The 2024 NAF Student Survey Field Guide is back again and shares the voice of more than 25,000 students from across the NAF Network that participated in our spring student survey. This tool is our way to offer you, our network of educators and stakeholders, a resource to reflect on what young people are saying about their academy experience. By elevating the voice of academy participants, and understanding their experiences at school, this allows us all to make better, data-driven decisions about how to improve our practice and have deeper impact for our students.
Results in this Field Guide are conveyed in terms of high-level trends, accompanied by recommendations and resources for NAF educators and academy stakeholders to consider that are based on feedback from NAF students. If you are a NAF educator and 10 or more students from your academy have taken the survey, be sure to check out results from your specific academy by checking out the "My Academies" buttons on the data tabs throughout the Field Guide, or clicking on the link provided in the summary section at the end of the Field Guide.
There were a total of 25,490 students who completed the student survey in the spring of 2024.
This includes 590+ students that took the survey in Spanish.
A total of 67% of NAF academies participated in the student survey, that is 414 of the 619 NAF academies throughout the country.
Students from each academy pathways were represented in the overall results. See below for a breakdown of the responses by theme. Please note that students can be enrolled in multiple pathways, which means the totals will not equal 100%
Pathway | Respondents % | Network % |
|---|---|---|
AOE | 13% | 13% |
AOF | 30% | 29% |
AOHS | 17% | 16% |
AOHT | 16% | 14% |
AOIT | 17% | 25% |
OT | 18% | 12% |
Students from academies of all different quality levels were represented, however, academies with a Model + Distinguished quality level were overrepresented in the results. See below for a breakdown of the responses by academy quality.
Quality Level | Respondents % |
|---|---|
Model + Distinguished | 66% |
Model | 7% |
Certified | 26% |
Member | 1% |
Under Review | > 1% |
No Level | 1% |
Note: While a number of students who identified as gender non-binary or whose gender was unknown did participate in the student survey, their data constituted less than 1% of total responses and will not be reported throughout this Field Guide to protect their anonymity.
NAF strives to foster environments where the lived experiences and perspectives of students drive learning and are key to meaningful adult relationships. The culturally responsive practices section of the student survey asks about how the lived experiences of students are being reflected in their school environment.
Culturally responsive teaching means using students’ customs, characteristics, experience, and perspectives as tools for better classroom instruction. Teaching through a culturally responsive lens “helps students of color see themselves and their communities as belonging in schools and other academic spaces, leading to more engagement and success.” The need for culturally responsive practices in the classroom is a pressing topic in today's educational landscape given that there is often a wide demographic gap between teachers and their students. It is encouraging that NAF students agree 76% of the time that their teachers make an effort to get to know them as students and that they are treated fairly within their academy walls (80%).
Current research suggests that educators, just like everyone else, can be racially biased. It is encouraging that students report most of their NAF educators (57%) acknowledge their own cultural influences and biases in class, but students’ perceptions here could be improved. Also very positive is that the majority of students (76%) indicated that their teachers make an effort to build a positive relationship with them. These numbers do vary by student race/ethnicity. Black students agreed that their teachers make an effort to get to know them and build a positive relationship 76% of the time (up from 69% in 2023), Asian students 83% of the time (up from 76% in 2023), and Hispanic/Latino students 74% of the time (up from 71% in 2023).
It is great to see that students also indicated that their peers are treated fairly, regardless of background or ideology, 80% of the time. As above, results do differ slightly when examined by student race/ethnicity, with Asian students agreeing with this sentiment 85% of the time (up from 82% in 2023), Black students 79% of the time (up from 75% in 2023), and Hispanic/Latino students 78% of the time (the same as 2023).
Over half of students (63%) indicated that their teachers instruct in a way that relates to their cultures and experiences. This data point saw a 5% increase compared to the 2023 student survey (58%). Students identifying as Pacific Islander tended to agree with this statement the least (58%), and students identifying as Native American/Alaskan Native agreed the most (70%). Roughly 2 in every 3 students (65%) agree that their academy makes them consider their own views and how they interact with people different from them. While this statistic is encouraging, we think it could be improved even further.
For more information on how to facilitate culturally responsive practices and education in the classroom, check out the resources below.
NAF believes that when supported by small learning communities, a sense of safety, and healthy adult relationships, students' mindset can grow and support important contributions to their future work and life. The identity, beliefs, and mindset section of the student survey asks students to reflect on their own abilities and what others in their school environment think about student abilities.
