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.