offer the AATP/ASTP degrees
NCICU Members:
Four representatives to be appointed by the President of the NCICU, including:
o One representative from NCICU Staff (Non-Voting)
o Three representatives from the NCICU signatory institutions
Attachment PROG 02A
11 SBCC
11/20/2020
13. Appendix D
AATP/ASTP in Independent Articulation Agreement
Transfer Credit Appeal Procedure
Guiding Principle: If a student from a North Carolina Community College System (NCCCS) college believes the terms
of the AATP/ASTP Independent Articulation Agreement have not been honored by a signatory NCICU institution to
which the student has been admitted, the student may invoke the AATP/ASTP Articulation Agreement Transfer
Credit Appeal Procedure.
Step #1: No later than the last day of classes of the first semester for which admission is offered, the
student must submit a Transfer Credit Appeal Form along with any supporting documentation to
the Educator Preparation program Dean/Chair/Executive (or other campus designee) at the
signatory NCICU campus to which the student has been admitted. Students first enrolling at the
senior institution in a summer session must submit their appeal by the end of the subsequent fall
semester.
The student must specify on the appeal form the specific AATP/ASTP Articulation
Agreement language that is in contention. Appeals that lack this information will not be
considered.
The Educator Preparation Dean/Chair/Executive (or other campus designee) will review the
appeal and respond in writing (email or letter) to the student within 15 business days of receiving
the student’s appeal.
Step #2: If the student is not satisfied with the decision of the Educator Preparation Dean/ Chair/Executive
(or other campus designee), the student may appeal on the same form to the next designated
administrator i.e. Dean/Vice-Provost/Chief Academic Officer (Provost) of the specific signatory
NCICU institution within 15 days of written notice of the director’s decision.
The designated administrator will review the appeal and respond in writing (email or
letter) to the student within 15 business days of receiving the student’s appeal.
Step #3 If the student is not satisfied with the decision of the designated administrator, the student may
appeal to the AATP/ASTP Independent Transfer Committee. The student must submit the appeal
to the committee within 15 days of the receipt of the Provost’s decision. The appeal to the
AATP/ASTP Independent Transfer Committee appeals subcommittee should be sent to:
AATP/ASTP Independent Transfer Committee
North Carolina Independent Colleges & Universities
530 North Blount Street
Raleigh, NC 27604
The committee will review the appeal and notify the student of the final decision within 10 business days of
receiving the appeal.
Attachment PROG 02A
12 SBCC
11/20/2020
14. NCCCS Associate in Arts/Associate in Science Articulation Agreement
Transfer Credit Appeal Form
Section 1: Student Information (to be completed by the student submitting the form)
The completed form and any supporting documentation must be submitted to the signatory NCICU
institution’s Educator Preparation Dean/Chair/Executive no later than the last day of classes of the first
semester for which admission is offered or by the end of the subsequent fall semester for students
enrolling in the summer.
Specify the nature of the appeal and cite the specific AATP/ASTP Articulation Agreement language that is in
contention. Appeals that do not include this information cannot be considered.
Telephone: Email:________________________________
(Area code/Number)
NC Community College from which AATP/ASTP degree was earned:____________________________
NCICU institution offering admission: beginning (semester/year)__________
Course title in question: _______________________________________________________________
Section 2: Basis for your appeal: State your concern(s), citing specific language in the AATP/AS
Articulation Agreement that is applicable to your contention. Attach AATP/ASTP Articulation
Agreement supporting documents.
Student Signature: Date
Date Received: ________________________________ Received by: __________________________
Last Name: (Please print or type) First Name: MI:
Address: (Number and Street)
City: State Zip
Attachment PROG 02A
13 SBCC
11/20/2020
15. Appendix E
Effective Term:
Fall 2020
Associate in Arts
in
Teacher Preparation (A1010T)
Curriculum Standard
The Associate in Arts in Teacher Preparation degree shall be granted for a planned program of study consisting of a minimum of
60 semester hours of credit (SHC) of college transfer courses. Within the degree program, the institution shall include
opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical skills,
and basic computer use.
