Under current state law, the goal of the state is that every student read at or above grade level by the end of third grade.

Amends GS 115C-83.3, which provides the definitions that apply in Part 1A, North Carolina Read to Achieve Program, in GS Chapter 115C. Expands the definition of the term alternative assessment, which means a valid and reliable standardized assessment of reading comprehension, to require that the State Board of Education complete an annual review and approval process of all alternative assessments used in this state by September 15 of each year. Also modifies the definition provided for student reading portfolioto replace "reading ability" with "reading proficiency" wherever it occurs. Provides that if a student correctly responds to 80% of the reading comprehension questions about a single reading passage, then that passage may be used to demonstrate student reading proficiency on the standards covered in that sample. Limits compiling a student reading portfolio to when it is determined that a standardized reading comprehension test is not likely to yield positive findings of a student's reading proficiency.

Amends GS 115C-83.8(a) to clarify that if a third grade student is not demonstrating reading proficiency, the parents or guardians of that student must be encouraged to enroll their child in a reading camp provided by the local school administrative unit.

Amends GS 115C-83.9(d) to require principals to provide at least one information session within the first 30 days of school about the reading proficiency requirement for third grade students.

Amends GS 115C-83.11 to provide that local school administrative units may elect to offer a reading camp for students in kindergarten through second grade who are identified by their teachers as needing additional help to attain reading proficiency in third grade. Provides that if the reading camp is offered, students who are not recommended by their teachers for reading camp may attend for an attendance fee not to exceed $825. Designates responsibility for local boards of education to establish application procedures and enrollment priorities for reading camps based on the student's reading proficiency and grade level.

Provides flexibility, at the discretion of each local board of education, as to the use of funds appropriated for the 2013-15 fiscal biennium and subsequent fiscal bienniums for reading camps as defined in GS 115C-83.3(9) that are not needed for that purpose to be used for reading camps for students in grades kindergarten through second grade who need additional assistance in attaining reading proficiency.

Effective when this act becomes law and applies beginning with the 2015-16 school year.