Raleigh, NC, May 12, 2026 — Wake County school leaders told county commissioners Monday that even as enrollment growth begins to level off after decades of expansion, the cost of operating one of North Carolina’s largest school systems continues climbing almost everywhere else.

Retirement costs are rising. Utilities are rising. Healthcare costs are rising. Charter school payments continue growing. Aging schools need more maintenance. Student mental health referrals are increasing. Special education demands continue expanding. And despite slowing enrollment growth, district leaders said the overwhelming majority of school spending remains locked into staffing and legally required services that cannot easily be reduced without affecting classrooms.

That reality shaped the Wake County Public School System’s proposed 2026-27 operating budget (document), which requests a $25.3 million increase in county operating support, bringing the total county appropriation to roughly $768.2 million. The full proposed operating budget totals approximately $2.29 billion, with state funding accounting for about 55 percent of revenues, local funding 38 percent, and federal funding 7 percent.

Superintendent Robert Taylor repeatedly emphasized that district leaders intentionally kept the request smaller than it otherwise could have been because they understood the broader financial pressures facing Wake County government.

“Budget work is hard,” Taylor told commissioners during Monday’s work session. “We are ready to make those hard decisions because we have to be responsible for the taxpayer dollars.”

Taylor said district staff worked closely with county leadership to shape what he described as a “responsible ask,” even as rising costs continue pushing the school system’s operating needs higher.

“What you will recognize is that there are a number of increases that could have caused this number to be higher,” Taylor said. “Knowing and understanding the climate and what was necessary in order to function, open new schools and provide those services that our citizens count on — parents and students — we did the work to make sure that this budget aligned.”

Even With Slower Growth, Costs Continue Rising

One of the clearest themes throughout the discussion was the growing disconnect between enrollment trends and operating costs.

Several commissioners raised questions they said residents frequently ask: if enrollment growth is slowing, why does the district still need significantly more money each year?

Taylor said the answer is rooted in the structure of school finance itself.

“If we continue to do the exact same work next year, then the cost of business goes up,” he said. “Every year that I’ve been doing this work for nearly 30 years, the retirement rate has increased. I remember when the retirement rate was 8 percent. It’s now around 26 percent.”

District officials told commissioners that roughly 82 percent of the operating budget is tied directly to salaries and benefits, including state-mandated salary schedules, retirement contributions, healthcare costs, and staffing required to operate schools.

That leaves relatively little room for flexibility.

WCPSS estimates that only about 15 to 18 percent of the operating budget is truly adjustable. Even relatively modest reductions can ripple directly into school operations, staffing, transportation, literacy support, or student services.

The superintendent’s original proposal included approximately $5.2 million in strategic reductions, such as transportation adjustments, cuts to literacy coach funding, instructional service cuts, and the transition of parent-student handbooks to digital distribution.

At the same time, district enrollment projections indicate that Wake County is entering a period of relatively flat or slightly declining student enrollment after years of explosive growth. The district projected a slight decrease in WCPSS enrollment next year, while charter school enrollment continues to inch upward.

That combination creates additional financial strain because local funding must continue to flow to charter schools through the state-required pass-through formula.

Special Education Became the Budget’s Biggest Flashpoint

No issue drew more public attention during the budget process than proposed changes tied to special education staffing.

An earlier version of the superintendent’s proposal included roughly $10 million in reductions tied to special education teacher formulas, prompting concern among parents and public speakers during community input sessions and public hearings.

Taylor acknowledged the concern directly on Monday, while emphasizing the overall scale of the district’s special education spending.

“I do want to express to people that the special education budget does still operate with $307 million of our operating budget, and that does not include transportation,” he said.

The school board ultimately removed the proposed special education formula reductions from the final operating request. Instead, district leaders proposed using $4 million in federal carryover funding to keep 515 months of special education teacher positions supported through federal dollars for one additional year.

District officials also repeatedly stressed that budget decisions alone do not change student services under Individualized Education Programs (IEP).

“A budget decision does not change a student’s IEP,” district staff wrote in materials prepared for commissioners. “If a student’s services are proposed to change, families would be involved through the IEP process, with required notice and team participation.”

The district said the only actual staffing formula adjustment tied to special education involved multi-track year-round schools, where allotments would shift to align with traditional calendar schools while still funding 11 months of employment.

The Strain Is Also Showing Up in Student Support Services

While the special education debate drew most of the public attention, commissioners also spent significant time discussing broader staffing pressures throughout the district.

WCPSS leaders acknowledged that student support staffing ratios remain well above recommended professional standards in several categories. District figures presented Monday showed school social workers currently serving roughly 1,278 students each, compared with a recommended ratio of 1-to-250. School psychologists stand at about 1-to-1,450 compared with a recommended 1-to-500 ratio.

At the same time, district leaders said staffing conditions have improved in several important areas over the last two years. WCPSS reported recording the lowest teacher vacancy rate in district history last year, while teacher retention rates have nearly returned to pre-pandemic levels.

The district also pointed to the rapidly growing demand for school-based mental health services. WCPSS said it has already processed more than 1,500 mental health referrals this school year compared with 519 referrals the previous year. Those services are largely delivered through a partnership with Alliance Health rather than directly through district-employed clinicians.

Another operational shift involves elementary literacy coaches. Under the previous model, literacy coach support was spread across all elementary schools. Under the revised budget approach, literacy coaches will now be concentrated primarily in the district’s highest-need schools, with district leaders saying that roughly 65 schools will continue to receive literacy coach positions.

New Pressures Continue Piling Onto the Budget

Even beyond the current request, district leaders warned commissioners that additional cost pressures are already forming.

One of the largest looming concerns is Duke Energy’s proposed utility rate increases. WCPSS currently spends nearly $30 million annually on utilities, and district staff said proposed electricity increases of 15 to 18 percent over the next two years could significantly affect future operating budgets.

Federal funding also remains uncertain. District officials said many feared that federal reductions earlier this year would ultimately not materialize, but flat federal funding still creates long-term pressure because compensation and operational costs continue to increase.

Meanwhile, charter school growth continues to affect the district’s local funding structure. WCPSS told commissioners that approximately 11 percent of local operating dollars now flow to charter schools through the state-required pass-through system.

Commissioners also questioned district leaders about transparency, aging schools, and growing disparities between newer campuses and older facilities facing mold, maintenance, and life-cycle issues. Commissioner Cheryl Stallings praised the district’s growing emphasis on renovations and maintaining older schools as the pace of new school construction slows.

Commissioner Shinica Thomas pushed district leaders on creating a public-facing dashboard that would allow residents to better track projects, school needs, and spending decisions. District officials said they are still evaluating systems they can realistically maintain and update consistently.

“We Know Your Needs Are Much More Than $25 Million.”

Throughout the discussion, county commissioners repeatedly emphasized appreciation for what they viewed as a collaborative approach from district leadership during a difficult revenue year.

Commissioner Susan Evans said district leaders clearly understood the broader financial pressures facing county government while still advocating for critical school needs.

“I don’t take it lightly that y’all are trying to work with us in the most reasonable manner,” Evans said. “We know your needs are much more than 25 million extra dollars.”

Taylor acknowledged the broader balancing act facing county leaders as they work through competing demands across county government, including education, public safety, infrastructure, and human services.

“We appreciate the partnership,” Taylor said. “The commissioners are responsible for all those functions of government within the county, and that does include the school district.”

The district’s proposed budget will formally move to county commissioners later this month as Wake County begins weighing school funding requests alongside broader county spending priorities for the coming fiscal year.

Cary, NC, Apr. 8, 2026 — Public comments following the Wake County Public School System’s 2026–27 budget presentation brought a consistent set of concerns to the Board of Education. Speakers focused on staffing shortages, employee compensation, and the potential impact of budget decisions on classroom support and student services. While the proposed budget outlines a path forward, the comments highlighted where those decisions are already being felt inside schools.

Staffing Strain Inside Schools

Staffing pressure emerged as one of the most immediate concerns raised during public comments. Speakers described classrooms and support roles operating under strain, with vacancies and increased workload affecting daily operations. Comments reflected the challenge of maintaining instructional quality while absorbing additional responsibilities across both teaching and support positions.

The concern extended beyond individual roles and into overall school operations. Speakers pointed to the difficulty of sustaining current service levels when positions remain unfilled and when existing staff are required to take on additional duties to compensate.

Compensation and Retention Concerns

Compensation was closely tied to those staffing challenges. Multiple speakers emphasized that retaining teachers and support staff depends on offering competitive pay, particularly in a labor market where employees have other options.

“If we want to retain quality educators, we have to pay them competitively,” one commenter told the board.

Speakers connected compensation directly to retention and stability. The concern was not limited to attracting new employees, but also keeping experienced staff in place, as turnover can disrupt classroom continuity and affect student outcomes.

Special Education as a Priority Area

Special education services were raised as a specific and sensitive area during the public comment period. Speakers emphasized the importance of maintaining staffing levels and ensuring that students who rely on specialized support continue to receive it.

“Special education is not an area where we can afford to lose positions,” one speaker said.

The comments framed special education as a core service that requires consistent staffing and support. Concerns centered on the potential impact of even small reductions on students who depend on individualized services.

Classroom-Level Impact

Several speakers focused on how budget decisions translate directly into classroom experiences. Comments highlighted the importance of maintaining instructional support, including both teaching roles and support staff who contribute to daily learning environments.

The concern was framed in practical terms, with speakers pointing to how reductions in staffing or resources could affect instructional quality and the overall student experience. The emphasis remained on ensuring that students continue to receive the support needed for effective learning.

Questions Around Budget Priorities

Underlying many of the comments was a broader concern about how budget priorities are set. Speakers emphasized the importance of protecting student-facing roles and services, while expressing concern about where reductions might occur.

These comments reflected a broader tension between financial constraints and the need to maintain core services. While the district faces structural budget pressures, speakers made clear that decisions about where to reduce spending carry direct consequences for students and staff.

What It Signals Moving Forward

The public comments did not introduce new budget proposals, but they reinforced the areas of greatest sensitivity as the process continues. Staffing, compensation, and student support services emerged as the most consistent concerns, aligning with the pressures outlined in the proposed budget.

As the Board of Education continues its review, these themes are likely to remain central to the discussion. The feedback provided during public comments offers a direct view into how budget decisions are being experienced at the school level and where stakeholders are seeking clarity or reconsideration.

