The Pavement Education Project is a nonpartisan initiative to educate North Carolinians by informing, engaging, and mobilizing communities for positive change in education. NC school district listings of inappropriate or obscene books found in the library and through apps are on the website. Your Child. Your Faith. Your Rights. Protecting Children. Empowering Parents. Bringing Transparency to Education. The Pavement Education Project equips families with tools, data, and resources to understand what’s on school library shelves, what is being taught in North Carolina schools—and how to take action when it matters. Search your child’s school library View flagged instructional materials Take action with parent tools and opt-out resources Check Your Child's School EXPOSE What materials are in NC schools INFORM Clear summaries of content & policies EQUIP Tools for parents to take action MOBILIZE Help communities organize and respond WHAT WE DO: Why is WCPSS Allowing Teachers to Use Books With Young Students That Confuse and Violate Executive Orders and the Parents Bill of Rights? "…As a nonbinary/trans teacher, the below standards aligned perfectly with the use of this book. This text allowed students to explore how they can artistically express the cultures around them, including the LGBTQ+ community…" Read more... Watch how explicit books adversely impacted Megan. Live in Wake County? Sign The Kite Runner Petition Edit

Opt Out Forms Following the Supreme Court decision in Mahmoud v. Taylor, parents can opt their child out of school lessons, activities, or materials related to LGBTQ+ and gender ideology if these conflict with their or their child’s faith. Download and edit our opt-out letter. Send a hard copy and an email to ensure delivery. Religious OPT OUT of LGBTQ+ Content Editable Document LGBTQ Opt Out Books Cited in the Supreme Court Case Advocates for Faith & Freedom, a California based law firm that focuses on parental rights and religious freedom for years, has created a customizable Opt-Out form for parents to use nationwide. Their document states Christian beliefs . Gender LGBTQ List (2) ELEMENTARY.docx Updated 11/2025 List of LGBTQ+ Books found in some school districts in NC. Check your webpage and search on the Follett site. HB 805/ SL 2025-84 ensures parents can opt their children out of classroom materials or activities conflicting with religious beliefs, with schools required to provide advance notice and alternatives assignments and/or materials. You may use our editable form to create a document for you to submit to your child's Principal and teacher. We encourage you to email the letter and ask for confirmation of receipt. Religious OPT OUT of Lessons and Materials Editable Document Opt Out Due to Religious Beliefs Sample of a passage that could be used to Opt Out of The Absolutely True Story of a Part Time Indian by Sherman Alexie As a parent/guardian, I am requesting that my child __________be excused from reading or engaging with the book The Absolutely True Diary of a Part-Time Indian by Sherman Alexie in the English Language Arts curriculum. This request is made in accordance with my sincerely held Christian beliefs, which guide our family’s values and decisions regarding educational materials. I have concerns about the content of this book, which includes profanity, sexual references, and depictions that may be culturally insensitive, particularly regarding Native American experiences. As Christians, we are called to uphold purity in thought and speech, as instructed in Philippians 4:8: “Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable— if anything is excellent or praiseworthy—think about such things.” The use of profane language and explicit content in the book conflicts with this biblical standard, which encourages us to focus on what is pure and edifying. Furthermore, as followers of Christ, we are called to treat all people with respect and love, as emphasized in Galatians 3:28: “There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.” The book’s portrayal of Native American experiences, while intended to provide perspective, may risk perpetuating stereotypes or insensitivity, which could hinder the biblical call to unity and respect for all cultures. HB 805/SL 2025-84 enables parents to manage school library checkouts and access a public catalog of library books. Use our book lists and reviews to determine age-appropriate content for your child. Supplementary Instructional (Library and Classroom) Opt Out Form Editable Book Lists Why is WCPSS Allowing Teachers to Expose Young Children to Confusing Content? Are Activist Teachers Violating the Law? A records request showed a WCPSS teacher used What Are Your Words? by Katherine Locke with 2nd-graders in their Readers Theater lesson and afterschool presentation. Requests about the book’s use in other Wake schools remain unanswered. Why is Wake County delaying? Protect your child from confusing content—complete an Opt-Out form today. "…As a nonbinary/trans teacher, the below standards aligned perfectly with the use of this book. This text allowed students to explore how they can artistically express the cultures around them, including the LGBTQ+ community…" Click to view. Read the full lesson plan here. Ending Radical Indoctrination in K-12 Schooling Executive Order 14190 OPT OUT FORM Editable NC Parents' Bill of Rights

