North Carolina
The question of master’s pay for North Carolina teachers
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When Diana Chapman was applying to UNC-Chapel Hill’s Master of Arts in Teaching (MAT) program earlier this year, she knew she eventually wanted to teach in the Wake County Public School System — or leave North Carolina entirely.
The convenience of being close to her family in Raleigh was one factor, but a more important one was pay. Last year, Wake County Schools re-implemented a master’s pay program for teachers in the district: a 10% pay bump for teachers with a master’s degree.
This pay raise was an initiative funded statewide in North Carolina until 2013. Teachers who already had a master’s degree retained their raises, as did any teachers who had already started a master’s program in education or a related field before August 1, 2013 — but anyone who began their program after that date did not receive the higher pay.
The program was discontinued at the state level that year because of studies demonstrating that teachers with master’s degrees aren’t more effective at raising student test scores than teachers without them.
But to future teachers like Chapman, test scores aren’t the only way she sees herself measuring student success — and her own skills in the classroom — after she graduates with her MAT.
“I think there’s a lot more merit to be said about getting a master’s degree than teacher effectiveness via student test scores in the classroom,” Chapman said.
Education funding in North Carolina
Last March, Wake County’s school board voted to reinstate the 10% pay bump for teachers with master’s degrees using local recurring funds.
Elena Ashburn, the central area superintendent at Wake County Schools, didn’t work directly on the proposal, but fully supports it. She said master’s pay compensates qualified teachers for an increased level of professionalism they bring to the classroom.
“We have a lot of staff who have committed to this work that have their master’s degree — that are, quite frankly, going to do this work, even if they didn’t get this 10% raise,” Ashburn said. “So on the one hand, it rewards, it helps retain, it helps professionalize the people that we already have that are doing such incredible work in our schools.”
The other reason for the salary bump was to help recruit new teachers, Ashburn said.
For teachers in Wake County already grandfathered into the program, there weren’t any salary changes. But with the pay bump, a new teacher with a master’s degree would be making almost $400 a month more, according to North Carolina’s 2023-2024 State Salary Schedules.
In North Carolina, public school teachers are paid a base salary from the state dependent on years of experience. In the 2023-2024 school year, a first-year teacher earned $39,000 annually, while a teacher with 15 years of classroom experience earned $52,060 as their base pay.
That number can increase based on bonuses for classroom achievement and local supplements that range widely between districts. The average supplement is just over $5,000, but some counties don’t have a local supplement at all.
Before reintroducing the master’s pay program, Wake County’s average teacher supplement was $8,670 — the second-highest in the state in 2021-22, according to a BEST NC report on teacher pay.
Because these extra funds come from local dollars, lower-wealth counties typically aren’t able to offer as high of a supplement. The state legislature created the Teacher Supplement Assistance allotment in 2021 to try to address this problem.
If other districts wanted to re-implement a master’s pay program, they wouldn’t necessarily have the money to, unless the funds came from the state.
“Our rural counties can’t do that kind of supplemental pay program that our urban counties are doing,” said Susan Book, one of the co-founders of Save Our Schools NC. “And so we see great inequities in teacher pay across the state, which I find concerning.”
Paths to teaching with a master’s
The master’s degree in history Katie Bollinger received from American Military University in 2010 meant she was eligible for North Carolina’s master’s pay program when she started teaching middle school in Wake County in 2011.
She taught primarily social studies and science classes, and also a few in language arts, during her 12 years in Wake County. But because her degree was in history — and not a master’s in education or a master’s in teaching — she was more constrained in how that pay was applied.
“I actually had to teach my subject matter to get that pay,” Bollinger, who now teaches in Onslow County Schools, said. “Because if I were to teach anything less than 50% social studies, I would not get that master’s pay.”
Master’s pay programs offering raises to teachers with advanced degrees are popular throughout the rest of the country — North Carolina was the first state to eliminate the program in 2013. About 90% of the largest districts in the country have some kind of incentive for teachers with master’s degrees, according to the National Council on Teacher Quality’s Teacher Contract Database.
