G.S. 115C-83.10 — Read to Achieve

Plain English summary

Every local school district must collect and publish detailed data each year on how third graders are reading, who was held back, who attended reading camp, and how many students have Individual Reading Plans. Districts report this information to the State Board of Education by specific deadlines (September 1 and November 15), and the State Board then compiles everything into a statewide summary for the Governor and legislature by December 15 each year. This public accountability system is designed to show whether Read to Achieve programs are actually helping struggling readers.

Key requirements

• Each local board must publish annually on its website and report to the State Board by September 1: third grade reading proficiency rates, alternative assessment usage and pass rates, third grade retention numbers, retention exemption categories per G.S. 115C-83.7(b), first and second grade reading comprehension rates, reading camp eligibility and attendance by grade level (G.S. 115C-83.10(a))
• Each local board must report annually to the State Board by September 1: descriptions of literacy interventions for retained students under G.S. 115C-83.7(a), first and second grade reading camp attendance, reading camp teacher credentials and experience, reading performance bonus data for camp teachers, and the count of K-3 students with an Individual Reading Plan (G.S. 115C-83.10(b))
• Each local board must report to the State Board by November 15: the percentage of third graders who entered reading camp not proficient and became proficient after camp, and first and second grade reading camp outcomes by grade level (G.S. 115C-83.10(b1))
• Each local board must report to the State Board by November 15: data on retained third grade students placed in accelerated or transitional classes under G.S. 115C-83.8(b) who were promoted midyear per G.S. 115C-83.8(c) or promoted directly to fifth grade (G.S. 115C-83.10(b2))
• The State Board must provide a uniform reporting format to local boards at least 90 days before each annual due date (G.S. 115C-83.10(c))
• The State Board must compile all local data and submit a statewide summary — including every component from subsections (a), (b), (b1), and (b2) for each local unit — to the Governor, President Pro Tempore of the Senate, Speaker of the House, and the Joint Legislative Education Oversight Committee by December 15 annually (G.S. 115C-83.10(c))
• The State Board and DPI must provide technical assistance to local school administrative units to implement all provisions of this Part (G.S. 115C-83.10(d))
• Local boards must fully complete all required information in the uniform format provided by the State Board (G.S. 115C-83.10(e))

Affected parties

• Local boards of education — must collect, publish, and report all required data
• State Board of Education — must create uniform reporting format, compile data, and submit statewide summary
• Department of Public Instruction — must provide technical assistance to local units
• Kindergarten through third grade students — whose reading outcomes, retention status, and Individual Reading Plans are tracked
• Reading camp teachers — whose credentials, experience, and bonus history are reported
• Governor, NC Senate President Pro Tempore, Speaker of the House, and Joint Legislative Education Oversight Committee — receive the annual statewide summary
• Parents and the public — benefit from annually published local website data on third grade reading proficiency and retention

Advocacy note

Districts are required to publicly post third-grade reading proficiency and retention data on their own websites every year — meaning parents can look up their school's numbers directly without filing a records request, making this one of the most accessible transparency tools in NC literacy law.

Official source

https://www.ncleg.gov/EnactedLegislation/Statutes/PDF/BySection/Chapter_115C/GS_115C-83.10.pdf