Books read and recommended for all ages. Classic and contemporary books. Books We Love Books We Read and Loved These are some of our favorite books. These clean reads help us to understand the trials and tribulations of our fellow man (or woman). Some are self help books. Some books are merely for entertainment. If you have a favorite you think should be on our list, let us know. OUTSTANDING HIGH SCHOOL READS Click on a photo to link to Amazon. Your purchase will support our work. Animal Farm by George Orwell The Boys in the Boat by Daniel James Brown Bloomability by Sharon Creech The Crucible by Arthur Miller Fahrenheit 451 by Ray Bradbury Frankenstein: the 1818 Text by Mary Shelley Great Expectations and A Tale Of Two Cities: by Charles Dickens The Hiding Place by Corrie ten Boom The Hobbit by J.R.R.Tolkien Lord of the Flies by William Golding Narrative of the Life of Frederick Douglass 1984 by George Orwell The Pearl by John Steinbeck The Red Badge of Courage by Stephen Crane The Old Man and The Sea by Ernest Hemingway The Patriot's History Reader : Essential Documents for Every American by Larry Schweikart, Michael Allen, and Dave Dougherty The Story of the Trapp Family Singers by Maria Augusta Trapp A Tale of Two Cities by Charles Dickens To Kill a Mockingbird by Harper Lee Warrior's Don't Cry: A Searing Memoir of the Battle to Integrate Little Rock's Central High by Melba Pattillo Beals Wuthering Heights by Emily Bronte You Have a Brain A Teen's Guide to T.H.I.N.K. B.I.G. by Dr Ben Carson See More MIDDLE SCHOOL CLASSICS AND GREAT READS Click on the image to link to Amazon for a purchase. All purchases support our effort. The American Experience Storybook by Stephanie Meter NOT AVAILABLE ON AMAZON The Bronze Bow by Elizabeth George Speare (Author) Caddie Woodlawn by Carol Ryrie Brink The Chronicles of Narnia by C S Lewis (SERIES) Joni: An Unforgettable Story by Joni Eareckson Tada Little Britches by Ralph Moody Number the Stars by Lois Lowry The Phantom Tollbook by Norton Juster The Prince and The Pauper by Mark Twain Reaching for the Moon: The Autobiography of NASA Mathematician Katherine Johnson Red Scarf Girl by Ji-Li Jiang Robinson Crusoe by Daniel Defoe Swallows and Amazons by Arthur Ransome (SERIES) Tanglewood Tales by Nathaniel Hawthorne Tuck Everlasting by Natalie Babbitt Up From Slavery by Booker T Washington The Watsons Go to Birmingham by Christopher Curtis See More Excellent Reads for 3rd-5th Grade Students 100 Cupboards by N. D. Wilson Smoky Mountain Survival (The Campground Kids: National Park Adventures) Book 2 by C R Fulton Crinkleroot's Guide to Knowing the Trees by Jim Arnosky The Chronicles of Prydain by Lloyd Alexander Goodnight, Mr Tom by Michelle Magorian Green Ember by S D Smith, Illustrated by Zach Franzen The Iron Giant by Ted Hughes (author) & Andrew Davidson (illustrator) Joey: How a Blind Rescue Horse Helped Others Learn to See by Jennifer Marshall Bleakley Little House in the Big Woods by Laura Ingalls Wilder The Little Kid Who Can by Terrence Williams Little Women by Louisa May Alcott The Mismantle Chronicles, Urchin and Heartstone by M.I.McAllister (SERIES) Misty of Chincoteague by Marguerite Henry (Author), Wesley Dennis (Illustrator) My Name Is Tani . . . and I Believe in Miracles: The Amazing True Story of One Boy’s Journey from Refugee to Chess Champion by Tanitoluwa Adewumi Old Mother West Wind (Dover Children's Thrift Classics) by Thornton Burgess My Father's Dragon by Ruth Stiles Gannett The Mysterious Benedict Society by Trenton Lee Stewart The Secret Garden by Frances Hodgson Burnett Skunk and Badger by Amy Timberlake and John Klassen Stuart Little by E B White Sugar Creek Gang by Paul Hutchens (SERIES) Where the Red Fern Grows by Wilson Rawls Wingfeather Saga Boxed Set by Andrew Peterson A Wrinkle in Time by Madeleine L'Engle See More Click on the image to link to Amazon for a purchase. All purchases support our effort. Primary Reads Click on the photo to link directly for an Amazon purchase to support our efforts. The Buddy Bench by Patty Brozo and Mike Deas Cork and Fuzz Best Friends Finding Winnie: The True Story of the World's Most Famous Bear By L Mattick Elephant and Piggie Can I Play Too? by Mo Willems Frog and Toad by Arnold Lobel Mr Putter and Tabby Pour the Tea by Cynthia Rylant Red, White, and Blue: Our Flag Matters to Me and You by Dr Ben Carson OWL DIARIES #16 by Rebecca Elliot. 100 Mighty Dragons All Named Broccoli by David LaRochelle Cicada Symphony by Sue Fliess Dozens of Doughnuts by by Carrie Finison (Author), Brianne Farley (Illustrator) Nobody Knows How to Make a Pizza by Julie Borowski If I Was a Horse by Sophie Blackall In Search of the Giant Arctic Jellyfish by Chloe Savage Jesus and My Gender by Dale Partridge The Snow Thief by Alice Hemming and Nicola Slater May I Pet Your Dog?: The How-to Guide for Kids Meeting Dogs by Stephanie Calmenson (Author), Jan Ormerod (Illustrator) My Grandpa, My Tree, And Me by Roxanne Troup and Kendra Binney Number One Sam by Greg Pizzoli Snuggle Up, Sleepy Ones by Claire Freedman Manu the Kiwi of Kindness by Rosie Chenault and Beth Siddom Delightful Picture Books Click on photos to link to Amazon. All purchases support our work.

NC School Report Cards, DEI programs supported by Federal Tax dollars, ACADEMIC ACHIEVEMENT THE LATEST ON SCHOOL ACHIEVEMENT 2024-2025 As of September 25, 2025, North Carolina's full academic progress report remains unavailable to the public. Preliminary data indicates minimal growth, with some districts showing less than 1% improvement, while others have regressed. These lackluster results suggest that, without significant intervention, the state risks perpetuating an undereducated population, many of whom hold high school diplomas despite lacking essential literacy skills. News reports highlight that the state superintendent is reviewing the school grading system to address this poor performance. However, is adjusting how schools are graded the solution to North Carolina’s educational challenges? We hope to make some recommendations in the future. 2024-2025 RESULTS Live in Wake County? View school by school performance with school climate, teacher characteristics, and leadership. View the academic achievement of North Carolina students HERE . Choose the county, then the district. You may view academics as far back as 2015. We leave it up to you to decide whether you are satisfied with the academic achievement of NC students. Did you look at the performance of subgroups? Are North Carolina schools meeting the needs of all it's students.You decide. Accountability Data Sets and Reports Resources WCPSS reports by school that includes school mission, teacher characteristics, school climate, etc. NC STATE TESTING RESULTS (GREEN BOOK) The 2023–24 North Carolina State Testing Results document summarizes student participation and performance at the state level, with data from public school units (PSUs). The test data come from original administration files submitted by PSUs through fall 2024. This information may be found on NCDPI website HERE. HISTORICAL TRENDS AND REPORTS Students At or Above Proficiency in Both Reading and Math Grades 3-8 Students At or Above Proficiency in Both Reading and Math Grades 3-8, Black, White, Hispanic Students NC Education Trends Over Time Growth in Administative Staff and Students since 2000 Allotted Average Daily Membership How are NC School Districts Spending Their Federal Dollars? Diversity, Equity, and Inclusion Training for Teachers in Wake County WCPSS recently introduced their equity plan. View the document. Will this expensive initiative improve academic achievement or is it meant to transforrm student thoughts and beliefs about themselves and their families? An opinion piece written by Joshua Peters in The Carolina Journal highlights some of the issues with the WCPSS Pathways to Excellence and Equity plan. Contact / Join Our Team National Assessment Educational Progress (NAEP) 2024 Snapshots of NC 8th Grade Progress