Critics of master’s pay programs claim that master’s pay only incentivizes getting a degree, not being a better teacher.
When the statewide program was in place, the master’s degree received had to be content-specific to a teacher’s subject area — like Bollinger’s — or in education.
That meant a teacher could get an advanced degree in School Administration, for example, for the sake of the master’s pay bump, but then go straight back to the classroom — where the skills they built during the graduate degree weren’t necessarily being applied to make them more effective educators.
In other cases, a master’s degree is how a future teacher gets their teaching license after an undergraduate degree in another subject — like Chapman, the future MAT student, who will graduate from UNC-CH in May with a degree in English and a minor in education.
UNC-CH does not have an undergraduate education major where students graduate with a teaching license. For UNC-CH students, a master’s degree — or an external program like Teach for America — is a natural next step toward a career in teaching.
While Chapman has both content-specific and teaching knowledge from her minor going into the MAT, Frank Forcino — the director of the science education program at Western Carolina University — said that’s not always the case.
“Folks that are trying to get in [Western’s] MAT program don’t have that content knowledge as often as they used to,” Forcino said. “And that is typically not as good for the students because in order to, you know, explain content, teach content, you really do need to have a deep understanding of it.”
Students who come into the MAT from other disciplines or careers don’t always have the opportunity to develop a pedagogical background — and because so much of the MAT structure is in the classroom, it can feel like they’re just being thrown in the deep end, Forcino said.
“They are learning how to be a teacher by being a teacher,” Forcino said. “They don’t have any training when they start and they’re getting this training as they go, while they’re being overwhelmed with being a first-time teacher.”
He said it’s hard to generalize which route leads to “better” teachers because there are so many factors affecting teacher effectiveness and student success in the classroom.
Forcino, though, almost always recommends a four-year education degree over just a MAT to the students he advises at Western. Even if it takes an extra semester of a student’s undergraduate career, there is much more time for a future teacher to develop both content-specific knowledge and learn teaching methods, he said.
But that’s the route that wouldn’t get a teacher a pay bump with a master’s pay system in place.
Read more about teacher pay
Beyond master’s pay
Since accepting admission to UNC-CH’s MAT program, Chapman has changed her mind about Wake County Schools. As someone who eventually wants to teach future teachers in a higher education setting, she thinks the experience of teaching in different districts in North Carolina will be valuable for her future career.
And the scholarships she’s gotten from UNC-CH mean she now knows she won’t have to worry about student loans going into her teaching career.
“But I think that for a while, I was definitely looking around, like, ‘Where can I live comfortably, and not have to eat ramen every day?’” Chapman said.
Bollinger now teaches at a middle school in Onslow County. She makes less there than she did during her years in the Wake County Public School System, but the rapidly rising cost of living in the Triangle area was too much for her to sustain on a teacher’s salary, she said.
The base pay for a new teacher will increase to $41,000 for 2024-2025 school year, due to raises approved in the North Carolina General Assembly’s most recent budget.
But, according to Forbes, the average two-year master’s program in the United States costs almost $40,000. UNC-CH’s MAT costs roughly $13,000 in tuition for the yearlong program, with Duke University’s MAT running closer to $50,000 — more than the starting teacher base salary.
Tara Wojciechowski, a chemistry teacher at Wake County High School, has reached the top of the North Carolina teacher pay scale — which caps at 25 years — with her 27 years in Wake County classrooms. Even so, for her, it’s never been about the dollar figure she brings home.
“It’s not about the pay, necessarily — I mean, if you have a partner that makes a decent amount of money, anyway,” Wojciechowski said. “I feel bad for all the single teachers out there.”
Wojciechowski said she has never felt the need to get her master’s degree — partially because of her financial situation, but also because she has her National Board Certification — which comes with a 12% pay bump paid out at the state level.
To be National Board-certified, teachers who have been in the classroom for at least three years to “demonstrate standards-based evidence of the positive effect they have on student learning,” according to the National Board website.
Research has demonstrated National Board certification is correlated with student achievement, but high-poverty districts have a much lower percentage of certified teachers.
