DPS Advanced Academics - NC Legislation

NC State Legislation for AIG, K-12

"In North Carolina, state legislation mandates that public schools identify and serve academically or intellectually gifted (AIG) K-12 students. Each LEA determines how to identify and serve its own AIG student population. This honors local context and supports each LEA to do what is best for its own AIG student population. LEAs must adhere to state legislation, which guides LEAs and defines academically or intellectually gifted students (see below), and also use the NC AIG Program Standards, as a guide in the development of local AIG plans and programs. The State Board of Education approved NC AIG Program Standards provide a statewide framework for quality programming while supporting local context" (NCDPI, n.d.).

NEW: NC AIG Program Standards Update

On June 3, 2021, the NC AIG Program Standards were amended by the State Board of Education. This process included a period of review of previous NC AIG Program Standards by internal and external stakeholders, an analysis of feedback provided by stakeholders and the development of proposed revisions, with an additional period of review and feedback collected via survey before presenting to the State Board of Education. The newly adopted NC AIG Program Standards will be utilized in preparation for the submission of new Local AIG Plans in the coming year. The NC AIG Program Standards serve as the framework for the development local AIG programs. The newly revised NC AIG Program Standards may be accessed here. "

Source: Division of Advanced Learning, North Carolina Department of Public Instruction

Article 9B

Article 9B is North Carolina's current legislation which mandates identification and services for gifted education K-12. (Article 9B, § 115C-150.5-8.)

Historical Overview of Academically or Intellectually Gifted (AIG) in NC

North Carolina has had legislation governing gifted education since 1961, exemplifying the state’s strong commitment to gifted education for over fifty years. In 1974, legislation identified gifted and handicapped children as children with special needs. In 1977, Chapter 927 in the NC Session Laws brought into compliance a system of educational opportunities for all children requiring special education. In 1983, Chapter 247 in the NC Session Laws revised the program title to “Academically Gifted” to emphasize North Carolina’s commitment to academic programs and legislated that a student’s gifted education program may be described with an Individual Education Plan (IEP) or a Group Education Plan (GEP). In 1993, Chapter 321, Section 134(c) in NC Session Laws, required that the State Board of Education “reexamine the State’s laws, rules, and policies concerning the education of academically gifted children.” As a result, new legislation for gifted education was passed in 1996, resulting in Article 9B, Academically or Intellectually Gifted Students [N.C.G.S. § 115C-150.5-.8 (Article 9B)]. Article 9B provides a state definition for

Academically or Intellectually Gifted (AIG) students and requires local education agencies (LEA) to develop three year AIG local plans with specific components, to be approved by local school boards and subsequently sent to the State Board of Education and Department of Public Instruction (DPI) for review and comment. Article 9B is the current legislation mandating identification and services for gifted education K-12.

Reference: Department of Advanced Learning, North Carolina Department of Public Instruction, 2020

Article 9B. Academically or Intellectually Gifted Students. § 115C-150.5.

"Academically or intellectually gifted students. The General Assembly believes the public schools should challenge all students to aim for academic excellence and that academically or intellectually gifted students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experience, or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor". (1996, 2nd Ex. Sess., c. 18, s. 18.24(f).)

For the complete legislation including the following sections, visit N.C.G.S. § 115C-150.5 -ARTICLE 9B

§ 115C-150.6. State Board of Education responsibilities.

§ 115C-150.7. Local plans.

§ 115C-150.8. Review of Disagreements.

Reference: North Carolina General Statutes, Article 9B, § 115C-150.5-8. Academically or Intellectually Gifted Students, 1996.

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