A look at the history and implications of social and emotional learning on children. SEL Social Emotional Learning Wake County Public School System is using the Behavior Intervention Monitoring Assessment System. They intend to screen ALL students by 2027! Read more at the bottom under the videos- What is Social and Emotional Learning? CASEL is the Company that sets standards for Social Emotional Learning. Students are called human capital, and an equity lens is applied to transform an entire school by dividing students into groups by race, gender, income, etc. The expressed goal is to achieve “equal” outcomes (equity) for designated groups, especially “marginalized” ones such as minorities or those with LGBT identities. Equal opportunity is now passe’ for the current educational culture. Founders, Funding and Educators of SEL include, but are not limited to the following: John Fetzer of the Fetzer Institute, a New Age enthusiast and devotee of Alice Bailey who was the controversial occultist that founded the Lucifer Publishing Company (aka Lucis Trust); Linda Darling-Hammond, board member emeritus of CASEL and associate of communist terrorist turned educator William Ayers; Kamilah Drummond-Forrester, an educational consultant who wrote “Teaching (white children) to be aware of their racial identity would allow them to better understand the privileges that accompany that identity,” adding that this would help them dismantle the “concept of ‘ whiteness’”. Millions of dollars from the Gates and Dell Foundations, et al. are spent to replace the values and beliefs that are compatible with individual liberty. The goal appears to a transformed global student that is easily manipulated by a one world government. Framework of CASEL is Backwards. SEL is at the core with the government and schools supplanting the responsibility of parents to raise their children fundamentally in the way they see fit. Family beliefs and values will be replaced by the values of the government in teaching these five competencies: self-awareness, self-management, responsible decision making, relationship skills and social awareness. See diagram below. Is SEL a school course? No. It’s a transformative methodology rooted in a worldview with goals of molding students' beliefs and behaviors, manipulating impressionable minds, and creating activists for progressive social causes. Although the intent appears to be therapeutic, the results appear to be counterproductive. In application, SEL is woven into many classes and school activities and its use will: Promote data collection on students with assessments that are recorded in a student’s permanent data records. Many responses are private information best suited between a counselor and patient. Impersonate mental health services. Designed to shape a child’s developing brain to accept world views regarding sexuality, racial attitudes, and other social issues. Operates under the guise of providing a mental health benefit and used on the ENTIRE student population of a school, not just kids with behavioral issues. Promote psychological evaluations by unqualified school staff. Selective interventions may be prescribed by staff with limited training. These records may adversely impact a student’s record and impact future college admissions and/or job applications. Disclose student data that could be used against parents regarding personal choices they make for their children. This is an issue of Private Policy Concerns. Example: Based on his/her responses to assessments on issues such as gender, sexual orientation, etc. a student may be removed from a home. Seek to replace the family in teaching values and social norms. This is a form of cultural Marxism where sacred family beliefs may be classified as unkind or unacceptable instead of a matter of morality. This may be seen as spiritually, mentally, and emotionally abusive as a student may be forced to choose between two leaders in authority (parent vs. teacher) resulting in even more anxiety for the child. Impact education on sexuality by undermining traditional values and beliefs taught by abstinence-based/risk avoidance programs. SEL brings obscene sexual behavior into the classroom by teaching elements of the Comprehensive Sex Ed (CSE) curriculum which embraces high risk behaviors that align with the LGBT movement. It may include normalizing anal and oral sex practices; implying sexual promiscuity, such as hooking-up; teaching sexual pleasure; eroticizing the use of condoms; etc. Require students to accept false concepts such as sexual orientation and gender identity (SOGI). The endless gender identities are not based in science and present false concepts as based in factual truth. Other false concepts presented by SEL are a student may be told she may be trapped in the wrong body, she can pause her puberty without adverse consequences, her parents don’t need to know, etc. Violate North Carolina’s sex education law as stated in #6. Controversial teachings on sex, sexuality, and gender in the name of sexual education are not compliant with current state laws. Promote activism, allegiance, and division. This is a form of social engineering where Critical Race Theory (CRT) and Marxist lessons are taught regarding oppression, oppressors, race, gender, and religion in ways that promote concepts that may violate the US Bill of Rights. Community organizing events and after school programs are often promoted. Advance revisionist programs. Remember Common Core Math? Math concepts were transformed to fully embrace SEL by progressive agendas. How well did that go for students and parents? Unfortunately, history and science classes aren’t exempt from revisions either. SEL is part of the Common Core State Standards used in every school district in North Carolina. There is a tremendous incentive