The Comprehensive Articulation Agreement (CAA) and the Independent Comprehensive Articulation Agreement (ICAA) enables
North Carolina community college graduates of two-year associate in arts programs who are admitted to constituent institutions
of The University of North Carolina and to Signatory Institutions of North Carolina Independent Colleges and Universities to
transfer with junior status.
GENERAL EDUCATION (45 SHC)
The general education common course pathway includes study in the areas of English composition; humanities
and fine arts; social and behavioral sciences; natural sciences and mathematics.
UNIVERSAL GENERAL EDUCATION TRANSFER COMPONENT
(All Universal General Education Transfer Component courses will transfer for equivalency credit.)
English Composition (6 SHC)
The following two English composition courses are required.
ENG 111 Writing & Inquiry (3 SHC)
ENG 112 Writing/Research in the Disciplines (3 SHC)
_______________________________ ______________________________________________________________
Select three courses from the following from at least two different disciplines (9 SHC)
Communications
COM 120 Introduction to Interpersonal (3 SHC) or
Communication
COM 231 Public Speaking (3 SHC)
Humanities/Fine Arts
ART 111 Art Appreciation (3 SHC)
ART 114 Art History Survey I (3 SHC)
ART 115 Art History Survey II (3 SHC)
DRA 111 Theatre Appreciation (3 SHC)
ENG 231 American Literature I (3 SHC)
ENG 232 American Literature II (3 SHC)
ENG 241 British Literature I (3 SHC)
ENG 242 British Literature II (3 SHC)
MUS 110 Music Appreciation (3 SHC)
MUS 112 Introduction to Jazz (3 SHC)
PHI 215 Philosophical Issues (3 SHC)
Attachment PROG 02A
14 SBCC
11/20/2020
16. PHI 240 Introduction to Ethics (3 SHC)
Social/Behavioral Sciences
Select two courses from the following from at least two different disciplines (6 SHC):
ECO 251 Principles of Microeconomics (3 SHC)
ECO 252 Principles of Macroeconomics (3 SHC)
HIS 111 World Civilizations I (3 SHC)
HIS 112 World Civilizations II (3 SHC)
HIS 131 American History I (3 SHC)
HIS 132 American History II (3 SHC)
POL 120 American Government (3 SHC)
PSY 150 General Psychology (3 SHC)
SOC 210 Introduction to Sociology (3 SHC)
Math (3-4 SHC)
Select one course from the following:
MAT 143 Quantitative Literacy (3 SHC)
MAT 152 Statistical Methods I (4 SHC)
MAT 171 Pre-calculus Algebra (4 SHC)
Natural Sciences (4 SHC)
Select 4 SHC from the following course(s):
AST 111 Descriptive Astronomy (3 SHC) and AST 111A Descriptive Astronomy Lab (1SHC)
AST 151 General Astronomy I (3 SHC) and AST 151A General Astronomy Lab I (1SHC)
BIO 110 Principles of Biology (4 SHC)
BIO 111 General Biology I (4 SHC)
CHM 151 General Chemistry I (4 SHC)
GEL 111 Introductory Geology (4 SHC)
PHY 110 Conceptual Physics (3 SHC) and PHY 110A Conceptual Physics Lab (1 SHC)
ADDITIONAL GENERAL EDUCATION HOURS (17-18 SHC)
Other Required General Education (3 SHC)
The following course is required:
SOC 225 Social Diversity (3 SHC)
An additional 14-15 SHC of courses should be selected from courses classified as general education within the
Comprehensive Articulation Agreement. Students should select these courses based on their intended major
and transfer university. Students must meet the receiving university’s foreign language and/or health and
physical education requirements, if applicable, prior to or after transfer to the senior institution.