TL;DR

WCPSS is proposing a $2.29 billion budget for 2026–27, with 82% of spending tied to salaries and benefits and heavy reliance on uncertain state funding. The plan assumes a $44.3 million increase in state funding, even though no state budget has been adopted. Federal funding is projected to drop by $27.5 million due to declining carryover funds, shifting costs to local sources. The district is requesting a $25.3 million increase in county funding as Wake County faces competing demands. To balance the budget, leaders included $5.2 million in targeted reductions while warning that key variables remain unresolved.

Cary, NC, Apr. 8, 2026 — The Wake County Public School System’s proposed budget for the 2026–27 school year was presented to the Board of Education by staff during last night’s board meeting. The proposal outlined a $2.29 billion operating plan shaped by rising costs, shifting revenue streams, and significant uncertainty. Superintendent Robert Taylor framed the proposal as measured and grounded in current conditions, telling board members, “This proposal reflects careful consideration of the local financial landscape and what I believe to be a responsible ask from our commissioners…”

Reference documents:

• 2026-27 Proposed Budget Presentation to WCPSS Board (link)

• 2026-27 Proposed Budget Official Document (link)

Where the Money Goes

A large share of the district’s budget is fixed. Approximately 82% of total spending, about $1.88 billion, is tied to salaries and benefits, leaving limited flexibility when costs increase or revenues shift. State funding is expected to account for 55% of total revenue, with local funding at 38% and federal funding at 7%. Each funding source carries its own constraints, and changes in any one area can affect the entire budget.

State Budget Gap Creates Uncertainty

The most immediate challenge comes from the absence of a finalized state budget. District staff made clear that WCPSS is building its financial plan without confirmed funding levels. “There was no formal budget to base that upon.” The proposal includes a projected $44.3 million increase in state funding, but that figure depends on legislative decisions that have not yet been made, particularly around employee compensation.

That uncertainty extends beyond a single line item. District leaders emphasized that multiple variables remain unresolved, including enrollment shifts, federal funding levels, and legislative actions. “Uncertainty… remains a big piece of the puzzle that we have to unravel. And the only thing that will do that is time.” As presented, the budget reflects a set of assumptions that may change once those decisions are finalized.

Federal Cuts and Local Constraints

Federal funding is expected to decline by $27.5 million, largely due to reduced carryover balances. While federal dollars represent a smaller portion of the overall budget, the reduction requires the district to shift certain costs, including special education services, into local funding sources to maintain continuity.

At the same time, the district is requesting a $25.3 million increase in county funding, bringing the total request to $768.2 million. Wake County faces its own financial pressures, including funding for Wake Tech, public safety, and other core services. As staff explained, “Wake County government is required to fund not just the Wake County public school system, but Wake Tech and all the other responsibilities for the infrastructure within Wake County, including EMS, the Sheriff’s Office, and the library systems. They have a lot of responsibilities. We are just one of them.” That broader context shapes how much additional support the county can provide.

Shrinking Financial Flexibility

The district has fewer internal options available to absorb financial pressure. The unassigned fund balance stands at $37.0 million, with $18.5 million proposed for use in this budget. Using nearly half of those reserves reduces flexibility in future years.

Improved staffing levels have also reduced vacancy savings that previously helped offset costs. As more positions are filled, the district captures less lapse salary funding, which had been used in prior budgets to help balance expenses.

Enrollment and Funding Impact

Enrollment trends are adding another layer of complexity. The budget is based on 160,461 students, a slight decrease of 49 students compared to the current year. Charter school enrollment is projected to increase to 18,939 students, which affects how funding is distributed.

Because state funding is calculated using prior-year enrollment, the district is also absorbing an 811-student decline in the state’s funding formula. That reduction directly lowers the amount of state funding available for the coming year.

Targeted Reductions and Adjustments

To address these pressures, the proposed budget includes $5.2 million in targeted reductions and operational adjustments. These changes are specific, line-item decisions rather than broad program cuts, and they reflect areas where spending could be reduced based on current usage or restructuring.

The largest reduction is tied to staffing adjustments within literacy support, alongside operational changes in transportation and instructional services. The identified reductions include:

• $2.2 million reduction tied to decreasing 248 months of employment for elementary literacy coaches

• $2.5 million reduction in transportation based on actual spending trends

• $500,000 reduction in instructional services

• $50,000 savings from transitioning the parent and student handbook to digital distribution

Additional adjustments help rebalance the broader budget and reflect both reductions and required increases:

• $15.7 million reduction from removing one-time costs

• $7.9 million increase to maintain program continuity, including special education and magnet programs

• $14.0 million increase for employee compensation, including a projected 3% salary increase

• $11.8 million increase tied to legislative requirements such as benefits and charter school transfers

Discretionary funding is also reduced. Targeted school assistance is set at $2.5 million, down from as much as $8 million in prior years, limiting the district’s ability to respond to emerging needs such as class-size adjustments or staffing gaps.

District leaders emphasized that these decisions were made to preserve core services wherever possible. “The budget includes targeted reductions and other operational adjustments designed to manage costs responsibly while preserving the core educational services that support teaching and learning. Yet we recognize that every reduction affects our families, students, and the dedicated staff who serve them each and every day.”

Related Story: Teachers, Parents Raise Concerns Over Staffing, Pay, and Special Education following WCPSS 2026-27 Budget Proposal Presentation

Ongoing and Long-Term Risks

Looking beyond the current fiscal year, several risks remain unresolved. Charter school funding continues to fluctuate and draws from local funding allocations. Child nutrition services must operate as a revenue-neutral program, but rising food and labor costs could require additional support.

Healthcare and retirement contributions are also expected to increase, adding pressure to future budgets. These factors are not fully addressed in the current proposal and may require further adjustments in the years ahead.

Reference documents:

• 2026-27 Proposed Budget Presentation to WCPSS Board (link)

• 2026-27 Proposed Budget Official Document (link)

What Happens Next

The timeline reflects the uncertainty built into the process. Following the April 7th presentation, the Board of Education will hold work sessions and public hearings throughout April. The board is expected to adopt a budget by May 5th and submit it to Wake County commissioners by May 15th.

Even after those steps, the final financial picture may not be settled. District leaders indicated that adjustments could continue into the fall as state and federal funding decisions become clearer. The proposed budget outlines a path forward, but it does so with the understanding that several key assumptions remain unresolved.

Cary, NC, Mar. 25, 2026 — The Wake County Board of Education convened a special-called meeting yesterday with a clear purpose: to get answers from district administration.

In the days leading up to the meeting, board members and district leadership were inundated with emails from teachers, parents, and community members. At the center of that concern was a number that spread quickly and widely, an $18 million deficit tied to special education. It became the focal point of conversation, frustration, and in many cases, fear about what might be coming.

“This meeting is about getting answers,” one board member said at the outset, underscoring the board’s oversight role and the expectation that district leadership would provide clarity.

As the meeting unfolded, however, a different picture began to take shape. There is no current deficit. What the district is facing instead is a forward-looking structural gap, one that has developed over time and now requires adjustment.

That distinction would prove to be at the center of both the financial discussion and the tension in the room.

The District’s Framing

Early in the meeting, district leadership sought to reset the narrative and address what had quickly become the central concern.

The message was direct. The special education program is expected to end the year with a positive balance. The issue, as presented, is not about immediate cuts, but about aligning costs before a future shortfall emerges.

“We are not in a negative position,” was emphasized during the overview. At the same time, leadership acknowledged that continuing current staffing and program levels without adjustment would eventually exhaust available federal funding.

“If we do the exact same thing programmatically this year, then the IDEA grant would run out of money,” was shared during the presentation.

The overview also addressed one of the most widely circulated concerns, clarifying that the district is not eliminating 130 teachers. Instead, staffing changes are expected to occur through attrition and caseload adjustments.

Equally important, leadership reinforced that services to students will continue. Requirements tied to individualized education programs will remain in place, and services cannot be reduced due to funding constraints.

“There will be no change in our requirement to implement students’ IEPs,” was stated during the presentation.

Taken together, the overview was intended to provide clarity and reassurance. But as the discussion progressed, it became clear that the explanation did not fully align with how the situation had been previously communicated or understood.

What Actually Happened

At its core, the issue is not complicated. It is a dynamic that would be familiar in any organization managing a budget over multiple years.

Several years ago, the district received a significant increase in federal special education funding. Some of that funding arrived late in the fiscal year, which created an unusually large carryover balance that rolled forward into future years. That carryover, at times reaching between $20 million and $30 million, provided a level of financial flexibility that had not previously existed.

At the same time, student needs were increasing. The district was growing. More students required services, and those services were not optional. In response, the district added staff, expanded support, and increased service levels for students with disabilities.

Those decisions were understandable. The need was real, the services were required by law, and the funding appeared to support it. But the nature of that funding differed from the costs it supported. The funding increase was temporary. The costs were not.

The Slow Build to a Structural Problem

For several years, that mismatch remained largely hidden. The district relied on the carryover to bridge the gap between ongoing expenses and incoming funding. Each year, spending exceeded new revenue, but the difference was absorbed by prior-year balances.

That approach worked until it didn’t.

As the carryover began to decline, the underlying structure became more visible. What had once been a buffer began to shrink, dropping from roughly $30 million to under $20 million, and is now projected to fall to $2 to $5 million.

If nothing changes, the district would eventually run out of available funding before the end of the next fiscal cycle. That projected gap is what ultimately became associated with the $18 million figure.

What Should Have Been Said

As the discussion unfolded, it became increasingly clear that the issue was not just financial. It was also about how the situation had been communicated.

What many people heard was that the district had an $18 million deficit in special education. That framing suggested an immediate crisis, something already in motion and requiring urgent corrective action.

What should have been said was something more precise and, ultimately, more accurate. The district does not have a deficit today. However, because temporary funding was used to support ongoing expenses, adjustments are now required to avoid a projected shortfall next year.

District leadership acknowledged that the message had not been communicated clearly. “We needed to do a better job in communicating the fiscal status,” was shared during the meeting.

That distinction carries weight. One describes a system already in trouble. The other describes a system that still has time to adjust. When that difference is not clearly made, it changes how staff, families, and the broader community understand what is happening.

In this case, it also shaped the tone of the conversation before the meeting ever began.

What Changes and What Doesn’t

Throughout the meeting, district leadership emphasized that services to students will not be reduced. Individualized Education Programs, which are legally required, will continue to be implemented as written.

Self-contained classrooms and related services, including speech and occupational therapy, are not being eliminated. The changes are expected to come primarily through staffing structure, specifically through adjustments to caseloads for certain special education teachers.