to integrate SEL in the curriculum of every school as it is tied to federal funding, Sales Pitch for SEL Behavioral problems in school are nothing new. Unfortunately, children are experincing an increasing level of anxiety with the onset of social media and the extensive use of electronic devices. Teachers and parents want children to be more attentive, less disruptive, and more civil to classmates and others. SEL appears to be sold to educators as the means to resolve problematic behaviors. Self-examination is one of the tools used in SEL tools that prompts students to perform frequent intropections. However it appears that the power of suggestibility from SEL-infused lessons may actually increase anxiety in a child. For example, how would the following questions impact your thinking? “How often do you keep your anger in check?” “How often did you remain calm, even when someone was bothering you or saying bad things?” This is just a sampling of the numerous questions from a Panorama SEL survey in an elementary school. Malpractice? How is SEL used to improve behavior and help students cope with stress? Interventions and group work can be assigned based on SEL survey answers. The role of schools is shifting from academics to SEL with a nanny-state like focus on mental health. Is this a form of malpractice? It appears there is a movement to replace guidance counselors with mental health counselors in school- based health clinics. The American School Counselors Association (ASCA) which promotes DEI and other Marxist concepts appears to support this move. Managing mental health issues would best be done by referring a student to a professional clinical psychologist/therapist in a clinic off the school campus and after instruction hours. In October 2023, a wellness center for Clyde A. Erwin Middle school was opened for care. The Warrior Wellness Center is one of 34 school-based health centers operated by Blue Ridge Health in seven Western North Carolina counties. This development raises a number of questions. Are there duplications of services provided by local health departments? Although parental/guardian consent is required, is it a blanket consent? Will parents be informed when a child recieves treatment? When is it appropriate for a child to receive medical care without the presence of a parent/guardian? Who benefits financially from opening a doctor’s office on a school campus? What happened to the school nurse who used to provide medical care for students? Second-Step Program in North Carolina. This SEL program is used by many individual school districts in North Carolina. More on that program will follow. Statistics that shock. The problem with education in America is illustrated in a report by the Department of Education. Between 2000-2019 the percent growth of population in public schools for district administrators grew by 87.0 % during those years, far outstripping the growth in the number of students (7.6%) and teachers (8.7%). There has been a radical fundamental change in education with the administrative system/bureaucracy and other institutions/stakeholders draining resources that would benefit students. Collecting and managing data from SEL programs is just one of the many uses of funds that have no educational purpose. Who benefits? What can parents do? Reinforce your belief system at home with your child. Caution your child about group think and emphasize the importance of personal responsibility and decision making. Demand parental rights and privacy for your child’s and family’s information. Write to your legislators. Speak out at school board meetings and to other parents. If possible, consider homeschooling or enroll in private school. But beware, SEL is being found in private schools too. Resources: Karen Metzger; Parents on the Level; 2024 Alex Newman, Trading Academics for Far-Left ‘Social Emotional Learning’; 2021. Larry Arnn, Imprimis, Education as a Battleground; November 2022. UtahParentsUnited.org/SEL https://cdn.secondstep.org/static/pdf/funding-grants/federal-funding-for-purchasing-second-step-programs.pdf https://webservices.ncleg.gov/ViewDocSiteFile/39601 Share your stories or photos of examples of SEL in your child's school. CONTACT US Wake County Public School System is using the Behavior Intervention Monitoring Assessment System (BIMAS) They intend to screen ALL students by 2027 The BIMAS is a tool used in schools to universally screen students (pre-K to 18) for social, emotional, and behavioral issues within MTSS frameworks. It claims to identify the 13–21% at risk for mental health challenges and guide interventions. However, critics argue it lacks robust evidence-based validation, as its psychometric properties and effectiveness for universal screening are not sufficiently supported by rigorous, independent studies. BIMAS is used to help identify students in need of support, monitoring their progress, and evaluating the effectiveness of interventions, according to sources like Edumetrisis and pelhamsd.org Administering it to all students raises concerns: over-diagnosing normal emotional ups and downs, invading family privacy through passive consent, risking data breaches (e.g., PowerSchool 2023), and uncertainty about how data informs and impacts behavior modification. Parents should question its use, consider opting out (per school policy) if their child shows no concerns. Should a child show concerning behaviors, parents should seek professional assistance. Support from pediatricians, clergy, or counselors can be also beneficial to both parent and child. Protect your child. BIMAS-2-Teacher-Standard-Form View Teacher Questionnaire RESOURCES: https://edumetrisis.com/social-emotional/the-bimas-2-and-the-casel-sel-framework/ https://edumetrisis.com/behavior/bimas-2/intervention-guides/ Contact Us/ Join our Team