According to a 2023 BEST NC report on teacher pay, just 5% of teachers at the highest-poverty schools are National Board-certified, compared with nearly triple that in the most well-off districts — presumably, at least in part, because of temptingly higher salaries in those districts.
Forcino said in his eight years teaching at Western, there have been only a few students who have stayed in the area to teach after graduating. Most of them, he said, have headed back to where they’re from, or to Raleigh and Charlotte for those more competitive salaries. Others have left to go to Georgia, South Carolina or even further away.
Keeping salaries competitive, by whatever means, is essential for ensuring there are qualified teachers in North Carolina classrooms, he said, but there’s more to it. Forcino said if parents and administrators are making teachers’ lives more difficult, that hardly incentivizes them to remain in a classroom, much less advance their professionalism with a degree.
“We need to pay teachers more — that’s the definitive fact. We need to pay them a competitive salary,” Forcino said. “But aside from that, the other key factor that goes into ensuring teachers stay in the field is giving them support, making them feel valued in their career.”
A proposal to limit property tax increases is set to go before state lawmakers Tuesday — an effort that could culminate with North Carolinians voting on the issue as early as this year.
The state House of Representatives’ Finance Committee is scheduled to discuss a proposed state constitutional amendment restricting how much city and county governments could raise property taxes each year.
Amendments to the state Constitution must be approved by North Carolina voters. If the idea is approved by a supermajority of legislators, North Carolinians would be asked to decide the issue through a ballot vote, likely in November.
The legislation, House Bill 1089, doesn’t outline a limit for property tax increases. It calls on state lawmakers to come up with specific restrictions at a later date — if the referendum is approved by voters.
The bill is part of a broader push by legislators in the Republican-controlled General Assembly to address affordability issues ahead of the midterm elections.
Republicans in the state Senate last week approved a bill that would temporarily block county governments from applying appraisals conducted during this calendar year to property tax bills. Reappraisals often lead to higher property tax bills. Republican Senate leader Phil Berger has referred to that proposal as a “moratorium” that could bring temporary relief to taxpayers in a number of counties scheduled to reappraise properties this year — including Guilford and Harnett. Berger has framed the idea as simply buying time for the legislature to come up with more sweeping reforms.
The proposed constitutional amendment moving forward in the House could be that more sweeping idea, although it’s unclear if the Senate will go along if the idea passes the House.
Tax reduction has been a stated goal of Republican lawmakers for decades, but the proposed reappraisal moratorium and constitutional amendment are not guaranteed to pass. Neither Berger nor House Speaker Destin Hall has committed to supporting the other chamber’s idea for addressing rising property taxes.
Democrats have expressed skepticism over both plans. Senate Minority Leader Sydney Batch, D-Wake, chided Senate Republicans last week for failing to take up an amendment to Berger’s bill that would have lowered the state’s income threshold to qualify for property tax exceptions.
Rep. Lindsey Prather, D-Buncombe, said Monday — during a press conference calling for higher taxes on millionaires — that the property tax changes being proposed by GOP lawmakers seemed aimed more at gathering political credit than solving a problem.
“We can be the quote-unquote ‘good guys’ down here in Raleigh and say we’re going to lower your property taxes,” Prather said. “But all that means is that the local governments are going to have to be the ‘bad guys’ to raise revenue in other ways.”
Closing a loophole
The House Finance committee on Tuesday is expected to consider a proposal that could help municipal governments recoup more property tax revenue. The committee is expected to discuss House Bill 1042, which would tighten rules for nonprofit organizations that receive property tax exemptions.
The state currently allows certain organizations to avoid paying property taxes if they use their property entirely for charitable purposes and are not run for profit — a law that kept nearly $750 million worth of property out of Wake County’s tax base in 2025. The proposed change seeks to winnow down the list of who qualifies, especially nonprofits that provide affordable housing for low- or moderate-income people.
North Carolina
North Carolina (NCHSAA) High School Softball 2026 State Playoff Brackets, Matchups, Schedule – May 11
The 2026 North Carolina high school softball state playoff brackets are out, and High School On SI has all eight brackets with matchups and schedules for every team.