In practice, that means fewer positions funded through the federal grant and more students assigned per teacher, with schools given flexibility in how they implement those adjustments based on student needs.

The commitment is that services will still be delivered. The question is how those services are distributed and supported within the available funding.

A Broader Context: Pressure Beyond the District

The conversation also took place within a larger context that continues to shape public education in North Carolina. The state ranks near the bottom nationally in per-pupil funding, and the current fiscal year began without a fully adopted state budget.

At the same time, salary increases for educators were approved without corresponding increases in state funding, leaving districts to absorb those costs. These pressures do not create this specific issue, but they do narrow the margin for error and increase the importance of long-term planning.

Where Accountability Lands

As the meeting progressed, the conversation shifted toward accountability. The financial explanation was detailed, but board members' frustration centered on the timing, clarity, and consistency of the information.

“I need facts, and I need the truth,” one board member said during the discussion, capturing the broader concern about conflicting information reaching both the board and the public.

The issue itself developed over several years. It was identified internally in the fall. But the way it was communicated, both in language and in timing, created inconsistency that carried into the public conversation and ultimately into the boardroom.

Questions were raised about who knew what and when, how decisions were made to fund recurring costs with temporary dollars, and why the situation was not more clearly explained earlier. Those questions were not fully resolved in the meeting, but they framed the discussion moving forward.

What Comes Next

The superintendent is expected to present a proposed budget in early April. That proposal will include the adjustments needed to align ongoing costs with available funding while maintaining required services for students.

The financial challenge is real, but it is also manageable. The more immediate challenge may be restoring clarity and trust in how that information is communicated.

As was noted at the outset of the meeting, the community is watching. The outcome of this process will shape not only the budget but also confidence in how decisions are made and explained in the months ahead.

Cary, NC, Mar. 18, 2026 — Wake County school leaders on Tuesday signaled a difficult road ahead as they begin building the district’s 2026–27 operating budget, pointing to rising costs, limited flexibility, and mounting funding pressures that are expected to force tradeoffs in the months ahead.

The March 17th Board of Education meeting included an early preview (document) of the superintendent’s proposed budget, but the discussion quickly expanded beyond a technical presentation. District staff outlined the structural challenges shaping the budget, while board members and public speakers raised concerns about broader funding trends affecting public education.

Several cost drivers continue to push spending higher. District officials pointed to employee benefits, charter school payments, the opening of a new elementary school, and rising special education costs as ongoing financial pressures. Many of those expenses are fixed or formula-driven, leaving fewer areas for reductions without affecting services.

Charter school funding, in particular, was highlighted as a consistent obligation tied to county appropriations. As one explanation noted during the meeting, a portion of local funding is automatically redirected to charter schools based on enrollment formulas, creating a built-in cost that grows alongside the district’s budget.

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At the same time, speakers during the meeting pointed to another source of financial strain: the rapid expansion of private school vouchers in North Carolina.

“It is also a result of investment of more than hundreds of millions of dollars per year into private school vouchers,” one speaker said during public comment, linking state-level policy decisions to local funding challenges.

Others echoed that concern more directly.

“…the voucher issue and the fact that they are draining money from the school system in ridiculous ways.”

“We can’t keep pouring money into voucher programs and meet the needs of our kids.”

North Carolina funds public schools based largely on student enrollment, meaning that shifts in where students attend school can affect how much state funding districts receive. While the Opportunity Scholarship program (website) does not directly pull from local school budgets, its expansion can influence enrollment trends, which in turn affects funding levels for public school systems like Wake County.

District leaders also acknowledged ongoing uncertainty around revenue. Officials said they expect to request roughly $25 million in additional funding from Wake County for the 2026–27 fiscal year. That figure represents an increase over current funding levels, but it is not expected to fully cover rising costs, leaving a remaining gap that will need to be addressed through adjustments elsewhere in the budget.

The district’s financial position is further complicated by reduced reserves. Fund balances that helped stabilize prior budgets have been drawn down in recent years and are now below target levels, limiting the system’s ability to absorb new expenses.

Compounding the challenge is the absence of a finalized state budget, which leaves school officials planning without clear guidance on future funding levels.

Taken together, the discussion reflected a shift in focus. Rather than considering new programs or expansions, district leaders are working to maintain current operations while preparing for difficult decisions ahead.

For board members, the preview served as an early framing of those choices. For families across southern Wake County, including Fuquay-Varina and Holly Springs, the outcome could affect staffing levels, program availability, and day-to-day school operations in the next academic year.

What’s Next

The superintendent will present the full proposed 2026–27 budget on April 7th. The board will then hold public input sessions and a formal hearing before adopting a proposed budget in May, which will be submitted to Wake County commissioners.

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Raleigh, NC, Feb. 6, 2026 — When Wake County Public School System rushed to put laptops in every student’s hands during the COVID-19 pandemic, the goal was simple and urgent: keep learning going while classrooms were closed.

Nearly six years later, that emergency response has become one of the district’s most expensive ongoing commitments, and school leaders are now openly questioning whether the original model can be sustained.

During multiple January and February 2026 board and committee meetings, Wake County school officials laid out a clear reality. The district is approaching a financial inflection point where providing a take-home laptop for every student may no longer be feasible under current funding structures.

How Wake County Got to 1:1 Devices

Before 2020, Wake County did not operate a universal one-to-one device program. Students typically shared devices through classroom carts or computer labs, and take-home laptops were limited to specific grades or programs.

That changed almost overnight in spring 2020.

As schools shut down, Wake County accelerated plans that had previously been discussed as multi-year goals. The district purchased and distributed tens of thousands of Chromebooks to enable remote learning. Public reporting at the time placed initial device spending at roughly $48 million, largely supported by federal pandemic relief funds.

By the 2020–21 school year, Wake County had effectively become a 1:1 district, issuing a laptop to nearly every student and allowing students to take devices home.

That emergency investment resolved one crisis but also locked the district into a new long-term obligation.

The Hidden Cost of Replacement Cycles

Laptops are not permanent infrastructure.

District officials have repeatedly emphasized that student devices have a useful lifespan of roughly four to five years, after which they must be replaced or refurbished. That replacement cycle, manageable during the years of federal COVID relief, has now collided with a far more constrained funding environment.

At recent budget and finance discussions, Wake County staff described an operating landscape shaped by:

• The expiration of federal pandemic aid

• Slower growth in county appropriations

• Rising costs across transportation, facilities, insurance, and staffing

In that context, technology spending has become increasingly difficult to absorb. District materials and board discussions indicate that Wake County is planning for approximately $30 million per year in facilities-funded technology costs, with student device replacement representing a significant share of that total.

That figure does not represent a single “laptop line item,” but rather the broader technology budget that must now support regular device refreshes alongside software, security, and instructional tools.

February 2026: A Turning Point in the Conversation

The most explicit public discussion about scaling back the laptop program occurred during the February 3rd, 2026 committee and board meetings, when district leaders acknowledged that the pandemic-era model may no longer be realistic.

Rather than announcing an immediate end to student laptops, officials outlined several potential shifts now under consideration:

• Reducing or eliminating take-home devices for younger grades

• Keeping some devices on campus instead of issuing them to students

• Relying more heavily on shared classroom devices

• Exploring limited bring-your-own-device options, while accounting for equity concerns

No final decisions were made, but the tone of the discussion reflected a notable change. What was once framed as a universal expectation is now being reevaluated as a discretionary expense.

Instructional and Equity Tradeoffs

District leaders emphasized that the conversation is not purely financial.

Technology staff also briefed the board on classroom challenges that have emerged alongside widespread laptop use, including digital distractions, content filtering issues, and difficulties maintaining consistent instructional focus.

At the same time, board members and administrators acknowledged the equity risks of scaling back access. Not all families can afford personal devices, and the district has long advocated for universal laptops to level the playing field for students regardless of income.

That tension, between fiscal sustainability and equitable access, now sits at the center of the policy debate.

Where the Program Is Likely Headed

Based on committee discussions and budget presentations, Wake County appears to be moving toward a more targeted, less universal approach rather than an abrupt elimination of student devices.

Future models could vary by grade level, instructional need, or campus, with a greater emphasis on shared devices and in-school use. Any changes would likely be phased in over multiple years rather than implemented immediately.

For now, district leaders are gathering feedback from principals and staff while continuing to frame the laptop program within the broader reality of tightening budgets and competing priorities.

Why This Matters to Wake County Families

For families accustomed to school-issued laptops, the debate marks the end of an era shaped by pandemic necessity.

The next phase will require balancing instructional goals, student focus, equity concerns, and long-term affordability, all without the extraordinary federal funding that once made universal access possible.

Those decisions are expected to resurface in upcoming budget cycles and policy discussions later this spring.

Raleigh, NC, Dec. 18, 2025 — The Wake County Board of Education on Tuesday advanced two updated policies governing student technology use (document) and internet safety (document), approving both on first reading and waiving a second vote to meet a state compliance deadline.

Board members were told the updates were primarily driven by new state requirements and guidance from the North Carolina School Boards Association, with limited local edits. Although the meeting discussion was brief, the approved policies include several notable changes affecting students, staff, and schools.

More precise Limits on Student Technology and Social Media Use

Under the updated technology policy, expectations around acceptable use are more explicit. Student access to social media is now explicitly prohibited on school-provided technology unless a teacher authorizes its use for an educational purpose.

The policy also clarifies that its rules apply not only to students and teachers, but to anyone authorized to use school system technology, including contractors and other non-employees. Disciplinary consequences are spelled out more clearly, with violations potentially leading to loss of technology access, school disciplinary action for students, or employee dismissal, depending on severity.

Another key shift reframes how students are prepared to use technology. Instead of treating online behavior training as a one-time requirement before internet access, the policy emphasizes ongoing digital literacy instruction, including digital citizenship and responsible online behavior.

References to artificial intelligence were removed from this policy, with staff explaining that the use of artificial intelligence (AI) will be addressed separately to avoid overlapping or conflicting rules.

Stronger Focus on Student Data Privacy and Internet Filtering

Updates to the internet safety policy expand the list of content schools are expected to block or restrict. In addition to filtering out obscene or harmful content, schools are now directed to restrict access to websites and applications that do not adequately protect students’ personal information.

The policy also clarifies which types of content are inappropriate for minors unless there is a legitimate educational purpose, while maintaining protections against restricting access solely based on disagreement with a viewpoint.