Sign petitions related to educational and family issues in North Carolina. Petitioning for Changes in Legislation to Protect Children and Families Important Changes That Need to Take Place NOW The Pavement Education Project supports NC Values in asking for changes in legislation to protect North Carolina children. Click on the photo to learn more and sign the petition.

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Transgenderism, Gender Diversity, and the Impact on Children and Education Transgenderism and gender diversity describe individuals whose gender identity or expression differs from their assigned sex at birth, including transgender (male, female, or nonbinary) and gender-diverse identities that challenge binary norms. Increased visibility of transgender and gender-diverse (TGD) youth has sparked debates about their experiences in schools and healthcare, focusing on affirming identities while addressing mental health and medical intervention concerns. In May 2025, the U.S. Department of Health and Human Services (DHHS) released a 400-page report, "Treatment for Pediatric Gender Dysphoria: Review of Evidence and Best Practices," per Executive Order 14187, “Protecting Children from Chemical and Surgical Mutilation.” The report challenges the World Professional Association for Transgender Health (WPATH) Standards of Care, arguing that evidence for gender-affirming interventions like puberty blockers and hormone therapy is weak and treatments carry significant risks. The articles and information we include examine these complex issues cited by the Report and implications going forward. US DHHS Report on Gender Dysphoria and WPATH Response DOWNLOADABLE TEXT AT BOTTOM OF ARTICLE Foreword by Pavement Education Project The Report on Gender Dysphoria, including medical transition for minors, from the US Department of Health and Human Services was issued on May 1, 2025 (link provided below). It is fairly long (266 pages not including Appendices and Bibliography) and at times technical. But it contains extremely important information for parents of children who experience discomfort or anxiety over their sex and pubertal changes in their bodies, as well as for school board members, policy makers, lawmakers, and all persons of goodwill who are concerned for the well-being of children and adolescents who experience these feelings. School officials and Board members especially need to understand the Report because their actions to socially transition students (allowing use of opposite sex bathrooms and locker rooms, alternate pronouns, playing on sports teams of the opposite sex, GSA clubs, etc.) are not neutral acts that allow kids to explore their gender, but rather active interventions that psychologically condition children and adolescents to proceed onto medical transition (see our own brief review of the research on social transition elsewhere on our website). The Report comprises a summary of 17 international systematic reviews of the medical and psychiatric literature, including the Cass Review for NHS England (link provided below). These reviews evaluated the quality of evidence for gender transition of children and adolescents (i.e., how certain (or not) are the benefits that have been claimed). The reviews were performed by specialists with expertise in research methodologies and quality of evidence. The reviews found that the evidence supporting medical gender transition of minors was remarkably weak because of numerous methodological flaws such as lack of appropriate control or comparison groups, confounding variables, short term follow up, attrition, loss to follow up, small sample size, and reliance on voluntary patient self-assessment instead of clinical observations of mental health. The Report critiques in detail several seminal research studies, including the two original “Dutch Protocol” papers and two 2023 publications from different research groups that have been frequently cited to justify gender transition of minors. The Report points out how both the patients and the data were selected in these papers to favor making the claim for positive benefits. The Report also points out what are not adequately captured by the reviews, namely the possible harms caused by the treatments themselves, because these have generally not been the focus of the research publications. Beyond the evidence reviews, the Report details serious irregularities in the process of developing the World Professional Association for Transgender Health (WPATH) Standards of Care, version 8 (SOC-8, link provided below) that have been uncovered through the discovery process and depositions in court cases over certain state laws banning medical treatments to change the gender of minors (at the time the present Foreword was being written, the US Supreme Court upheld Tennessee’s law in United States vs Skrmetti). Despite claims in SOC-8 that its recommendations were evidence-based, it was uncovered that WPATH leadership did not allow publication of a number of evidence reviews that it had contracted a team at Johns Hopkins University to conduct after it became apparent that these reviews did not find strong evidence to justify certain treatments. Further, the strength of the recommendations were increased under pressure from Rachel Levine, Assistant Secretary of Health in the Biden Administration DHHS, without the consensus of the 119 co-authors of SOC-8 in contradiction to statements in SOC-8 itself that the formal process known as DELPHI was used to achieve consensus. Similarly, all the minimum age recommendations except for one that were agreed upon by consensus of the co-authors were deleted even after initial publication under pressure from certain officials of the American Academy of Pediatrics (AAP). The evidence presented suggests that these modifications were made to SOC-8 without going through the DELPHI process and not based on the medical evidence, but in order to shore up the legal position against state laws limiting medical gender treatments for minors. These revelations about the development of SOC-8 call into question the credibility of WPATH as an objective medical association grounded in science and ethics. Although the SOC-8 claims of “medically necessary” and even “life saving” still need to be maintained to get insurance claim reimbursements as well as support the position in court and legislative battles, the rationale for medical gender transition of minors recently has been shifting toward patient civil rights and autonomy. The Report points out how treatment for minors has shifted from the original “Dutch Protocol” requiring careful assessment of how longstanding the minor patient’s dysphoria has been, to now the “Gender Affirming” model wherein as soon as a patient declares that he or she is the opposite gender, that must be affirmed (accepted) and transition commenced shortly thereafter. (It is noted however that even sticking with the Dutch approach, there is no way to determine which patients will indeed persist in a life-long dysphoria.) At Pavement Education Project, our opinion of this autonomy argument is not only that it obliterates patient safeguards, but that the principle would allow consent by minors for all sorts of other things. Interestingly, the Dutch Protocol also required the approval and support of parents for the transition, whereas now in some states, such as California, and in many locales, children may be taken out of homes if parents do not go along with the gender transition. (Many school districts, including even a few in NC, will not inform parents of their child’s social transition unless the child permits “on a case-by-case basis.”) The Dutch Protocol study made the representation that the patients in that study did not have psychiatric co-morbidities. But the international systematic reviews found that the patient demographic now presenting at gender clinics includes a majority suffering other psychiatric co-morbidities. A significant minority have suffered sexual abuse. A large percentage is also neuro-diverse (autistic and/or having ADHD). The great majority are attracted to the same sex. The patient demographic has also shifted in recent years from mainly pre-pubescent boys to adolescent girls instead, tracking the rise in mental health disorders among adolescent girls. Yet SOC-8 does not even consider that gender dysphoria and the desire for transition could be an inter-related, mal-adaptive coping mechanism for other co-morbidities and adverse childhood experiences. The position in SOC-8 is that co-morbidities may be treated concurrently with medical gender transition treatments, but not before or in place of the gender transition. The day after the Report was published, WPATH and USPATH issued a joint response (link provided below) blasting the Report, as did the AAP. They repeat assertions that gender affirming care is based on thorough evaluation of evidence and rigorous research. But, the quality of evidence is precisely what is challenged in the Report and