The first round begins on May 5, and the playoffs will culminate with the NCHSAA state championships being played May 27-30 at Duke University in Durham.
2026 North Carolina High School Baseball State Tournament Schedule
May 5: First Round
May 8: Second Round
May 12: Third Round
May 15: Fourth Round
May 19-23: Regionals
May 27-30: State Championships
North Carolina (NCHSAA) High School Softball 2026 State Playoff Brackets, Matchups, Schedule – May 11
CLASS 1A BRACKET (select to view full bracket details)
Third Round – May 12
No. 1 Bear Grass Charter vs. No. 5 Vance Charter
No. 3 East Columbus vs. No. 2 Northside – Pinetown
No. 1 Robbinsville vs. No. 5 Falls Lake Academy
No. 6 Bethany Community vs. No. 2 Oxford Preperatory
Third Round – May 12
No. 1 North Duplin vs. No. 8 Camden County
No. 5 Rosewood vs. No. 4 East Carteret
No. 3 Perquimans vs. No. 11 Pamlico County
No. 10 Franklin Academy vs. No. 2 Manteo
No. 1 South Stanly vs. No. 9 East Wilkes
No. 5 South Stokes vs. No. 4 Starmount
No. 3 Swain County vs. No. 6 Murphy
No. 7 Highland Tech vs. No. 2 Roxboro Community
Third Round – May 12
No. 1 Midway vs. No. 9 Providence
No. 12 Wallace-Rose Hill vs. No. 4 Heide Trask
No. 3 Farmville Central vs. No. 11 Ayden – Grifton
No. 10 Northwood vs. No. 2 McMichael
No. 1 West Lincoln vs. No. 8 Union Academy
No. 5 Draughn vs No. 4 Pine Lake Preperatory
No. 3 West Davidson vs. No. 11 East Surry
No. 7 Walkertown vs. No. 2 West Wilkes
Third Round – May 12
No. 1 Randleman vs. No. 9 Nash Central
No. 5 Bunn vs. No. 4 East Duplin
No. 3 Southwest Onslow vs. No. 6 Roanoke Rapids
No. 7 Ledford Senior vs. No. 2 Central Davidson
No. 1 West Stokes vs. No. 8 Forbush
No. 5 Pisgah vs. No. 4 West Stanly
No. 19 North Surry vs. No. 11 Foard
No. 10 Mount Pleasant vs. No, 2 Bunker Hill
Third Round – May 12
No. 1 Southeast Alamance vs. No. 8 C.B. Aycock
No. 5 Seaforth vs. No. 4 Rockingham County
No. 3 Eastern Alamance vs. No. 6 West Carteret
No. 7 South Brunswick vs. No. 2 Southern Nash
No. 1 Enka vs. No. 9 Oak Grove
No. 5 Crest vs. No. 13 West Rowan
No. 3 North Davidson vs. No. 6 Franklin
No. 10 East Rowan vs. No. 2 North Lincoln
Third Round – May 12
No. 1 Union Pines vs. No. 9 South Johnston
No. 5 South View vs. No. 4 Gray’s Creek
No. 3 J.H. Rose vs. No. 6 Harnett Central
No. 7 Triton vs. No. 2 West Brunswick
No. 1 Kings Mountain vs. No. 8 Charlotte Catholic
No. 5 Alexander vs. No. 13 T.C. Roberson
No. 3 Piedmont vs. No. 6 Central Cabarrus
No. 10 A.C. Reynolds vs. No. 2 South Caldwell
Third Round – May 12
No. 1 D.H. Conley vs. No. 8 Wake Forest
No. 5 Purnell Sweet vs. No. 4 Cleveland
No. 3 Heritage vs. No. 6 Topsail
No. 7 South Central vs. No. 2 New Bern
No. 1 Weddington vs. No. 8 Mooresville
No. 5 A.L. Brown vs. No. 4 Hickory Ridge
No. 3 East Forsyth vs. No. 11 Porter Ridge
No. 7 Ronald Reagan vs. No. 2 South Iredell
Third Round – May 12
No. 1 Willow Spring vs. No. 4 Hoggard
No. 3 E.A. Laney vs. No. 2 Cornith Holders
No. 1 Providence vs. No. 4 Hough
No. 3 West Forsyth vs. No. 2 Apex Friendship
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North Carolina
Perspective | What North Carolina gets right about workforce: Progress beyond politics
Across the country, workforce development is often framed as a policy challenge. In North Carolina, we’ve come to understand it as something more fundamental: a shared responsibility between educators and employers that works best when it rises above politics. It is a nonpartisan priority with bipartisan support — and a clear focus on outcomes.