New Training and Documentation Expectations for Schools

The internet safety policy also places greater responsibility on schools to document how students are taught to navigate the internet safely. All school personnel share responsibility for supervising and monitoring online activity, and principals are now expected to maintain records showing what internet safety topics were taught, when instruction occurred, and how all students were covered.

Required topics include appropriate online behavior, use of social networking platforms, and awareness and response to cyberbullying.

What Was, and Wasn’t, Discussed

While board members acknowledged the policies could be revisited in the future, most of the specific changes were not discussed in detail during the meeting. The updates were primarily made to meet a state deadline, with the substance of the changes reflected in the policy language rather than in public discussion.

Why It Matters

Together, the updated policies tighten expectations around student technology use, expand accountability for monitoring and supervision, and place greater emphasis on protecting student data and documenting internet safety education.

For families, the changes mean more precise limits on social media use at school and a stronger focus on online safety instruction. For schools and staff, they bring added responsibilities for oversight and record-keeping as the district moves toward full compliance with state requirements.

Download Referenced Documents:

• Internet Safety Policy

• Technology Responsible Use Policy

Raleigh, NC, Dec. 17, 2025 — Four speakers used the public comment period at Tuesday night’s Wake County School Board meeting to raise concerns ranging from student safety and discipline to administrative decision-making and communication with families.

The first speaker returned to an issue he said he had raised before, pointing to a lawsuit involving alleged sexual abuse and what he described as failures by school officials outside Wake County to report misconduct to law enforcement or state authorities. He argued that those omissions allowed a teacher to be later hired without a documented record of prior concerns. According to the speaker, warning signs were ignored, administrators handled matters that should have involved police, and a student victim was mishandled during the process. He told the board he plans to return to a future meeting to describe how the situation was ultimately resolved after another student came forward.

A parent of two students followed, describing what she said was a breakdown in basic procedure after a school bus-related incident. She said an incident report was not written until nearly a month later, leaving her family with conflicting explanations about what had occurred. The parent also described how her daughter was initially told she could not ride the bus home without parental notification or supervision, a decision she said added to the confusion. She credited a vice principal for later stepping in and providing support, but said the problem stemmed from inconsistent adult decision-making rather than student behavior. Board leadership said staff would follow up with the family after the meeting.

Another parent, whose child attends Crossroads Flex High School, questioned a decision to move students to full-time virtual learning beginning in January. She said families were notified only minutes before the public comments portion of the meeting. She asked why the change had not been communicated earlier or discussed publicly before students enrolled. She raised concerns about the mental health impact of returning to virtual instruction midyear. She said parents were willing to help identify an alternative space to continue in-person learning. A board member later said staff would engage with families and work toward a solution.

The final speaker, a parent of an elementary school student, said it took months to obtain his child’s disciplinary records. After reviewing them, he said the district could not fully account for the time his son spent removed from instruction or confined to a room. He raised broader questions about how seclusion is defined and documented, cited inconsistencies in official records, and described the emotional toll on his child. He told the board the issue was not limited to a single case and called for stronger oversight and accountability around disciplinary practices.

Note: While the board does not respond to public comments during the meeting, staff often follow up directly on speaker concerns.

Raleigh, NC, Oct. 20, 2025 — When the Wake County Board of Commissioners met yesterday, one of the least-noticed items on its agenda quietly moved $18.5 million around the county’s school construction ledger, giving a boost to two big-ticket projects and redirecting the final dollars from older, completed ones.

The action, recommended by the Wake County Board of Education earlier in the month, drew no debate but represents a significant reshuffling inside the Capital Improvement Program (CIP), the long-range plan that funds new schools, renovations, and major facility repairs across the Wake County Public School System.

The Winners: Morrisville High and Athens Drive High

Morrisville High School was the clear winner. The Board of Commissioners approved an additional $10 million, bringing the project’s total to roughly $19.8 million.

That money will help transform what was originally designed as a middle school into a new high school campus, complete with a parking deck, pedestrian bridge, and athletic stadium, track, and field.

The shift reflects a change in county growth patterns: faster-than-expected population increases in western Wake have left the Morrisville area short on high-school capacity.

Another major beneficiary is Athens Drive High School in southwest Raleigh.
It gained $6.8 million for an expanded gymnasium and lobby addition, plus major HVAC and central-plant upgrades to meet current space and energy standards.

Both schools are part of the county’s effort to modernize existing campuses while keeping up with booming enrollment.

The Small But Symbolic Move: $22,057 from 2006

The smallest line item, just $22,057, came from the 2006 CIP School Revenues fund. That money had sat untouched after the last round of projects from nearly two decades ago wrapped up.

By sending it to Morrisville High, county finance staff effectively closed out the old 2006 CIP, sweeping its final balance into a current-day project. The transfer formally ends that early-2000s building era and redirects those dollars to where they’re now needed.

Playgrounds Also Gain

A third category, Lifecycle and Playground Equipment, will receive about $1.7 million to replace or resurface playgrounds at ten elementary schools. County officials said the goal is to improve safety and reduce maintenance costs as older surfaces and equipment reach end-of-life status.

Who Gave Up Funds

While no school lost its overall investment, the reallocation drew from completed or under-budget projects across the district. According to the resolutions, dollars were shifted away from:

• Apex High, Fuquay-Varina High, Barton Pond Elementary, Stough Elementary, North Ridge Elementary, and Garner High, among others.

Each of those schools had money left in its capital account after construction wrapped up or bids came in below estimates. Those surpluses were collected and redirected to higher-priority needs.

In short, no active project was cut, but several “closed” ones became the source of new momentum elsewhere.

Why the Shuffle Happens

Wake County’s school-construction program functions much like a multi-year household budget. When one job finishes under cost, the leftover funds stay inside the CIP until commissioners vote to move them. By law, the Board of Commissioners must approve any such reallocation, even if total county spending doesn’t increase. Yesterday’s vote kept the overall FY 2026 WCPSS capital budget unchanged at $412.8 million, simply rebalancing existing dollars rather than adding new ones.

Raleigh, NC, Oct. 12, 2025 — The Wake County Board of Education has given final approval to Policy 3210 (document), a measure formalizing how parents may inspect, challenge, or restrict access to instructional and library materials in their child’s school. The decision aligns Wake County with a growing number of districts across North Carolina implementing new parental-rights laws amid ongoing national debates over curriculum transparency and book access.

The policy was approved on October 7th without discussion. But its impact was felt throughout the meeting’s public-comment period, where educators, parents, and community members voiced contrasting opinions about whether it represents greater transparency or an unnecessary chill on classroom instruction.

What Policy 3210 Does

The six-page policy codifies how parents can review classroom materials, challenge content, or restrict their child’s access to specific books.

Key provisions include:

• Parents must receive access to requested materials within ten business days of a written request.

• A three-tier challenge process allows objections to be reviewed first at the school, then by a districtwide Central Instructional Materials Committee, and finally, if appealed, to the Wake County Board of Education.

• Parents may limit their own child’s access to particular library or classroom books via the online parent portal or written request.

Once a determination is made, it remains binding for two years, preventing repeated challenges to the same title within that period. The policy explicitly references constitutional limits, noting that books “may be removed only for legitimate educational reasons” and that decisions must comply with First Amendment protections.

Built on North Carolina’s Parental-Rights Laws

Policy 3210 mirrors requirements from North Carolina’s “Parents’ Bill of Rights” (Session Law 2023-106) and subsequent amendments. These statutes compel local school boards to adopt clear processes for parental inspection of instructional materials and to handle formal objections through a structured appeal system.

In essence, Wake County’s rule localizes these statewide mandates by specifying timelines, committee composition, and appeal pathways. The district’s legal references also include other general statutes, which govern curriculum oversight and public access to instructional resources.

Part of a Broader National Movement

Wake County’s revisions come amid similar initiatives across the country.

• Florida’s 2022 “Parental Rights in Education” law and Virginia’s 2022 parental-notification policy require school districts to let parents review classroom materials and library catalogs.

• Texas and Tennessee have enacted statutes mandating online posting of book lists and parental opt-out rights.

• At the federal level, the Protection of Pupil Rights Amendment guarantees parents the right to inspect instructional materials used in federally funded programs.

• Courts have also defined constitutional limits: the U.S. Supreme Court’s 1982 decision in Board of Education v. Pico ruled that school officials cannot remove books from libraries merely because they disagree with their ideas.

By citing these precedents, Policy 3210 situates Wake County within a national framework balancing parental oversight and students’ First Amendment rights.

Public Concerns and Support

During the public comment section of the meeting, speakers highlighted the policy’s real-world effects.

• A parent from Fuquay-Varina, praised educators and warned that removing books undermines empathy and understanding. Holding up The Autobiography of Malcolm X, she said, *“The answer to books with perceived bad ideas is not fewer books—the answer is more books.”*

• Another parent argued the opposite, saying parents must ensure schools do not “teach children to disassociate their identity from their body.” He described the policy as one step toward restoring parental trust.

• Several librarians and teachers said the new state mandates—combined with Policy 3210’s local procedures—are causing fear and extra workload.

  • A librarian at Fuquay-Varina Elementary, said online posting of classroom book lists has led some teachers to “take their entire book collections home.”

  • A Broughton High School librarian called the timeline “unrealistic,” while another from Davis Drive Elementary warned that “a rushed implementation means empty bookshelves.”

Arguments For and Against Implementation

Supporters Say:

• The policy provides accountability and transparency, giving parents a structured voice in their children’s education.

• It creates due-process safeguards—clear deadlines, multi-level review, and written decisions.

• The framework is consistent with state and federal parental-rights laws and helps pre-empt unregulated disputes.

Critics Warn:

• The detailed review process and online catalog mandates may discourage teachers from maintaining rich classroom libraries.

• It risks politicizing curriculum decisions and restricting student access to diverse perspectives.

• Implementation could drain staff time from instruction and student support to manage documentation and hearings.

Local Context and Next Steps

Wake County joins other large North Carolina districts, such as Mecklenburg and Guilford, that have updated policies in response to the state’s 2023 legislation. Each school must now keep a searchable library catalog on its website and process parental restriction requests throughout the year.

The district’s Library Media Services Division will coordinate appeals and ensure compliance with open-meeting requirements for book-review committees. Policy 3210 replaces an earlier 2017 version and incorporates updates from 2023, reflecting the new legal and cultural environment of 2025.

A Balancing Act

For supporters, Policy 3210 represents a modernization of transparency in a large, diverse district. For critics, it marks a turning point in the politicization of public education.