Self-efficacy is important in the classroom and is often defined as a student's belief in their own capabilities to achieve a goal or outcome. Students who possess a strong sense of self-efficacy are more likely to be motivated and challenge themselves with difficult tasks. When we asked students about their beliefs in their own abilities, half of them believed they possess a level of intelligence that can be enhanced through hard work (55%). Along the same lines, more than half of students believed that just because a goal is difficult does not mean it is out of reach (64%). In terms of fostering a "growth mindset", or one where students believe their intellectual abilities and skills can grow through adversity and challenge, the majority of students indicated this was the case for them, but there is still room for improvement.
It remains true that most students believe that a goal is not out of reach even if it is difficult to obtain (64%). This sense of perseverance can really help students take on new challenges and learn from their mistakes. This belief did not differ significantly by race, gender, or ethnicity, but was demonstrated most in White students (72%).
Similar to last year, a little over half of students (58%) reported feeling that their NAF teachers attribute a growth mindset to them. Along the same lines, only 39% of students think fellow peers attribute a growth mindset to them. These data suggest that feeling a growth mindset, or that one's intellectual abilities can be improved through learning and hard work, is not as prominent in the classroom as it could be. We recommend educators work to foster a growth mindset in their classroom.
Check out the videos and other resources below for more concrete resources on fostering a growth mindset in the classroom.
A sense of success and motivation in schoolwork is a driver of positive "career launch", especially for students with high aspirations but also overwhelming socio-economic barriers. The attitudes towards school and self section of the student survey asks about students' feelings and perspective with regard to their own academic abilities, advanced coursework, and family experience with higher education.
Students' engagement in school and school activities is related to academic achievement and buffers against negative factors contributing to dropout. This means that students' attitudes towards school and self are important to monitor and foster in the classroom. It is encouraging to see that roughly 2 out of every 3 students (69%) believe they are good students academically. Similar to last year, this attitude was markedly higher in female responders (74%) compared to male responders (66%). Students who identified as Black reported this to the highest degree of race/ethnicity (75%), followed by students who identified as Asian (72%), Other/Multiracial (72%), and White (72%).
It is wonderful to see that over 2 out of every 3 students (70%) participate in advanced courses (AP, IB, Dual Enrollment) while in high school. Students identifying as Pacific Islander were the most likely to complete advanced coursework (85%), followed by Asian (78%), White (74%), Other/Multiracial (72%), Hispanic/Latino (71%), and Black students (68%). While there are some differences in course completion between racial/ethnic groups, overall this means these students are being exposed to college-level coursework and know what to expect if they decide to pursue a post-secondary education. A majority of students (54%) also indicated that they know how to study to perform well on tests.
Research suggests that, on average, 75% of the emotions students experience at school are negative (boredom, tiredness, stress). That makes it even more important to help connect classroom material with students' lived experiences in order to foster engagement. This is worth teachers' attention because only 42% of students who took this survey (down 3% from last year’s data) indicated that they find their academic work interesting. Academic engagement was lower for male students (41%) compared to female students (44%). Students identifying as Pacific Islander indicated the highest level of academic engagement (56%), followed by Black (46%), Asian (46%), Hispanic/Latino (41%), White (41%), Native American/Alaskan Native (40%), and students identifying as Other/Multiracial (37%).
Consistent with the previous year’s data, about 1 in every 5 students (19%) indicated that no individual in their immediate family or household has attended college, with 7% being unsure. This was particularly the case for students identifying as Native American/Alaska Native (27%) or Hispanic/Latino (26%). Consider this metric when discussing future plans in your own classroom and, if comfortable, offer guidance on the college process during class.
Take a look at the resources below for activities and resources that help educators identify personalized learning strategies that can be used right away in the classroom. Also, check out the resources for first-generation collegegoers below.
A pillar of the NAF Educational Design is that work-based learning can drive a sense of relevance for skills and motivation toward positive future pathways. The attitudes towards work-based learning section of the survey asks students about what type of work-based learning they engage in, how these opportunities were made available, and how the skills they learned are useful for their future goals.
Overall, about 64% of students participated in some form of work-based learning, which was an increase from 2022/23 (58%). Similar to the findings of the 2023 student survey, this year’s students are engaging in more in-person internship experiences (77%) than virtual, marking an increase the further out we get from the pandemic period rates of 2021 (51%), and 2022 (69%). Guest speakers (38% of students participated), career fairs (31% of students), mock interviews and internships (20% of students) continue to be the most frequent type of work-based learning experiences students complete.