North Carolina’s approach to workforce and talent development offers a different model — one grounded in collaboration, consistency, data, and a relentless focus on student and employer needs.
Over the past several years, our state has aligned around an ambitious goal: ensuring that 2 million North Carolinians ages 25-44 hold a high-quality credential or postsecondary degree by 2030. myFutureNC is a nonpartisan, nonprofit organization, led by a bipartisan Board of Directors, that was created to champion this work.
This goal is not owned by a single administration or political party. It is the state’s attainment goal — codified in law with bipartisan support and signed by the governor — to ensure North Carolina remains economically competitive now and into the future. The work is guided by leaders across business, education, policymakers, and philanthropy.
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This kind of alignment doesn’t happen by accident. It requires trust, discipline, and a willingness to prioritize long-term impact over short-term wins — placing the needs of students and employers above the silos that often define education and workforce systems.
North Carolina’s leaders don’t agree on everything, and unanimity is not what makes this work. There is broad agreement on a set of essential truths: Talent is the top driver of economic development. Education fuels economic prosperity, public safety, and healthier communities. Having a robust educational system and an educated population is one of our state’s greatest assets. Economic mobility matters. And preparing people for meaningful work benefits everyone.
This alignment is delivering results. North Carolina has been named the No. 1 state for business three out of the past four years and ranks No. 1 for workforce — reinforcing what’s possible when leaders stay focused on shared priorities.
This strong foundation has enabled progress in areas that often stall in partisan debate. Through strategic policy and philanthropic investments, the state has expanded pathways into high-demand careers, strengthened connections between education and industry, and increased access to work-based learning opportunities, including apprenticeships and pre-apprenticeships.
That same foundation is shaping how policy is developed in real time. The proposed Workforce Act of 2026 reflects North Carolina’s cross-sector approach — bringing together business and education leaders, policymakers, and philanthropists to strengthen pathways into high-demand careers and expand access to work-based learning. Rather than introducing a new direction, this Act builds on what is already working, demonstrating how alignment can translate into coordinated action.
The bipartisan-led Governor’s Council on Workforce and Apprenticeships puts this approach into practice. Building on the state’s existing foundation, the council brings together leaders from industry, education, and government to strengthen coordination across the workforce system. Its value lies not in setting a new direction, but in reinforcing and accelerating a shared one.
This is what it looks like to build systems designed to last. Workforce development is not a one-year initiative or a single funding cycle — it is a long-term investment in people, communities, employers, and the educational infrastructure that supports them. North Carolina’s progress is rooted in structures that bring partners together consistently, align efforts across sectors, and create continuity beyond political cycles.
By embedding collaboration into how the work gets done — not just what gets prioritized — the state has created a model that can evolve over time while staying focused on its goals.
Work remains to be done. Gaps in attainment persist, and ensuring opportunity reaches every corner of the state will require continued focus and innovation. But North Carolina’s significant progress and continued success being No. 1 nationally in many related categories demonstrates what is possible when leaders choose partnership over partisanship.
At a time when it’s easy to focus on what divides us, North Carolina offers a reminder: Some of the most important work we do — preparing people for the future of work and ensuring employers have access to skilled talent — is our north star and unifying force.
And in our shared goal of 2 million by 2030, we are not just building a stronger workforce. We are building a stronger state — for today and for generations to come.
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