the 17 comprehensive international reviews of the medical literature. The reviews found that many studies were not rigorous, but had various methodological flaws. In our opinion, for WPATH-USPATH simply to make this assertion is really no response at all because no specific analysis or reasons are offered to show how the international reviews got it wrong in concluding that the evidence is remarkably weak. The chapter on adolescents in the WPATH SOC-8 even says that “A key challenge in adolescent transgender care is quality of evidence evaluating the effectiveness of medically necessary gender-affirming medical and surgical treatments.” So, which is it? How can it be claimed as medically necessary if the evidence doesn’t strongly support it? The present WPATH-USPATH response does refer to critical findings in recent studies, but gives no details or citations. Isn’t this an admission that gender affirming care for minors has been rolled out for many years without solid evidence to justify it, at least until recently (if at all)? In fact the Report does address studies that have come out since the international reviews within the last year. The Report notes that these studies suffer some of the same methodological flaws as the earlier studies included in the systematic reviews. The WPATH-USPATH response states that clinical practice guidelines (CPGs), including SOC-8, “are developed [sic] thorough evaluation of evidence, clinical expertise, patient values and preferences, and cultural and contextual considerations.” This begs the question: Are the CPGs based on evidence, or more on all those other things that are nebulous and ill-defined? What good is clinical experience if the evidence has not been found to justify the risk/benefit of the treatments? Again, how can they talk about thorough evaluation of evidence when SOC-8 said the quality of evidence was a key challenge, and further said that systematic reviews were not possible because of this? Moreover, as mentioned above, the record in the court cases challenging state laws restricting such treatments for minors shows that the SOC-8 guidelines were significantly altered to bolster legal arguments, not to follow the medical evidence. It is telling that the WPATH-USPATH response uses the term “Gender-Affirming Care” as opposed to pediatric medical gender treatments. This means that whatever gender identity a child declares must be affirmed and not questioned. This may be why “patient values and preferences” are included in the list of things that the CPGs are based upon. As a consequence, the WPATH-USPATH support for a “comprehensive, multidisciplinary assessment” is limited to co-occurring mental health issues and does not include an assessment of how long-standing or stable the professed identity has been (unlike the original Dutch protocol), or whether it is being sought as an escape from other problems. The joint WPATH-USPATH response also keeps repeating the claim that there is medical consensus for medical gender transition of minors. No, there is not!!! As a result of the international reviews, many countries, including the UK and the Nordic countries, have greatly curtailed the medical transition of minors and instead emphasize psychotherapy as the first line of treatment. Some of the key doctors who pioneered gender medicine have turned against medical transition of minors. A significant number of AAP’s members dissent from that organization’s position, too. WPATH-USPATH pontificates in their response that healthcare decisions should not be in the hands of politicians, yet the court record discussed above reveals that SOC-8 was substantially altered under pressure from a Biden Administration official. We find it odd that WPATH-USPATH would close their response with a statement that transgender healthcare policies should be guided by clinical evidence, not ideology. To make well-informed decisions on a matter of such serious consequence, all concerned parties need to put in the time to thoughtfully study the 2025 DHHS Report and also the Cass Review. The WPATH SOC-8 should also be read and studied in comparison. Readers will then be able to form their own opinion whether the WPATH-USPATH response has substance. Links are provided below. US DHHS Gender Dysphoria report: https://opa.hhs.gov/gender-dysphoria-report Cass Review for NHS England: https://webarchive.nationalarchives.gov.uk/ukgwa/20250310143933/https://cass.independent-review.uk/home/publications/final-report/ WPATH Standard of Care, version 8: https://www.tandfonline.com/doi/pdf/10.1080/26895269.2022.2100644 WPATH-USPATH response to DHHS Gender Dysphoria report: https://wpath.org/wp-content/uploads/2025/05/WPATH-USPATH-Response-to-HHS-Report-02May2025-1.pdf DHHS Report on Gender Dysphoria REV 3 (1).docx This document is intended to be used complete and unaltered. Any edits or modifications should be approved with the Pavement Education Project beforehand to maintain the intended message and integrity of the content. Social Gender Transitioning by Schools This document is intended to be used complete and unaltered. Any edits or modifications should be approved with the Pavement Education Project beforehand to maintain the intended message and integrity of the content. DOWNLOADABLE TEXT AT BOTTOM OF ARTICLE Social Gender Transitioning by Schools The recent inclusion of gender identity into the anti-discrimination policies of the Wake County Public School System, among other districts, will mean that the social transition of trans-identifying children and adolescents will be practiced by public schools. There are two sets of concerns arising from this action: (1.) What are the outcomes for those who undergo gender transition beginning with social transition, and (2) what will be the impact on faculty, staff, and other students who will be required to assent to social transition in their schools. The present article will deal with just the first concern. The authors wish to make clear that we do not wish to cause distress or any harm to those experiencing real difficulties over their gender. Quite the contrary!!! We wish people to be well-informed so that policies and treatments most beneficial for those having very real feelings of distress may be found by following the science. The first step in gender treatment for minors is often social transition in school. A review of gender care for children and adolescents was commissioned by NHS England and headed by renowned pediatrician Dr Hilary Cass. The Review took 4 years and the final report 1 was published in early 2024. The Review concluded that social transition is an active intervention even though not conducted in a clinic. 1 The Review came to this conclusion because evidence suggests that the percentage of students who persist in Gender Dysphoria is increased by social transition, 2,3 and most of these proceed onto a medicalized pathway of puberty blockers and hormones .3 For example, one study cited in the Review found that 97.5% of those socially transitioned persisted (94% as trans and 3.5% as non-binary) after 5.4 years, and a total of 71.6 % had proceeded onto the medical pathway, including those already on puberty blockers at the start, by the time the study concluded. 3 The percentage who ultimately go on the medical pathway will undoubtedly be much higher because many had not yet reached the age minimum recommended for medical transition by the time the study concluded. 3 This is in sharp contrast to many studies that have shown that the overwhelming number of children who have felt Gender Dysphoria outgrow those feelings as they go through puberty if left alone without any intervention. 4,5,6,7 Even the clinical guidelines from the pro-trans Endocrine Society acknowledges that social transition is associated with increased persistence, whereas only a minority of pre-pubertal children would otherwise persist. 8 There is no objective way to test which patients will persist and which will not, 8,9 Factors associated with persistence or desistance have been identified. 4,6 Some argue that the high persistence rates were because those who had the strongest Gender Dysphoria were most likely to socially transition. 1,4 But this is speculation, because the persistence with social transition has not been compared within the same study with controls without social transition appropriately matched based on some measure of intensity of Gender Dysphoria. The complete switch in persistence rates between the separate studies with and without social transition, coupled with the dramatically increased number of patients who have socially transitioned in recent years, 4 makes it difficult to place much reliance on this hypothesis. Moreover, this and other factors associated with persistence have been considered of low clinical utility because of the highly variable nature of individual patient presentations. 