As one local librarian summarized, the challenge will be ensuring Wake County schools remain “both open to parents and open to ideas.”

Holly Springs, NC, Sep. 3, 2025 — The Wake County Board of Education received and discussed the initial draft of the 2026–27 school enrollment plan (website link, document) during its board work session held yesterday. The plan, prepared by the Office of Student Assignment, reflects updated forecasts, community feedback, and a focus on striking a balance between growth, stability, and efficiency.

District staff emphasized that the draft builds on years of rising enrollment and sharper crowding forecasts. The plan looks to relieve pressure in growth corridors such as Fuquay-Varina and western Wake, while aligning feeder patterns and calendars. Superintendent Taylor and board members heard that the work is rooted in the district’s strategic plan goals for family engagement and operational effectiveness.

“What we hope you’ll find today is that as we walk through the recommendations that are included in this initial draft of the 2026-27 enrollment plan, you can hear me underscore for you that the recommendations are going to reflect both the data that we carefully evaluated and the feedback that we’ve collected from our families and community members,”said Susan Pulliam, Director of Student Assignment

Note: Parents and families can use the newly launched enrollment proposal website (link) to explore maps and look up proposed assignments based on addresses.

Local Impacts in Holly Springs, Fuquay-Varina, and Apex

1. Hilltop Needmore Elementary (Fuquay-Varina)

• The new elementary school is the major driver of reassignment in southern Wake.

• It will open on a Track 4 year-round schedule in 2026–27, with the ability to expand to multi-track if enrollment demands it.

• The new base area will draw students from Banks Road, Ballentine, West Lake, Middle Creek, Oak Grove, and Vance Elementary Schools.

• Middle Creek ES currently operates with 13 classroom trailers, highlighting the urgency for relief.

2. Middle Creek and West Lake (Fuquay-Varina/Holly Springs area)

• West Lake Middle will receive some reassigned students to align calendars and feeder patterns.

• Middle Creek High School will take students reassigned from the overcrowded “Little Spring” High, strengthening a K–12 feeder pattern anchored by Hilltop Needmore ES and West Lake Middle.

3. Oak Grove & Vance Elementary (Fuquay-Varina)

• Portions of Oak Grove and Vance ES will be reassigned to Hilltop Needmore, both to relieve crowding and to balance long-term growth.

4. Apex Area Adjustments

• The draft includes follow-up on changes from 2025–26 that affect families previously moved into Botham Elementary (from Olive Chapel or Salem).

• These students will now feed into Apex Middle, creating a traditional-to-traditional K–8 calendar alignment.

• At the high school level, Apex High will serve as the feeder, providing better continuity with Apex Middle and Botham Elementary. Staff said this also helps balance growth between Apex Friendship and Felton Grove High.

Stability Rules for Families

Acknowledging parent concerns, staff recommended expanded stability transfer rules. Families with rising 4th and 5th graders, plus their siblings, could stay at their current schools during transition years—though without transportation. Similar rules would apply at the middle and high school levels.

Staff underscored that these transfers must be requested during a November–December stability window, giving families time to decide whether to remain in place or move with their new base assignment.

Renovations and Timing

The plan also accounts for recent campus renovations. For example, Swift Creek Elementary’s expansion will be allowed to “settle” for a year before any attendance area changes are proposed. Similar delays will follow for Fuquay-Varina Elementary. Staff said this approach gives communities time to adjust before new assignments are considered.

Parent and Family Feedback

Community engagement was a central theme. Nearly 1,100 participants joined the most recent ThoughtExchange, contributing over 18,000 ratings. Parents emphasized:

• Proximity to home.

• A strong sense of school community.

• Stability in assignments.

These themes align with the board’s guiding policy pillars—student achievement, proximity, stability, and operational efficiency.

“We’ve learned from our families—just do it all at once. Don’t chip away at it. Let’s get this done.” (Susan Pulliam, Director of Student Assignment.)

Get Involved And Be Heard

WCPSS encourages parents and families to provide feedback, which can also be provided to the board and the Office of Student Assignment by using an online form found here.

Additionally, WCPSS has scheduled three virtual information sessions to answer questions families may have.

• Sep. 9th from 6:00 p.m. - 7:30 p.m.: Hilltop Needmore Elementary and other related proposed changes. (Attend virtually)

• Sep. 11th from 6:00 p.m. - 7:30 p.m.: Apex area proposed changes. (Attend virtually)

• Sep. 17th from 6:00 p.m. - 7:30 p.m.: Eastern area proposed changes and a general overview. (Attend virtually)

WCPSS will also host an open house for families affected by the plan to learn more about their new school(s), as well as other resources available to them and their students.

• Sep. 24th from 6:00 p.m. - 8:00 p.m.: In-person open house at Hilltop Needmore Elementary, to meet staff at your new school and learn more about our district's resources for families and students.

Other important dates for parents and families:

• October 21, 2025 – Board public hearing and review of revisions.

• November 18, 2025 – Final Board vote on the 2026–27 plan.

Throughout the presentation, district staff stressed that the recommendations presented are part of an initial draft, not the final plan. Families still have opportunities to weigh in before the Board makes its final decision in November.

Related Source Documents:

• Enrollment Plan Draft (link)

• Enrollment Plan Public Engagement (link)

• Enrollment Plan Maps (link)

• Enrollment Plan Data (link)

Holly Springs, NC, Jul. 28, 2025 — After nearly a decade of planning, community debate, and construction, Felton Grove High School is preparing to welcome its first students on Monday, August 25, 2025. With its sprawling, more than 400,000-square-foot campus and an initial enrollment of approximately 800 students, Felton Grove is poised to be Wake County’s largest high school by square footage and a cornerstone of education for the growing communities of Holly Springs, Apex, and Cary.

Built on a 66.5-acre site purchased in 2016 for just over $4.3 million, the school represents a significant investment in southwest Wake County’s future. After an initial site plan denial by the Apex Town Council in April 2021 due to traffic concerns, the project received formal approval on May 16, 2022, clearing the way for construction to begin in February 2023.

“This has been a long time coming,” said Principal Rob Morrison, who leads a fully staffed team that has been in place for more than six weeks. “The community’s patience and support have helped make this moment possible.”

Felton Grove High School will open with 450 freshmen and 350 sophomores, drawing students from several existing schools and neighborhoods. The most significant student populations will come from Woods Creek, 12 Oaks, and Sunset Ridge, reflecting the rapid residential growth in the area. The school is expected to add approximately 500 students each of the next two years, eventually expanding to serve grades 9 through 12.

A Campus Designed for Learning and Community

The school’s design emphasizes open and collaborative learning environments, as well as outdoor spaces. The facility features a modern 800-seat theater, a 600-seat cafeteria, and a multifunctional courtyard designed for student activities and events. The daily schedule follows a 4x4 block semester model, with four extended instructional periods per day and a flexible “smart lunch” in the middle of the day to support clubs, tutorials, and social time.

Expectations and Student Success

Felton Grove will uphold Wake County Public School System policies on behavior, technology use, and academic performance. Students are expected to keep their cell phones on silent mode and in their backpacks during class, unless a teacher has authorized their use. The school will also promote responsible use of AI tools as part of its digital learning strategy.

Key Dates and Events

The school is planning several events to help students and families prepare for the year ahead:

• Parent Meeting: July 31

• Fall Sports and Activities Tryouts: Begin July 30

• Student Orientation: Week of August 11 (two sessions per day over two days)

• Meet the Teacher Night: Wednesday, August 20, 5:30–7:30 PM

• First Day of School: Monday, August 25

Felton Grove will also participate in a full slate of NCHSAA athletics, with fall sports beginning July 30 and band camp already underway.

Community Support and Vision

During its recent Parent Input Meetings, Felton Grove’s leadership thanked local schools and organizations, including Hope Community Church, Holly Springs High, Holly Ridge Middle, Apex High and Middle, and Fuquay-Varina Middle, for their support in preparing to launch the school.

All parents are encouraged to get involved through the PTSA, Athletic Booster Club, Band Booster Association, and arts-focused booster groups. Meetings for dance and theater boosters will be announced after the school opens.

Felton Grove High School’s mission is to maximize student achievement, foster lifelong learning, and promote responsible citizenship. Its vision is to build a resilient and connected community where students utilize their talents and voices to make a positive impact on the world.

As the school prepares to open its doors, the message from staff and administration is clear: Felton Grove High is ready to lead with purpose, innovation, and a strong sense of community spirit.

Key School Contacts

Principal: Rob Morrison, rmorrison@wcpss.net
Assistant Principal: Kristin Bollten, kbollten@wcpss.net
Assistant Principal: Robin Booth, rbooth@wcpss.net

Athletic Director: Joe Sharrow, jsharrow@wcpss.net
Assistant Athletic Director: Sara Bell, sbell5@wcpss.net

School Address

Felton Grove High School
5100 Thriftwood Dr.
Apex, NC 27530
(map)

Raleigh, NC, Jun. 26, 2025 — The Wake County Board of Education recognized two exceptional individuals at its meeting on June 24, highlighting their longstanding service and meaningful contributions to student development and environmental education within the district.

Deirdre Martyn Named Wake County School Psychologist of the Year

The Board recognized Deirdre Martyn as the 2024–2025 Wake County School Psychologist of the Year. Martyn is in her 17th year as a school psychologist, with 15 of those years spent in Wake County. She currently supports students at Forest Pines Elementary and Wake Forest Middle School.

Her multifaceted leadership includes guiding the Behavioral Health Universal Screening Team, coaching Girls on the Run, and serving as the Student Instructional Support Personnel Acute Crisis Team Lead. At the school level, she works closely with administration and faculty as a member of the School Improvement Team, using academic and behavioral data to develop targeted interventions.

For example, after observing rising anxiety levels among students, Martyn collaborated with a school counselor to lead a small group using the Coping Cat curriculum, a program focused on teaching children how to manage anxiety. She also led staff-wide training in the Zones of Regulation, a framework designed to enhance students’ self-regulation skills. To extend support beyond the classroom, Martyn authors a monthly parent newsletter filled with evidence-based strategies, with each issue focused on a key behavioral health topic.

At the district level, she serves as a member of the Crisis Team, guiding school personnel through acute incidents. At the state level, she has been a member of the North Carolina School Psychology Association Board for nine years and currently serves as its President.

Board members expressed heartfelt gratitude for her impact. Board Member Cheryl Caulfield commended the role of psychological services in student success.

