RALEIGH, N.C. (December 16, 2025) A new policy brief from the James G. Martin Center for Academic Renewal examines North Carolina’s experience launching Project Kitty Hawk, a nonprofit initiative of the UNC System created to expand online, workforce-aligned degree pathways for adult learners.
The analysis finds that while the initiative was designed to address a real need, its structure and performance raise concerns about the effectiveness of state-run online education efforts.
Project Kitty Hawk provides services that closely resemble those offered by private online program managers, including full-service online program design and management as well as “unbundled” support in areas such as marketing, admissions, instructional design, and student success.
Despite early ambitions, PKH’s growth has been limited. As of fall 2025, it has partnered with three universities to offer 14 programs and has served roughly 5,100 students through its re-enrollment and Flight Path initiatives. The project has also faced regulatory hurdles, institutional resistance, and high start-up costs.
“Project Kitty Hawk’s experience demonstrates the dangers of overregulation,” said Jenna Robinson, president of the Martin Center. “I hope other states can learn from North Carolina’s experience.”
These challenges highlight the limitations of government-run online education initiatives and suggest that public-private partnerships may offer a more efficient and scalable approach to serving adult learners.
Congresswoman Virginia Foxx (R-NC-5), who serves on Martin Center’s Board of Directors, echoed the timeliness of the insightful new research: “The challenges and limitations with government-run online education initiatives seen in Project Kitty Hawk are especially of concern at this critical juncture where career-oriented education is set to take off in a big way in 2026,” Rep. Foxx said. “The One Big Beautiful Bill’s Workforce Pell provision, which I was proud to help steer, wisely positions higher education institutions and the nation’s community colleges to elevate their roles, even amidst scarce resources in some cases, and the authors make a strong case for embracing public-private partnerships within the new law so that schools are ready and students have the best chances to succeed in the workforce.”
To access the full policy brief click HERE.