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SB 1035

Revise Math Graduation Requirements.

2025-2026 Session Introduced by Jonah Garson

NC SB 1035 creates four pathway-aligned math sequences (college prep, CTE, quantitative reasoning, STEM) for graduation, tied to career plans and implemented by 2028-29.

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Bill Summary · SB 1035

Summary of SB 1035 (North Carolina) — Revise Math Graduation Requirements

Date Filed: April 30, 2026
Session: 2025
Sponsor: Senator Garson

Purpose and Intent

  • Revisions to high school graduation requirements in mathematics, shifting from a single, fixed sequence to a set of pathway-aligned mathematics sequences adopted by the State Board of Education.
  • Requires mathematics pathways to be integrated into students’ career development plans.
  • Establishes a timeline for implementing pathway rules and reporting on outcomes, with a funding appropriation to support implementation.

Key Provisions

1) Graduation Requirements — Mathematics Pathways (G.S. 115C-83.31)

  • Current requirement references a sequence of four mathematics courses (NC Math 1, NC Math 2, plus two additional courses) with options for different pathways.
  • SB 1035 preserves the four-course framework but requires the “two additional mathematics courses” to be chosen from pathway-aligned options adopted by the State Board:
    • College preparatory pathway
    • Career and technical education (CTE) pathway
    • Quantitative reasoning and statistics pathway
    • Science, technology, engineering, and math (STEM) pathway

2) Career Development Plans — Alignment with Math Pathways (G.S. 115C-158.10(c))

  • State Board must adopt rules for minimum requirements of career development plans.
  • Local boards must provide access to career development plans via an electronic application.
  • Plans must include:
    • Alignment of academic courses and activities with identified career interests, including an inventory of middle/high school courses (grades 6-10) and strategies for grades 11-12 to achieve career goals (including courses that may lead to college credit).
    • A record of AP/IB/AICE/dual enrollment courses, extracurricular activities, and awards.
    • Pathway-aligned sequences of mathematics courses adopted by the State Board (as described above).

3) State Board Rules — Pathway-Aligned Math Sequences (Timeline and Alignment)

  • The Board must adopt rules for pathway-aligned sequences of mathematics courses to be offered by July 1, 2027.
  • The Board must consult UNC System Board of Governors and NC Community Colleges System to ensure alignment with:
    • UNC minimum admission standards
    • Community College expectations
    • Workforce and industry needs
  • Provisions exclude students with certain disabilities whose IEPs determine they cannot meet standard graduation requirements.

Pathway Options (in detail)

  1. College Preparatory Pathway: Includes NC Math 3 plus a higher-level math course (e.g., Precalculus, Advanced Functions, AP/IB/AICE-level math, or equivalents).
  2. CTE Pathway: Includes applied/integrated math relevant to CTE programs and courses connecting algebra, statistics, and quantitative reasoning to real-world contexts.
  3. Quantitative Reasoning and Statistics Pathway: Includes NC Math 3 or equivalent plus statistics/data science/quantitative reasoning courses.
  4. STEM Pathway: Includes NC Math 3 plus a higher-level math course (e.g., Calculus or other advanced math as approved).

4) Data Collection and Reporting (Local to State)

  • Local school units (LEAs) must report the number of students following each pathway at the end of each school year starting with 2028-2029.
  • DPI must report to the Joint Legislative Education Oversight Committee by March 15, 2034 on:
    • Enrollment by pathway
    • Post-graduation outcomes by pathway (to the extent available)
    • High school graduation rates by pathway (to the extent available)

5) Funding

  • Appropriation of $1,000,000 in nonrecurring General Fund money to the Department of Public Instruction for the 2026-2027 fiscal year to implement the act.

6) Effective Dates

  • Sections 1 and 2 (graduation requirements and career development plan rules) take effect July 1, 2028, applying to students entering ninth grade in the 2028-2029 school year.
  • Remaining provisions become effective July 1, 2026.

Who Would Be Affected

  • High school students: Graduation pathways in mathematics and integration with career development plans.
  • Local school administrative units (LEAs): Implementation and reporting requirements for pathway enrollment and alignment with career development plans.
  • State Board of Education: Development of pathway rules and approval of pathway sequences.
  • UNC System and NC Community Colleges: Advisory input to ensure alignment with admissions and workforce expectations.
  • Department of Public Instruction (DPI): Administration, funding use, and annual/longitudinal reporting.

Potential Impact

  • Greater flexibility in math education through clearly defined pathways aligned with college and career goals.
  • Enhanced integration of academic planning with workforce preparation.
  • Data collection will enable analysis of pathway effectiveness on graduation rates and postsecondary outcomes (though limited by data availability).
  • Initial funding supports implementation, with a multi-year timeline for full adoption beginning with the 2028-2029 ninth-graders.

If you’d like, I can provide a side-by-side comparison of the four pathways and sample course sequences for each, or a timeline visualization of the implementation milestones.

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

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