“We are incredibly lucky to have her in WCPSS helping to support the children of the Wake County Public School System! Thank you so much for everything you do, Mrs. Martyn!”

Greenhouse at Broughton High to Be Named in Honor of Laura Woods

The Board also unanimously approved naming the greenhouse at Broughton High School in honor of retired biology teacher Laura Woods, who taught at the school for 36 years and retired in June 2023.

Ms. Woods is best known as the founder and faculty advisor of Broughton’s S.A.F.E. Club (Student Action for the Environment), where she led student-led efforts, including campus recycling programs, Wake County Big Sweep cleanups, and Earth Day awareness campaigns. These efforts have had a lasting positive impact on both the school and the larger community.

Throughout her career, Woods was recognized with significant honors, including being named the Wake Soil and Water Conservation District’s Environmental Educator of the Year in 1995 and Broughton High School’s Teacher of the Year during the 1999–2000 school year.

The greenhouse holds special significance, as it has been central to her teaching philosophy of hands-on, experiential learning in the sciences. Under her direction, generations of students studied plant biology, sustainable agriculture, and ecosystem management within the space.

According to the formal nomination presented by Broughton’s Science Department and supported by the school administration and the Central Area Superintendent, the naming meets all WCPSS Board Policy 9300 requirements. Broughton Science Chair Angie Tunney wrote:

“Naming the greenhouse after Laura Woods would recognize her service, honor her impact on science education, inspire future generations, and create a lasting tribute to her educational legacy.”

These recognitions reflect WCPSS’s continued celebration of educators and support personnel who go above and beyond to shape students' academic, emotional, and environmental well-being.

Raleigh, NC, Jun. 16, 2025 — At its June 10 meeting, the Wake County Community Engagement Committee members heard presentations from two community-based programs and one internal initiative that are helping students develop life skills, explore career paths, and strengthen family involvement in education. The session also included an update on a student recognition effort with potential to expand across the district.

Give Back Organization: Providing Pathways, Purpose, and Parent Support

Founded in 2003 by Ronneil Robinson, the Give Back Organization presented a suite of programs designed to support vulnerable students, particularly in Southeast Raleigh, through academic enrichment, career exploration, mental health services, and family engagement.

Robinson detailed the origins of Games Over Gangs, a youth coding and game design program developed in partnership with the Raleigh Police Department and North Carolina State University. The program helps steer students away from gang activity by introducing them to STEM fields through hands-on video game creation. “We created the program… so they could put their feelings inside of [the games],” Robinson said, recounting a participant’s powerful trivia game based on his own life experiences.

Over time, Give Back has expanded into a broader platform including:

• Scholar Excel: A dual-campus experience at UNC and NC State focused on STEM exposure and career development.

• PACE: A family-focused program where both students and parents gain workforce education. For example, a parent might train as a dental lab assistant while their child explores the field of dentistry.

• Learn to Earn: A financial literacy course requiring parent-student participation, emphasizing saving, budgeting, and understanding money as a tool.

Mental health services are embedded into the programs through a partnership with Mentor Raising Mentors Behavioral Health Services, led by CEO and Founder Jhazmere Preston. Students receive weekly sessions to address burnout, emotional intelligence, and trauma-informed strategies. Family therapy and parental coaching are also offered.

Give Back currently serves 30 students per year and is working to expand its impact through partnerships with Wake Tech and other organizations. “Our measure of outcomes is just trying to enroll more students and help them get to where they need to be,” Robinson said.

District C’s Teamship: A Reimagined Internship Model with Real-World Impact

District C, an educational nonprofit, shared the impressive growth of its Teamship program—a short-term team-based internship alternative where high school students solve real business problems. Since launching its partnership with Wake County Public Schools in 2022, the program has grown from 26 to a projected 341 students for summer 2025.

Senior Program Manager Karen Cho explained the program’s model: students are grouped into diverse teams and paired with local businesses to tackle challenges. Over the course of 30 hours, students are coached—not lectured—through a collaborative, problem-solving process.

“Gabrielle,” one student, exemplified the program’s impact. Once shy and reluctant to speak, she helped her team present solutions to the U.S. Army Recruitment Office. Her mother, attending the final pitch, said she would remember that moment forever.

Teamship’s “snowball effect” has led to:

• Representation from all 31 Wake County high schools

• Partnerships with 27 businesses, including Biogen, Red Hat, and local startups

• 170 additional internship experiences embedded during the school year through certified educator-coaches

Although the internships are unpaid, business partners report genuine value from the students’ contributions. One company, Tri-Street & Co., hired a student on the spot after a pitch presentation.

Cho noted the district’s role in expanding access: “Having teachers at each school doing the recruiting has been key to reaching more students.”

Some board members raised equity concerns around compensation, noting that unpaid roles may limit participation for students who need summer income. Still, many emphasized the value of the learning experience and supported exploring stipends as a future option.

Spotlight on Students: Recognizing Resilience

Rounding out the meeting, Dr. Norfleet and Dr. Pettiford provided an update on the Spotlight on Students initiative, which honors students in grades 3–12 for their personal and academic achievements, particularly those who demonstrate confidence, strength, and perseverance in the face of adversity.

Every school in the district can nominate students for recognition, and the committee discussed aligning on a districtwide strategy for the 2025–2026 school year to elevate and broaden the program’s impact.

Committee Calls for Stronger Outreach and Access

Across all presentations, a recurring theme emerged: how to ensure that students and families are aware of these programs. Committee members advocated for the district to compile and share resources through school counselors, printed guides, and on-campus outreach.

“If we’ve gotten participation on this level, how many other families would join in if they just knew where to go?” one member asked. “Students shouldn’t have to call their board member for help finding a scholarship.”

All presenters and programs received enthusiastic support, with the committee expressing a strong desire to expand partnerships that strengthen student engagement, career exploration, and family empowerment.

📬 Program Contact Information

🎮 Give Back Organization

Website: givebacknc.org
Contact: Ronneil Robinson, Founder
📧 info@givebacknc.org

🧠 Mentor Raising Mentors Behavioral Health Services

Website: mentorraisingmentors.org
Contact: Jhazmere Preston, CEO & Founder
📧 info@mentorraisingmentors.org

💼 District C – Teamship Program

Website: districtc.co/wake
District Contact: Kimberly MacDonald, WCPSS Teamship Coordinator
📧 kmmacdonald@wcpss.net | 📞 (919) 694‑8130 ext. 35007
District C Contact: Karen Cho, Senior Programs Manager
📧 info@districtc.co

🌟 WCPSS Spotlight on Students

Website: wcpss.net/Page/18849
District Contact: Dr. Janelle Norfleet (via WCPSS Office)
📞 (919) 431‑7400 | 🌐 wcpss.net

Holly Springs, NC, Jun. 14, 2025 — Since its creation in 2014, North Carolina’s Opportunity Scholarship program, initially targeted toward low-income families transferring from public schools, has steadily grown in scope. The most dramatic change came with House Bill 10 (Bill), passed in November 2024, which:

• Removed income caps and prior public school attendance requirements

• Injected approximately $463 million to clear a growing waitlist and ramp up future expansion

• Allowed retroactive reimbursements for families who enrolled children in private school before applying

As previously reported by Holly Springs Update, this overhaul drew strong reactions from across the political spectrum. Supporters highlighted the expansion of school choice, while critics raised concerns about rising costs and reduced oversight of public funds.

New DPI Report: Few Public School Students Used Vouchers

A report released by the North Carolina Department of Public Instruction (DPI) in June 2025 revealed that just a small fraction of this year’s Opportunity Scholarship recipients came from public schools. (Report, Presentation)

• Of the roughly 80,325 students funded in 2024–25, only about 6,710 (8.4%) had been enrolled in public schools the previous year.

• More than 91% of recipients either remained in private education or enrolled directly without first attending a public school.

This marks a significant departure from the program’s original focus. DPI also reported that the number of students funded nearly doubled compared to 2023–24, when approximately 32,500 students received vouchers.

State funding for the program also rose sharply, reaching approximately $432 million in actual expenditures for the current year, according to DPI and the NC State Education Assistance Authority.

State Funds Surge with No Public School Offset

The $432 million figure represents actual state spending for the 2024–25 fiscal year, not a projection. With most recipients already in private schools, the report suggests that the expansion has created new costs rather than offsetting existing ones.

DPI estimated just $10 million in public school “savings” from students who transferred out of public systems, far short of covering the program’s total expense.

Because North Carolina funds public schools on a delayed, or arrears-based, model, many of the students who left public schools this year were still counted in district budgets. This contributed to an unusual overlap, with some students effectively receiving funding twice—once through public school allocations and again through the voucher program.

Who Pays for This and How?

The additional costs are currently covered through a combination of general taxpayer dollars and reserve reallocations:

1. General Fund Appropriations
   A substantial portion of new funding came from the state’s General Fund, which includes revenue from sales taxes, income taxes, and other statewide sources. Lawmakers committed:

   • $248 million in one-time funds from a newly established education reserve

   • $215 million in recurring annual funds added to the Opportunity Scholarship reserve

   If left unchanged, recurring funding is scheduled to grow to $825 million annually by 2032–33.

2. Reductions to Public School Reserves
   Simultaneously, legislators reduced or eliminated some public school reserves and support programs:

   • A $36.2 million cut to the State Public School Fund

   • Elimination of the $60 million Education Enrollment Reserve

   Though not officially designated as voucher offsets, these changes created room in the budget for expanded private school scholarships.

If voucher usage continues to increase, particularly among families already paying for private school, the state may eventually need to identify new funding sources, reduce other services, or revisit how public education is resourced.

Potential Unintended Consequences

Some education analysts warn that broad public funding for private education could lead to increased tuition prices over time. This concern echoes the Bennett Hypothesis, which holds that increasing financial aid encourages schools to raise prices, knowing aid will absorb the difference. Research generally supports this theory.

A meta-review of 25 peer-reviewed studies found that most identified a connection between expanded aid and rising tuition, especially in market segments with limited competition. One often-cited analysis estimated that colleges raised tuition by $0.60 to $0.70 for every additional dollar in aid.

For-profit colleges showed the strongest effects, though public and nonprofit institutions also exhibited pass-through rates in the range of $0.40 to $0.60 per aid dollar. A 2017 Federal Reserve study found similar patterns where loan limits increased.

Applying that logic to North Carolina’s voucher model, critics suggest that expanding public subsidies without guardrails could lead some private schools to gradually raise tuition, thereby diminishing the value of the scholarships and increasing pressure on families.

