Part I.

Adds new Part 1C, Math That Counts, to Article 8 of GS Chapter 115C, providing as follows. Sets out goals and purposes for the Part. Requires local boards of education to implement high-quality mathematics instruction that: (1) aligns with the North Carolina Standard Course of Study, (2) is evidence-based, (3) engages students and provides them with relevant challenges and pathways to deeper understanding, (4) includes materials to support the teacher in facilitating and encouraging active student questioning and discussion, and (5) provides students at all levels of language proficiency with opportunities to use written and oral forms of communication to learn and demonstrate understanding of mathematics skills.

Requires students in grades four and five to be assessed at least three times a school year with assessments that meet the specified criteria. Requires the Department of Public Instruction (DPI) to provide for EVAAS analysis of all formative and diagnostic assessment data collected pursuant to this section for fourth and fifth grade. Sets out additional requirements for the data. 

Requires local boards of education to address difficulties with mathematics skill development identified through assessments with instructional supports and services. Encourages local boards of education to partner with others to provide volunteers, mentors, or tutors to assist in providing instructional supports and services that enhance mathematics skill development and proficiency. Requires that students who are not grade level proficient in mathematics skills by the end of fifth grade to be provided with intervention and remediation services documented in a Mathematics Success Plan (MSP). Requires students to receive an MSP through the end of the earlier of eighth grade or when the student demonstrates grade level proficiency on the end-of-grade assessment. Requires that the MSP be regularly adjusted based on multiple data sources, indicating that the student is not progressing toward grade level standards in one or more major mathematics skills. Requires the MSP to include specified information based on the most recently collected data. Requires giving notice, including specified information, to the parent or guardian of a student that has been identified as having difficulty with mathematics skill development and that an MSP has been developed. Allows the use of a multitiered system of support intervention. Requires DPI to develop and follow model documentation of compliance with an MSP checklist and alternative documentation for use with a multitiered system of support intervention.

Requires each local board of education to report on the specified items related to mathematics proficiency and MSPs annually to the State Board of Education (State Board). Requires the State Board to compile the information and annually submit a State-level summary to the the Governor, the President Pro Tempore of the Senate, the Speaker of the House of Representatives, and the Joint Legislative Education Oversight Committee.

Amends GS 115C-174.11, concerning testing in elementary school to require the State Board to adopt and provide local school administrative units with at least five developmentally appropriate individualized formative and diagnostic assessment instruments that are aligned with the standard course of study and new Part 1C for the fourth and fifth grades. Requires local school administrative units to select one of those assessment instruments and prohibits using these assessments for summative assessment of fourth and fifth grade students except as required as a condition of receiving federal grants.

Amends SL 2018-32, Section 6(d)(5), making a local board of education with an approved renewal school system plan subject to new Part IC.

Requires that the reporting requirements apply beginning with reports based on data from the 2023-24 school year. Remainder applies beginning with the 2023-24 school year.

Part II.

Amends GS 115C-301 to set the maximum class sizes for fourth and fifth grades at one teacher per 24 students. Makes conforming changes. Makes conforming changes to GS 115C-47, GS 115C-276, and GS 115C-311.

Part III.

States the NCGA's intent, for the 2023-24 and subsequent fiscal years, to appropriate sufficient funds for an expansion of the allotment for teacher assistants to increase the number of assistants in fourth and fifth grade classrooms.