6 Now, it should be noted that since about 2014, the patient cohort seeking gender treatment has risen exponentially and has also dramatically shifted from almost all pre-pubescent boys to now about 75% or more girls who have already begun puberty and most of whom have psychiatric co-morbidities and/or neurodiversity. 1,10 For now, there is no data to suggest that this new demographic would not also get over Gender Dysphoria without social transition, particularly if their other problems were addressed first. The Cass Review notes that we do not know how the new patient cohort would have resolved their Gender Dysphoria because alternate therapies aimed at reducing distress or no intervention at all have not been tried with this cohort. 1 In many settings now, therapy to help young people come to accept their sex and body is banned or at least condemned as a form of conversion therapy. 1,11,12 Some studies have reported short term improvements in mental health and/or social functioning of students who have socially transitioned. 13,14 However, the Cass Review found that no firm conclusion could be drawn from these studies because they were of low quality. 1 The quality ratings were provided to the Review by a group at the University of York who are expert at rating the quality of scientific and medical studies. 1 Other studies, 4,15,16,17 including two rated as moderate quality, 4,15 reported no improvement in mental health from social transition. In the latter paper (recently published and not rated in the Cass Review), the authors, one of whom was a top manager of the Tavistock Gender clinic in England before it was shut down, caution that their results should not be taken as proof that there is no benefit to social transition. 17 But yet no clear benefit has been demonstrated. (It is interesting to note that the time from when this paper was initially submitted to the journal until its acceptance was nearly four years. 17 Anyone experienced in the peer review process for scientific or medical journals would suspect that this length of time before acceptance indicates that there was serious contention between the reviewers, authors, and editor over some aspects of the study, and/or its conclusions, and/or citations of competing views.) Some leading figures in the field of psychiatry who are not opposed to transgender identities and who have treated many patients, have raised very strong ethical and medical opposition to the gender-affirming care model for minors. 18, 19, 20 Many rank-and-file clinicians, who went to work at the now shuttered Tavistock clinic because they wanted to help transgender youth, reported grave concerns that they were actually harming their young patients, many of whom presented at the clinic already fully socially transitioned from school with their hearts set on getting puberty blockers and hormones, when clinicians referred those young patients for the said medical treatments. 21 The Cass Review did not recommend an outright prohibition of social transition in schools but recommended that it be done with extreme caution only under supervision of a clinician, and only after addressing other mental health issues, and only with involvement of parents. 1 Note that the State of California has definitively taken the opposite approach on this last point after Governor Newsom signed into law AB 1955 which prohibits local school boards from requiring that parents be informed of their child changing their gender identity in school. 22 Thus in California, everyone including administrators, teachers, and other students will know a child is socially transitioning, but not the child’s parents!!! This has already been defacto policy in many locales even though legislative approval has not been given and people have not voted for it. In summary, the preponderance of evidence shows that the strong majority of children will outgrow Gender Dysphoria as they go through puberty if left alone, or perhaps were to receive alternative talk therapy and treatment for their mental health problems. But if they are socially transitioned, there is a very high probability that they will persist and go onto life-altering and life-long medical treatments that involve iatrogenic harms and side effects without ever having felt or experienced their natal gender in maturity after completing puberty. Moreover, there is little to no evidence that social transition improves psychological functioning or mental health. It is therefore hard to see how social transition could be medically indicated. If public schools truly want to protect trans kids, they should not implement social transition. References https://cass.independent-review.uk/home/publications/final-report/ Zucker, K. J. Debate: Different Strokes for Different Folks. Child & Adolescent Mental Health 2020, 25, 36 at 36–37. Available at https://doi : 10.1111/camh.12330 Olson, K. R. et al. Gender Identity 5 Years After Social Transition. Pediatrics 2020, 150, 1-7. Available at https://doi.org/10.1542/peds.2021-056082 Steensma, T., et al. Factors Associated with Desistence and Persistence of Childhood Gender Dysphoria: A Quantitative Follow-Up Study. J. Am. Acad. of Child & Adolescent Psychiatry 2013, 52, 582-90. Available at https://doi.org/10.1016/j.jaac.2013.03.016 Steensma, T. D., Kreukels, B.P., de Vries, A.L, Cohen-Kettenis, P.T. Gender Identity Development in Adolescents. Hormones and Behavoir 2013, 64, 288-297. Ristori, J. and & Steensma, T. Gender Dysphoria in Childhood. Int’l Rev. Psychiatry 2016 28, 13–20. Singh, D., Bradley, S. J., and Zucker, K. J. A Follow-Up Study of Boys With Gender Identity Disorder, Frontiers in Psychiatry 2021, 12, 1-18. Available at https://doi : 10.3389/fpsyt.2021.632784 Hembree, W. C., et al., Endocrine Treatment of GenderDysphoric/Gender-Incongruent Persons: An Endocrine Society Clinical Practice Guideline. J. Clinical Endocrinology & Metabolism 2017, 102, 3869-3903. Available at https://doi.org/10.1210/jc.2017-01658 Laidlaw, M. K., et al., Letter to the Editor: Endocrine Treatment of Gender-Dsyphoria/GenderIncongruent Persons. J. Clinical Endocrinology & Metabolism 2019 104, 686. Littman, L. Rapid-Onset Gender Dysphoria in Adolescents and Young Adults. Plos One 2018, 13, 1-44. Available at https://doi.org/10.1371/journal.pone.0202330 Coleman, E., Bockting, W., Botzer, M., Cohen-Kettenis, P., DeCuypere, G., Feldman, J., . . . Zucker, K. Standards of care for the health of transsexual, transgender and gender non-conforming people, version 7. International Journal of Transgenderism, 13, 165–232. Adelson, S.L. Practice parameter on gay, lesbian, or bisexual sexual orientation, gender nonconformity, and gender discordance in children and adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 2012, 51, 957–974. Durwood, L., McLaughlin, K. A., & Olson, K. R. Mental health and self-worth in socially transitioned transgender youth. Journal of the American Academy of Child & Adolescent Psychiatry, 2017, 56, 116–123. Olson, K. R., Durwood, L., DeMeules, M., & McLaughlin, K. A. Mental health of transgender children who are supported in their identities. Pediatrics, 2016, 137(3). Available at https://doi.org/10.1542/peds.2015-3223 Sievert, E. D. C., et al., Not Social Transition Status, but Peer Relations and Family Functioning Predict Psychological Functioning in a German Clinical Sample of Children with Gender Dysphoria. Clinical Child Psych, & Psychiatry 2021, 26, 79-95. Available at https://doi.org/10.1177/1359104520964530 Wong, W. I., van der Miesen, A. I. R., Li, T. G. F., MacMullin, L. N., & VanderLaan, D. P. Childhood social gender transition and psychosocial well-being: A comparison to cisgender gender-variant children. Clinical Practice in Pediatric Psychology, 2019, 7, 241–251. Available at https://doi.org/10.1037/cpp0000295 Morandini, J.S., Kelly, A., de Graaf, N.M. et al. Is Social Gender Transition Associated with Mental Health Status in Children and Adolescents with Gender Dysphoria? Arch Sex Behav 2023, 52, 1045–1060. Available at https://doi.org/10.1007/s10508-023-02588-5 Levine, S. B. Ethical Concerns About Emerging Treatment Paradigms for Gender Dysphoria. J. Sex & Marital Ther. 2018, 44, 29. Availailable at https://doi.org/10.1080/0092623X.2017.1309482 Riittakertu Kaltiala (2023) The Free Press. Available at https://www.thefp.com/p/gender-affirming-care-dangerous-finland-doctor Ruuska, S. M., Tuisku, K., Holttinen, T., & Kaltiala, R. (2024). All-cause and suicide mortalities among adolescents and young adults who contacted specialised gender identity services in Finland in 1996-2019: a register study. Available at BMJ Mental Health, 2024, 27, 1-6. Available at https://doi . org/10.1136/bmjment-2023-300940 Hannah Barnes, “Time to Think. The Inside Story of the Collapse of the Tavistock Gender Service for Children.” Swift Press, 2023. Text available at https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202320240AB1955 This document is intended to be used complete and unaltered. Any edits or modifications should be approved with the Pavement Education Project beforehand to maintain the intended message and integrity of the content. CONTACT/JOIN US