Equity and Policy Implications

Approximately 640 private schools currently participate in the Opportunity Scholarship program, with funding being most heavily concentrated in suburban and urban areas. Demographic patterns suggest that the majority of funds are benefiting higher-income families, rather than reaching the state’s most under-resourced communities.

Critics argue that using public dollars to support students who were already in private school does little to improve educational equity or access. DPI has recommended that any savings from student transfers, however modest, be reinvested into public education.

Bottom Line

North Carolina’s universal voucher expansion has led to a significant increase in private school subsidies, but relatively few public school students are opting for this option

. With system costs climbing and nearly all new recipients already outside the public system, questions are growing about equity, effectiveness, and the long-term fiscal path ahead.

Holly Springs, NC, Jun 3, 2025 — The Wake County Board of Commissioners on Monday approved a record-setting $672.3 million operating budget for the Wake County Public School System (WCPSS), including a $5.3 million increase added during the board’s final budget vote. The last-minute amendment capped weeks of public advocacy and board debate over how to meet growing school needs. In addition to the operating budget, commissioners also approved $413.7 million in capital funding to support technology, school safety upgrades, and long-term facility planning.

How the $672.3M Operating Budget Will Be Spent

The Fiscal Year 2026 (FY2026) WCPSS operating budget is heavily focused on staffing and student-facing services. According to the school board’s proposed budget:

• $553.1 million (82.3%) is allocated for salaries and benefits, covering compensation and benefits for teachers, support staff, administrators, and central office employees.

• $48.1 million (7.2%) is budgeted for purchased services, which include contracts for transportation, utilities, custodial support, and specialized student services.

• $27.2 million (4.0%) will be allocated toward supplies and materials, including instructional resources, classroom technology, textbooks, and maintenance supplies.

• $5.6 million (0.8%) is designated for capital outlay, including minor equipment purchases and non-recurring infrastructure costs within schools.

• $38.3 million (5.7%) falls under “other” expenditures, including insurance, fund transfers, and contingencies.

This distribution highlights the district’s ongoing focus on personnel and service delivery as it navigates enrollment growth, staffing pressures, and instructional demands across its diverse and expansive system.

$5.3M Operating Boost Approved After Public Pressure

While the Wake County Public School System initially requested a $62 million increase in local funding, the county manager’s proposed budget recommended only a $35 million increase. During the final budget adoption, the Board of Commissioners approved an additional $5.3 million, bringing the total year-over-year increase in local support to $40.3 million, still $21.7 million short of the district’s original request.

Though the county allocated the funds to WCPSS’s local current expense budget, which typically covers staffing, classroom materials, and operational costs, the county did not specify how the additional $5.3 million would be spent. That decision is expected to be finalized by the WCPSS Board of Education in the coming weeks.

One board member emphasized that the move reflected a long-term commitment to students and the county's future.

Understanding the $413.7M WCPSS Capital Budget

Wake County’s FY2026 capital budget for public schools totals $413.7 million and represents one of the county’s largest single-year investments in education infrastructure. The plan is structured in two parts: $58.5 million will be funded through general fund transfers and reserves, while the remaining $355.3 million will be financed through new debt expected to be authorized later this year.

What’s Included in the $58.5M Direct Funding

The county provided detailed allocations for the portion of capital expenses supported by cash reserves and existing revenue. These include:

• $27.3 million for student and staff devices

• $17 million for space needs analysis and prioritization projects

• $7.4 million for school infrastructure improvements (e.g., HVAC, plumbing, electrical systems)

• $5.2 million for school safety and security enhancements

• $963,164 for administrative lease costs

• $600,000 for Capital Improvement Program (CIP) assessments

These investments are designed to support digital access, modernize existing facilities, and prepare for future enrollment growth.

How the $355.3M in Anticipated Debt Will Be Used

The remaining $355.3 million in capital funding will be financed through new debt; however, the adopted ordinance does not specify the projects. Based on historical precedent and ongoing facility planning, the funding is expected to support:

• New school construction in areas of high population growth

• Major renovations and expansions of existing schools

• Land acquisition for future school sites

• Districtwide upgrades, including roofing, HVAC, energy efficiency measures, and ADA compliance

This long-term funding approach aligns with WCPSS’s ongoing efforts to manage capacity pressures and aging infrastructure across one of the nation’s largest school districts.

Budget Approved, But Not Without Concerns

While the final vote signaled broad support, the process surfaced tensions over how the county should handle education and public service funding in the face of state-level disinvestment.

The additional $5.3 million in school operating funds became a flashpoint, with some commissioners questioning the long-term viability of local governments absorbing costs typically funded by the state. Others voiced broader concern about Wake County having to backfill services such as teaching assistants, school nurses, and mental health resources.

There were also questions around equity. Some board members and public commenters raised the importance of ensuring new investments, particularly in safety, technology, and staffing, are equitably distributed across all schools, including those in historically underserved areas.

The state’s growing school voucher program was another topic of concern. Commissioners noted that public dollars are increasingly flowing to private institutions with less public oversight, putting added pressure on public school enrollment and finances.

Even with these tensions, a majority of the board supported the budget as a necessary investment, warning that delays or underfunding could leave lasting consequences for the county’s nearly 160,000 public school students.

What Happens Next

With the budget approved, Wake County will begin the process of authorizing debt for school construction projects and disbursing operational funds to WCPSS. The district is expected to finalize its internal budget allocations in the coming weeks, including decisions on how to apply the newly approved $5.3 million in operating funds.

As adopted, the FY2026 budget reflects Wake County’s dual commitment to addressing immediate classroom needs while investing in long-term infrastructure to support a growing student population.

Holly Springs, NC, May 28, 2025 — The Wake County Public School System’s Budget and Finance Committee met on May 27 to walk through key elements of the district’s proposed $2.3 billion budget (download file), clear up some common misconceptions, and outline what’s next as officials wait for final budget decisions from both the county and the state.

The meeting followed months of work that began earlier this year and included multiple board work sessions, public hearings, and three regional input sessions held across the county—something new this year aimed at giving more families a chance to weigh in.

The committee’s latest discussion came on the heels of vocal pushback from residents and educators who have urged Wake County leaders to fund the school system’s budget request fully. Concerns raised at prior public meetings and input sessions included the potential impact of staffing reductions and the perception that the school system was being forced to operate with fewer resources at a time of growing student needs.

Clearing Up the Record

Much of the May 27 meeting focused on addressing some of the most persistent misconceptions circulating in the community. Among the key points:

• Staff dental insurance is not being eliminated. While there was once a proposal to shift premium costs to employees, that idea was ultimately removed, and the board’s current budget keeps dental coverage unchanged.

• No cuts are being made to classroom staffing. Teacher formulas remain the same at the elementary, middle, and high school levels.

• Roughly 50 positions are being reduced, but through vacant roles and reassignment, not layoffs. Officials say nearly everyone affected has already been placed in new roles or is in the process of being placed.

Although direct classroom staffing is untouched, leaders acknowledged that some operational cuts—such as reducing how often supplies are delivered to schools—could have indirect effects on instruction.

County and State Budget Gaps

The school board has requested $40.3 million in additional funding from Wake County to help cover the costs of four new schools, higher benefit expenses, and other necessary needs. The county manager has proposed $35 million, leaving a gap of just over $5 million.

Meanwhile, lawmakers in Raleigh are still debating their budget. The House and Senate proposals take very different approaches. The Senate version leans toward smaller teacher raises and deeper cuts to education. At the same time, the House budget includes higher teacher pay, restores extra pay for teachers with master’s degrees, and increases funding for special education services.

One concern raised during the meeting: the Senate proposal would eliminate funding for stipends paid to aspiring assistant principals during their internships—a move that school leaders said could harm leadership development.

Looking Ahead

Due to pending budget decisions from both the county and the state, the school board plans to adopt an interim budget in June. This temporary measure would enable WCPSS to continue operating without launching any new initiatives until the final funding figures are available.

The committee also plans to dig deeper into future topics—such as Title I funding and capital improvement plans—when it meets again in August.

While no final decisions were made at the May 27 meeting, committee members expressed confidence that the district’s recent presentations to Wake County Commissioners helped strengthen support and understanding of its funding needs.

Current Phase

The budget is now in the hands of the Wake County Board of Commissioners, who are responsible for determining the final level of county funding for the school system. The school board cannot levy taxes, so it depends heavily on county appropriation.

What Happens Next

• Commissioner Budget Deliberations (In Progress):
  Commissioners held work sessions (May 12 and 22) and public hearings (May 19 and 20) to discuss the full county budget, including school funding.

• June 2nd – County Adopts Final Budget:
  The Board of Commissioners is scheduled to adopt the county budget on June 2. This decision will determine how much local funding WCPSS receives for the 2025–26 school year.

• Post-Adoption – Adjustments if Needed:
  If the county approves less than the requested amount, the school board will revise its budget accordingly, potentially scaling back initiatives or programs.
  Final adjustments are typically made in June, with implementation beginning July 1st.

Remaining Key Dates

• June 2nd: The County determines the final school funding level

• June (TBD): School board revises budget (if needed) based on funding

• July 1st: New fiscal year begins; final WCPSS budget goes into effect

Contact Wake County Commissioners

Note: If you don’t know your commissioner, search by your address here.

‣ Susan Evans (Chair)

• Email: susan.evans@wake.gov

• Term: Jan 1, 2025 – Dec 31, 2025

‣ Don Mial (Vice‑Chair, District 1)

• Email: don.mial@wake.gov

‣ Safiyah Jackson (District 2)

• Email: safiyah.jackson@wake.gov

‣ Cheryl Stallings (District 3)

• Email: cheryl.stallings@wake.gov

‣ Tara Waters (District 5)

• Email: tara.waters@wake.gov

‣ Shinica Thomas (District 6)

• Email: shinica.thomas@wake.gov

‣ Vickie Adamson (District 7)

• Email: vickie.adamson@wake.gov

Holly Springs, NC, May 20, 2025 — At the May 19th meeting of the Wake County Board of Commissioners, residents and educators delivered a forceful appeal for full funding of the Wake County Public School System (WCPSS) budget. Their calls focused on urgent issues ranging from staffing shortages and school infrastructure failures to widening educational disparities, all of which they argue are being intensified by chronic underfunding.

Speakers urged the commissioners to approve the $445.3 million funding request submitted by the WCPSS Board and, in some cases, asked for an additional $45 million. They highlighted specific gaps in student support, including an unsustainable student-to-counselor ratio of 1:450, far above the national recommendation of 1:250. The proposed budget includes just under $755,000 for counselor positions, a modest increase given the scale of the district’s need.

