Sixth & Ninth Grade Academy Pilot/Funds
The bill appropriates $1,442,560 in recurring funds for the 2024-2025 fiscal year to support the implementation of these programs. Additionally, part of the funding is earmarked for hiring an independent research organization to evaluate the pilot's effectiveness, looking specifically at factors such as student proficiency, dropout rates, and overall participation in the academy programs. This rigorous evaluation period underscores a commitment to understanding how these programs can best serve students and potentially be adapted for broader implementation.
House Bill 1014 aims to establish a pilot program for sixth and ninth grade academy programs within the North Carolina educational system. This initiative seeks to provide enhanced support for students transitioning from elementary to middle school, and from middle to high school. The bill proposes that the Department of Public Instruction will select up to ten local school administrative units to participate over a five-year period, starting with the 2025-2026 school year and concluding in 2029-2030. The intention is to improve student outcomes during these critical transitions.
The general sentiment surrounding HB 1014 has been largely positive, with supporters emphasizing the necessity of providing resources and specialized support during pivotal educational transitions. Advocates argue that this program will benefit not only the students involved but also the broader educational landscape by promoting better preparation for higher education and career readiness. However, there may be concerns regarding the allocation of funds and how effectively they will be utilized in achieving the intended outcomes.
Notable points of contention surrounding this bill may arise from discussions on the criteria for selecting participating school administrative units and the overall management of the pilot program. Questions may be raised about how the program’s success will be measured and whether it will be equitable across different geographic and socio-economic contexts. The focus on a small number of pilot units raises concerns about scalability and the potential implications for schools not chosen to participate.