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Bill

HB 806

Public School Operational Relief.

2025-2026 Session Introduced by Brian Biggs and 11 co-sponsors

HB 806 requires at least 50% of a school’s teachers to be state-licensed and core-subject teachers to be college graduates, with unlicensed hires undergoing preservice training.

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Bill Summary · HB 806

Summary — HB 806: "Public School Operational Relief"

Status: Introduced (House Bill) — applies beginning with the 2025–2026 school year (effective when signed into law).

Main purpose

HB 806 removes state-mandated class size requirements and establishes a new minimum licensing quota for teachers at the school level. The bill shifts some class-size controls from mandatory statewide limits to recommendations and local flexibility, while requiring that at least half of a school’s teachers hold state teacher licenses and that core-subject teachers be college graduates.

Key provisions

  • Repeals several statutory provisions that established class-size limits and related enforcement provisions:
    • G.S. 115C-47(10), 115C-105.26(b)(1), 115C-234.5(e), 115C-301(c), 115C-301(c1), 115C-301(g), and 115C-310.7(a).
  • Changes class-size language from mandatory “requirements” to “recommendations” (amendment to G.S. 115C-81.5(b)(8)).
  • Retains that class-size reduction can be part of assistance strategies for chronically low-performing schools, but only “to the extent that funds are available” (amends G.S. 115C-105.37A(b)).
  • Reporting changes (amends G.S. 115C-276(k) and 115C-301(f)) to continue requiring local reporting of school organization and class counts; revises language about reporting exceptions and State audits of class-size reporting.
  • Revises teacher licensure statutes:
    • Amends G.S. 115C-295 (minimum age and license prerequisites) to reaffirm licensure norms and prohibit boards from employing teachers who neither hold nor are qualified to hold a license.
    • Adds a new Section, G.S. 115C-295.4 — “Required teacher license quota”:
    • At least 50% of the teachers in a public school must hold teacher licenses.
    • Teachers in core subjects (mathematics, science, social studies, language arts) must be college graduates.
    • Unlicensed teachers hired by a local board must complete preservice training — prior to instruction — covering:
      1. Identification and education of children with disabilities,
      2. Positive management of student behavior,
      3. Communication to defuse/de-escalate disruptive or dangerous behavior,
      4. Safe and appropriate use of seclusion and restraint.

Who is affected

  • Local boards of education and superintendents (reporting, staffing, hiring practices).
  • Public schools and principals (school-level staffing ratios of licensed vs. unlicensed teachers).
  • Teachers and prospective hires (licensure expectations; preservice training requirements for unlicensed hires).
  • Students and families (potential changes to average class sizes and teacher qualifications).
  • State Board of Education (changes in statutory enforcement role and reporting/audit language).

Procedural/timeline aspects

  • The bill states it is effective when it becomes law and explicitly applies beginning with the 2025–2026 school year.
  • Implementation would require local boards to adjust hiring policies and ensure unlicensed hires complete required preservice training before assignment.

Potential impacts (operational/financial)

  • Increased local flexibility to set class sizes — may allow larger classes where districts choose not to reduce size.
  • Employer impact: districts may need to recruit more licensed teachers to meet the 50% quota or invest in preservice training for unlicensed hires.
  • Possible budgetary effects for training programs, recruitment incentives, or shifts in classroom staffing models; exact fiscal impacts depend on local staffing baselines and implementation choices.

This summary reflects the bill text as provided (House Bill 806, First Edition).

Compiled from official sources — confirm details with the bill’s official record.

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