Total General Education Hours Required: 45
OTHER REQUIRED HOURS (15 SHC)
Education (14 SHC)
The following courses are required:
Attachment PROG 02A
15 SBCC
11/20/2020
17. Community college graduates must obtain a grade of “C” or better in each course and an overall GPA of at least 2.7 on a 4.0
scale in order to transfer with a junior status. Courses may also transfer through bilateral agreements between institutions.
EDU 187 Teaching and Learning for All* (4 SHC)
EDU 216 Foundations of Education (3 SHC)
EDU 279 Literacy Development and Instruction (4 SHC)
EDU 250 Teacher Licensure Preparation (3 SHC)
*Students who have completed Teacher Cadet or Teaching as a Profession courses in in high school with a B or
better may substitute that course for EDU 187 Teaching and Learning for All. High school faculty must meet
transfer level qualifications as established by SACSCOC or other accrediting body.
Academic Transition (1 SHC)
The following course is required:
ACA 122 College Transfer Success (1 SHC)
*One semester hour of credit may be included in a 61 SHC associate in arts program of study. The transfer of
this hour is not guaranteed.
Total Semester Hours Credit (SHC) in Program: 60-61*
Attachment PROG 02A
16 SBCC
11/20/2020
18. Appendix F
Effective Term:
Fall 2020
Associate in Science
in
Teacher Preparation (A1040T)
Curriculum Standard
The Associate in Science in Teacher Preparation degree shall be granted for a planned program of study consisting of a
minimum of 60 semester hours of credit (SHC) of college transfer courses. Within the degree program, the institution shall
include opportunities for the achievement of competence in reading, writing, oral communication, fundamental mathematical
skills, and the basic computer use.
The Comprehensive Articulation Agreement (CAA) and the Independent Comprehensive Articulation Agreement (ICAA) enables
North Carolina community college graduates of two-year associate in science programs who are admitted to constituent
institutions of The University of North Carolina and to Signatory Institutions of North Carolina Independent Colleges and
Universities to transfer with junior status.
Community college graduates must obtain a grade of “C” or better in each course and an overall GPA of at least 2.7 on a 4.0
scale in order to transfer with a junior status. Courses may also transfer through bilateral agreements between institutions.
GENERAL EDUCATION (45 SHC)
The general education common course pathway includes study in the areas of English composition; humanities
and fine arts; social and behavioral sciences; natural sciences and mathematics.
UNIVERSAL GENERAL EDUCATION TRANSFER COMPONENT
(All Universal General Education Transfer Component courses will transfer for equivalency credit.)
English Composition (6 SHC)
The following two English composition courses are required.
ENG 111 Writing & Inquiry (3 SHC)
ENG 112 Writing/Research in the Disciplines (3 SHC)
_______________________________________________________________________________________
Select two courses from the following from at least two different disciplines (6 SHC)
Communications
COM 120 Introduction to Interpersonal (3 SHC) or
Communication
COM 231 Public Speaking (3 SHC)
Humanities/Fine Arts
ART 111 Art Appreciation (3 SHC)
ART 114 Art History Survey I (3 SHC)
ART 115 Art History Survey II (3 SHC)
DRA 111 Theatre Appreciation (3 SHC)
ENG 231 American Literature I (3 SHC)
ENG 232 American Literature II (3 SHC)
ENG 241 British Literature I (3 SHC)
ENG 242 British Literature II (3 SHC)
MUS 110 Music Appreciation (3 SHC)
MUS 112 Introduction to Jazz (3 SHC)
Attachment PROG 02A
17 SBCC
11/20/2020
19. PHI 215 Philosophical Issues (3 SHC)
PHI 240 Introduction to Ethics (3 SHC)
_______________________________________________________________________________________________
Social/Behavioral Sciences (3 SHC)