Support the Pavement Education Project's work with your donation. The Pavement Education Project is a volunteer, non-partisan, non-profit 501 (c)(4) organization. We need your help with printed materials, keeping our website up, and supporting projects like back-to-school events and clean-reading book giveaways within North Carolina communities. DONATE You may mail a check to: Pavement Education Project 2624 Timber Dr Suite 116 Garner, NC 27529

Acerca de ¡ADVERTENCIA! Estos extractos pueden ser explícitos e inapropiados para los niños. el poeta x Por Isabel Acevedo Editorial ‏ : ‎ Quill Tree Books; Edición de reimpresión (7 de abril de 2020) Idioma ‏ : ‎ Inglés Tapa blanda: 384 páginas ISBN-10 ‏ : ‎ 0062662813 ISBN-13 ‏ : ‎ 978-0062662811 Extracto de la página 35 ...Estoy aprendiendo a acariciar... Extracto de la página 127 LIBROS EN CUESTIÓN

Even with the passage of the NC Parents Bill of Rights, and HB 805, elementary schools in many NC districts have continued to add books that embrace gender fluidity and various sexual deologies. Why? Professional organizations are behind the infiltration of age inappropriate materials. Help us to put a halt to this practice. Check your child's school. We can show you how. Contact us for the information.

View obscene and harmful books located in NC schools North Carolina Book Locations Choose your school district to see book locations. If you don't see your district, contact us. We could use your help. You must be 18 years of age to view the links on district pages. DOWNLOADABLE CONTENT RATING SCALE CONTENT RATING SCALE Alamance-Burlington School System Alexander County Schools Asheboro City and Randolph County Schools Asheville City Schools Brunswick County Schools Buncombe County Schools Burke County Public Schools Cabarrus County Schools Caldwell County Schools Carteret County Schools Catawba County Schools Chapel Hill-Carrboro City Schools Chatham County Schools Cleveland County Schools Cumberland County Schools Davidson County Schools and Lexington City Schools Durham Public Schools Edenton- Chowan County Schools Franklin County Schools Gaston County Schools Graham County Schools Guilford County Schools Harnett County Schools Henderson County Schools Iredell-Statesville Schools Jackson County Schools Johnston County Schools Lee County Schools Macon County Schools McDowell County Schools Moore County Schools Mooresville Graded School District Nash County Public Schools New Hanover County Schools Onslow County Schools Orange County Schools Pender County Schools Perquimans County Schools Person County Schools Pitt County Schools Polk County Schools Rutherford County Schools Surry County Schools and Mount Airy City Schools Swain County. Schools Transylvania County Schools Vance County Schools Wake County Public Schools Wilson County Schools Winston Salem/ Forsyth County Schools ACTION STEPS Contact

Contact us. Questions or concerns? Do you have a story to share? Would you like to join our team? Contact Us Join Our Team Would you like to be part of a team that advocates for children, parents, and excellence in education? Let us know how you would like to help! Up Join Our Team First name* Last name Email* Phone How did you learn about us? Check all that apply. Host neighborhood meeting Evaluate gender diverse books Increase social media presence Grow our phone lists Enter data on statewide excel sheets Research and update schools materials webpage Join the Love America Project Grow our recommended reading list Assist at events Coordinate Awake and Act Events Other Submit DONATE Are you a parent or educator with questions or concerns? Contact us. We will try to help. Contact Us First name Last name Email Phone Comments or Concerns Submit Thank you for contacting us. We will be in touch.

The Content Rating Scale The RATED BOOKS reports reflect familiar rating systems used for movies, television, video games, and music, which help families identify levels of explicit content, language, profanity, violence, and other mature themes. These mainstream systems were modeled after the widely recognized MPA film rating system introduced in 1968. Click on image to download. The National Book Rating Index (NBRI) is a multi-source review platform that combines evaluations from independent reviewers to create a single national rating for each book. These ratings help highlight content concerns such as language, violence, sexual themes, and ideological content, giving parents and educators a clearer understanding of how a book’s material may impact its overall rating. The NBRI is well suited for parent use, school and district use. Check out the GREENLIGHT TAB as well.

NC Legislation that will support children and families when passed. Supporting North Carolina Children and Families The Pavement Education Project supports the following bills making their way through the General Assembly. We ask you to let your legislators know you support them as well. House Bill 636 Promoting Wholesome Content for Students would require every school district to adopt a policy for the selection and procurement of library books, electronic media and other resources for school libraries. Library media must be suitable for the age, grade level, intellectual development, and ability level of students, aligning with their cognitive, emotional, and behavioral capacities. Materials would be considered inappropriate if containing descriptions or visual depictions of sexual activity or is pervasively vulgar as defined in G.S. 14-190.13. Those materials would be removed. HB 636 also strengthens the Parents Bill of Rights by providing relief for families. Read here . Contact your legislators today! https://www.ncleg.gov/findyourlegislators AND SIGN OUR PETITION in Support of HB 636 https://www.pavementeducationproject.org/wholesomecontent OTHER BILLS WE SUPPORT : House Bill 83 Revise Laws Governing Minors will amend the offense of disseminating obscenity to minors and add the offenses of disseminating obscenity, harmful material, and exhibiting harmful performances to minors to the list, possibly requiring offenders to register, while establishing new offenses of habitual and aggravated habitual indecent exposure with mandatory registration. Read here . Senate Bill 516 Women’s Safety and Protection Act focuses on safeguarding women and girls in sensitive environments by defining male, female, man, woman, and sex based on biological criteria. Read here . Contact your legislators today! https://www.ncleg.gov/findyourlegislators Please email these legislators as well. Sen. Rabon Bill.Rabon@ncleg.gov Sen. Daniel Warren.Daniel@ncleg.gov.. Sen. Barnes Lisa.Barnes@ncleg.gov Sen. Blue Dan.Blue@ncleg.gov. Sen. Berger Phil.Berger@ncleg.gov. Sen. Britt Danny.Britt@ncleg.gov Sen. Galey Amy.Galey@ncleg.gov Sen. Garrett. Michael.Garrett@ncleg.gov Sen. Sawrey Benton.Sawrey@ncleg.gov Contact us at pepnc@protonmail.com Visit us at https://www.pavementeducationproject.org CONTACT US/JOIN DONATE

Concerns and Remedies Concerns and Remedies Protecting North Carolina's Students: Identified Concerns & Proposed Remedies outlines the Pavement Education Project's recommendations for increasing transparency, accountability, and parental involvement in K–12 education. This resource identifies concerns related to library and classroom materials, digital resources, catalog accessibility, and compliance with existing North Carolina laws, while proposing practical solutions focused on statewide standards, legislative action, and consistent review processes. The goal is to equip parents, educators, and policymakers with actionable strategies that promote age-appropriate educational materials, strengthen parental rights, and restore confidence in public education. DOWNLOAD Tools and Documents to Aid Legislators, School Boards, and Educators Content Categories and Tier System This document outlines the Pavement Education Project's framework for evaluating instructional and library materials used in schools. It establishes content categories and a four-tier rating system designed to assess age appropriateness, educational value, and compliance with North Carolina laws, including the Parents' Bill of Rights and statutes regarding material harmful to minors. The framework provides guidance for reviewing sensitive content, determining grade-level suitability, outlining parental notification and permission requirements, and ensuring that instructional materials align with the North Carolina Standard Course of Study while supporting transparency and parental involvement in education. DOWNLOAD The National Book Rating Index aggregates reviews from multiple independent sources to assign a single National Rating for each book. This reveals how content concerns—such as language, violence, sexual themes, or ideological elements—influence the final rating. NBRI national database and automated audit tools that can move the conversation from cultural rhetoric to MULTIPLE ratings and reviews that enable informed choice for every family. Whether you are a district leader or public library looking to build trust or a parent seeking clarity, or a librarian preparing a purchase order, the NBRI can be a powerful tool to assist you.

NC Book Challenges UNDER CONSTRUCTION Contact us at PEPNCChallenges@proton.me