Clerical staff capacity and safety concerns were also emphasized. Public commenters warned that current staffing levels, even with a proposed $1.1 million investment, leave large schools, such as those serving more than 2,600 students, at risk of being critically understaffed in front-office roles essential to school security and operations.

Facilities issues were another repeated theme. Residents described classrooms lacking basic climate control, like air conditioning and fans, as hindering learning and driving teachers to seek employment elsewhere. The budget allocates nearly $5.7 million to cover increased maintenance and utility costs due to new schools and additional facility square footage. Still, residents questioned whether it would address long-standing problems in older buildings.

A central concern for many was Wake County’s low ranking in per-pupil funding. WCPSS ranks 114th out of 115 North Carolina school districts in state funding and 100th in federal funding. One speaker summarized this disparity by noting, “We are the largest district in North Carolina, and we are the 14th largest district in the nation, and yet we are ranked 114th of 115th in receiving federal funding and state funding.” Despite local funding ranking 14th statewide, many expressed that relying on local taxpayers to cover what the state and federal governments do not is inequitable and unsustainable.

The proposed WCPSS budget reflects these concerns, with over 83% of its $2.28 billion operating budget allocated to salaries and benefits, a significant strain in the face of rising costs and filled vacancies. Meanwhile, $81.5 million in local funding is redirected to charter schools, which speakers criticized as siphoning resources from traditional public schools already under pressure.

One speaker encapsulated the stakes by warning, “We are asking for full funding of our public schools because we know what happens when we don’t. Students of poverty, students of color, and students with disabilities are more likely to fall through the cracks, more likely to drop out of school, and less likely to have the support systems in place that will help them succeed.”

In addition to the live public hearing, 11 online comments were submitted supporting school funding. The commissioners did not respond directly during the meeting but acknowledged the feedback and confirmed that budget deliberations would continue.

What’s Next in the WCPSS Budget Process (as of May 21st)

What’s Already Completed

• March 18th: Superintendent presented the proposed budget to the school board.

• April 8th–23rd: Public hearings and community input sessions were held.

• May 6th: The School board approved the proposed budget.

• May 15th: The WCPSS budget proposal was formally submitted to the Wake County Board of Commissioners.

Current Phase

The budget is now in the hands of the Wake County Board of Commissioners, who are responsible for determining the final level of county funding for the school system. The school board cannot levy taxes, so it depends heavily on county appropriation.

What Happens Next

• Commissioner Budget Deliberations (In Progress):
  Commissioners held work sessions (May 12 and 22) and public hearings (May 19 and 20) to discuss the full county budget, including school funding.

• June 2nd – County Adopts Final Budget:
  The Board of Commissioners is scheduled to adopt the county budget on June 2. This decision will determine how much local funding WCPSS receives for the 2025–26 school year.

• Post-Adoption – Adjustments if Needed:
  If the county approves less than the requested amount, the school board will revise its budget accordingly, potentially scaling back initiatives or programs.
  Final adjustments are typically made in June, with implementation beginning July 1st.

Remaining Key Dates

• June 2nd: The County determines the final school funding level

• June (TBD): School board revises budget (if needed) based on funding

• July 1st: New fiscal year begins; final WCPSS budget goes into effect

Contact Wake County Commissioners

Note: If you don’t know your commissioner, search by your address here.

‣ Susan Evans (Chair)

• Email: susan.evans@wake.gov

• Term: Jan 1, 2025 – Dec 31, 2025

‣ Don Mial (Vice‑Chair, District 1)

• Email: don.mial@wake.gov

‣ Safiyah Jackson (District 2)

• Email: safiyah.jackson@wake.gov

‣ Cheryl Stallings (District 3)

• Email: cheryl.stallings@wake.gov

‣ Tara Waters (District 5)

• Email: tara.waters@wake.gov

‣ Shinica Thomas (District 6)

• Email: shinica.thomas@wake.gov

‣ Vickie Adamson (District 7)

• Email: vickie.adamson@wake.gov

Holly Springs, NC, May 8, 2025—Earlier this week, Wake County Manager David Ellis unveiled a $2.165 billion recommended budget for Fiscal Year 2026. The budget proposes targeted investments in education, public safety, health services, and infrastructure while maintaining a cautious financial approach amid national economic uncertainty.

Setting the context for the budget, Ellis noted that Wake County's population has now surpassed 1.2 million residents, growing by about 66 new residents every day, faster than pre-pandemic levels. The Raleigh-Cary metro area also ranks the third fastest-growing area nationally for residents over 65. This rapid growth fuels strong economic activity but places mounting pressure on schools, public safety services, housing, and infrastructure.

Ellis told county commissioners that the proposal represents “countless conversations, hundreds of hours of work, and a multitude of decisions over the past 10 months.” The budget is built around Wake County’s 2024–2029 Strategic Plan, designed to respond to rapid population growth and changing community needs while safeguarding fiscal stability.

Property taxes remain the county's primary revenue source, projected to generate approximately $1.617 billion in FY2026, accounting for 83.1% of General Fund revenues. Residents would see a slight increase in the general property tax rate from 51.35 to 51.60 cents per $100 of assessed value, driven by a voter-approved library bond.

The proposed budget reflects continued expansion: Wake County’s tax base is expected to grow by 2% to reach $295 billion. Real property valuation is expected to rise by 1.5%, while personal property valuations, including business equipment, are forecasted to jump by 6.6%. The collection rate remains one of the highest in the state at 99.75%.

Education represents the largest single expenditure in the FY26 plan, with funding for Wake County Public Schools and Wake Technical Community College totaling $791 million. That figure includes a $35 million increase in direct operating support for the public school system. However, the Wake County Board of Education had requested nearly $59 million in additional county funding to cover salary increases, enrollment growth, and inflationary pressures. The recommended county funding falls about $24 million short of the school system's request, leading to concerns among educators and families that the district may face challenges maintaining student services, support programs, and competitive pay.

Capital investment is another major focus. The proposed budget increases funding for new school construction, library expansions, and facility upgrades, raising total capital project spending from $545 million last year to $699 million in FY2026—a jump of $154 million. Voters' approval of a $353 million library and parks bond will fund five new libraries and renovations for nine existing ones, helping meet the needs of a population growing by about 66 people per day.

Public safety services would also expand under the plan. The budget proposes adding 60 new Emergency Medical Services staff positions—paramedics and EMTs—to keep pace with call volume and ensure rapid emergency response. A 1.5-cent increase in the countywide Fire Tax District rate is also proposed to fund new fire infrastructure and personnel.

Health and human services remain a high priority, although some pandemic-era programs face reductions. The county plans to continue its investments in housing affordability and homeless services, including supporting the Continuum of Care program. However, federal COVID-19 relief funds have expired, and Ellis warned, “With our current budget constraints, some programs will receive no county dollars in FY26 and some will be funded at a reduced level.”

One example is the Bridge to Home housing stabilization program, which will see its funding cut in half compared to previous years. “Bridge to Home is a good example," Ellis said. "The NACo award-winning program has been very successful in helping our vulnerable residents find stable housing, but we can only afford to fund it at 50 percent of what we've provided since the pandemic."

Employee compensation is another area seeing restrained growth. Performance pay raises will range from 1% to 2.5%, with a maximum of 3.5% for exceptional work, marking the lowest proposed performance pay plan since the pandemic.

Despite the tight financial landscape, the county will continue to honor its financial obligations, including contributing to the North Carolina Local Government Retirement System for employee pensions, maintaining the Law Enforcement Officer Special Separation Allowance, and transferring $3 million into the retiree health care trust fund to cover future Other Post-Employment Benefits (OPEB).

Public hearings on the proposed budget are scheduled for May 19 and May 20. Commissioners are expected to vote on the final adoption on June 2. Residents can submit feedback online at wake.gov/budget.

Summing up the challenge of balancing growth and fiscal responsibility, Ellis said, “Our more cautious fiscal approach won’t stop us from advancing our strategic plan.”

Fiscal Year (FY) 2026 files can be accessed by clicking here.

Contacts for Feedback or questions:

David Ellis
Wake County Manager
Email: david.ellis@wake.gov

Lindsay Mahaffey
Wake County Board of Education (District 8)
Email: lmahaffey@wcpss.net

Lynn Edmonds
Wake County Board of Education (District 5)
Email: ledmonds2@wcpss.net

Holly Springs, NC, Apr. 23, 2025

“Remote learning is not about replacing the classroom. It's about extending its reach.”

That quote, shared during the April 22 Wake County Public School System (WCPSS) Student Achievement Committee meeting, set the tone for a presentation on the district’s updated Remote Instruction Plan for the 2025–2026 school year. Officials emphasized that the plan is designed for limited use during emergencies such as severe weather, not as a substitute for traditional learning, but as a tool to preserve instructional time when schools are forced to close.

Emergency Use, Not Everyday Learning

The Remote Instruction Plan enables the district to transition to online instruction for up to five days or a total of 30 instructional hours during a given school year. This flexibility is permitted under North Carolina law. Still, it comes with strict conditions: remote days can only be used when no other calendar adjustments, such as banked or teacher workdays, are available.

Although WCPSS has filed similar plans annually since 2021, this is the first year it has seriously considered activation due to a sharp increase in weather-related disruptions.

Approval and Oversight

The district must submit its plan to the N.C. Department of Public Instruction (DPI) by June 30 to remain eligible. The plan itself does not require school board approval, but Policy 3102—which governs when and how remote instruction can be used—may soon be under review. That policy currently limits use of remote instruction to the final option after all other scheduling efforts have been exhausted.

Considerations for Equity and Well-being

In developing the plan, WCPSS leaders also stressed the importance of equity, access, and student well-being. The draft includes strategies to ensure that students with disabilities, English learners, and others requiring additional support are not left behind if remote learning is implemented. Behavioral health, engagement, and consistent communication are integral to the approach.

What Happens Next

While no action is required yet by the school board, the committee indicated that the Policy Committee will likely take up updates to Policy 3102 in the coming months. The final version of the plan is expected to be presented for review in May, ahead of its submission to the state.

Pros and Cons of WCPSS Remote Instruction Plan

During the meeting, WCPSS leaders emphasized that the plan is intended to be used sparingly, only in cases where events would otherwise necessitate students losing valuable instructional time. It’s an option designed with caution, meant to support, not supplant, what happens in the classroom.