Select one course:
ECO 251 Principles of Microeconomics (3 SHC)
ECO 252 Principles of Macroeconomics (3 SHC)
HIS 111 World Civilizations I (3 SHC)
HIS 112 World Civilizations II (3 SHC)
HIS 131 American History I (3 SHC)
HIS 132 American History II (3 SHC)
POL 120 American Government (3 SHC)
PSY 150 General Psychology (3 SHC)
SOC 210 Introduction to Sociology (3 SHC)
Math (8 SHC)
Select two courses from the following:
MAT 171 Precalculus Algebra (4 SHC)
MAT 172 Pre-calculus Trigonometry (4 SHC)
MAT 263 Brief Calculus (4 SHC)
MAT 271 Calculus I (4 SHC)
MAT 272 Calculus II (4 SHC)
Natural Sciences (8 SHC)
Select 8 SHC from the following course(s):
AST 151 General Astronomy I (3 SHC) and AST 151A General Astronomy Lab I (1SHC)
BIO 110 Principles of Biology (4 SHC)
BIO 111 General Biology I (4 SHC) and BIO 112 General Biology II (4 SHC)
CHM 151 General Chemistry I (4 SHC) and CHM 152 General Chemistry II (4 SHC)
GEL 111 Introductory Geology (4 SHC)
PHY 110 Conceptual Physics (3 SHC) and PHY 110A Conceptual Physics Lab (1 SHC)
PHY 151 College Physics I (4 SHC) and PHY 152 College Physics II (4 SHC)
PHY 251 General Physics I (4 SHC) and PHY 252 General Physics II (4 SHC)
ADDITIONAL GENERAL EDUCATION HOURS (14-15 SHC)
Other Required General Education (3 SHC)
The following course is required:
SOC 225 Social Diversity (3 SHC)
An additional 11-12 SHC of courses should be selected from courses classified as general education within the
Comprehensive Articulation Agreement. Students should select these courses based on their intended major and
transfer university. Students must meet the receiving university’s foreign language and/or health and physical
education requirements, if applicable, prior to or after transfer to the senior institution.
Total General Education Hours Required: 45
Attachment PROG 02A
18 SBCC
11/20/2020
20. OTHER REQUIRED HOURS (15 SHC)
Education (14 SHC)
The following courses are required:
EDU 187 Teaching and Learning for All* (4 SHC)
EDU 216 Foundations of Education (3 SHC)
EDU 279 Literacy Development and Instruction (4 SHC)
EDU 250 Teacher Licensure Preparation (3 SHC)
*Students who have completed Teacher Cadet or Teaching as a Profession courses in in high school with a B or
better may substitute that course for EDU 187 Teaching and Learning for All. High school faculty must meet
transfer level qualifications as established by SACSCOC or other accrediting body.
Academic Transition (1 SHC)
The following course is required:
ACA 122 College Transfer Success (1 SHC)
*One semester hour of credit may be included in a 61 SHC associate in science program of study. The transfer of
this hour is not guaranteed.
Total Semester Hours Credit (SHC) in Program: 60-61*
Attachment PROG 02A
19 SBCC
11/20/2020
21. Teacher Education/Educator Preparation
Uniform Articulation Agreement
Whereas, on October 20, 2020, the Board of North Carolina Independent Colleges and
Universities (NCICU) approved the Uniform Articulation Agreement in Teacher
Education/Educator Preparation designed in conjunction with the Independent Comprehensive
Articulation Agreement between the North Carolina Community College System (NCCCS) and
Signatory Institutions of North Carolina Independent Colleges and Universities (hereafter
“TE/EP-UAA”); and
Whereas, on November 20, 2020, the State Board of Community Colleges approved said
TE/EP-UAA.
Now, therefore, come the Interim President of NCCCS and the President of NCICU to
memorialize approval of this agreement until such time as the TE/EP-UAA is terminated or
superseded.
This the 20th day of November 2020.
___________________________________ _________________________________
Dr. A. Hope Williams Dr. William S. Carver, II
President Interim President
North Carolina Independent Colleges North Carolina Community College System
and Universities
Attachment PROG 02B
SBCC
11/20/2020