Students who did not participate in any work-based learning experiences, however, continue to indicate that their main reasons for not participating are: 1) not knowing about the opportunities (38%), which decreased from 2021/22 and 2022/23 (48% and 43% respectively), and 2) not having time outside their normal routine to participate (30%), which decreased from last year (38%).
One goal of work-based learning is to help students clarify their career aspirations, build career skills, and make professional connections while still in high school. Students report that this was mostly the case, as the majority indicated that their work-based learning experiences helped them explore career aspirations (71%), build career skills (77%), and make new professional connections (54%) which is similar to last year’s results.
The majority of students (77%) who participated in work-based learning agree that their experience has motivated them to continue skill development toward a future career. This belief did not differ significantly by race, gender, or ethnicity, but was demonstrated most in female students (79% vs. 74% for males).
In terms of internships, 45% of students who participated indicated they worked directly with a company/nonprofit organization, and 63% of students felt that their academy fully prepared them for their internship experience.
While students generally indicated that work-based learning helped them understand what skills they needed to learn for a future career (70%), a little over half of students indicated that work-based learning helped them form new professional connections (54%). It can be challenging for students to intentionally build a professional network while still in high school. We recommend increased class activities and coaching on this topic specifically so that students can practice these skills in an environment that is safe and comfortable (resources below).
Furthermore, the source of internships continues to vary for students. Roughly 13% of students indicated that they turned their job into an internship, 22% completed an internship on their school's campus, and 12% participated in a NAF-sponsored internship through a national, corporate partner. Since many students already have paying jobs, explore increasing the number of students who can turn this ready-made opportunity into a work-based learning experience using the resources below on turning jobs into internships. We also recommend further exploring on-campus internships through a school business, as these activities are more easily accessible for students and fit into normal routines.
NAF has developed and launched an outcomes-driven approach to work-based learning, with a student-centered focus on identifying career aspirations, developing and receiving feedback on 6 Future Ready Skills, and building meaningful professional connections. These three outcomes will elevate the impact of WBL activities on students and should serve as the foundation of work-based learning planning, implementation, and reflection. NAF has developed a suite of tech tools for tracking WBL, providing academies with robust data to fuel continuous improvement. Check them out as well as our new KnoPro tool below!
While the future of "college" is changing, data continues to tell us that postsecondary achievement supports the most direct pathway to successful careers, especially for first generation Black, Indigenous, and people of color (BIPOC) students. Our post-graduation plans section of the student survey asks NAF seniors about their plans after high school.
Attitudes on the value of 4-year postsecondary education are shifting and students today feel that there are other paths available after high school that can help them achieve their life goals. National data suggests that the pressure on students to attend a 4-year college is still very high, and 91% of NAF seniors who took the survey indicated that they plan to attend some form of post-secondary education (68% = 4-year college, 18% = 2-year college, 5% = advanced training/technical degree). A pattern that has been present in NAF’s student survey for years is that we still observe racial disparities in students’ college plans. Data from the student survey last year is consistent with this year’s data in that students who identified as Asian or White are more likely to indicate that they plan to attend a 4-year college (84% for Asian; 78% for White) compared to Hispanic/Latino and Black students (61% for Hispanic/Latino; 69% for Black). Once again, the opposite trend was found for students planning to attend 2-year colleges, where Hispanic/Latino and Black students had the highest likelihood (25% for Hispanic/Latino; 14% for Black) and Asian and White students had the lowest likelihood (11% for Asian; 12% for White).
When we asked NAF seniors planning to attend college what they planned to study, the results were consistent with the 2023 survey. The three most common areas were 1) STEM (Science, Technology, Engineering, Mathematics) at 23% (25% in 2023), 2) Health Sciences at 23% (23% in 2023), and 3) Business Management & Administration at 22% (23% in 2023). These findings are consistent with previous trends in that 58% of seniors indicated they would continue pursuing their academy pathway after high school (59% in 2023), 19% were unsure (17% in 2023), and 23% decided their academy pathway was not suited for them long-term (25% in 2023).
According to national data, 48% of high school students desire more information and guidance on options after high school and only 13% feel prepared to make a decision. The majority of NAF seniors (60%) indicated that they received good college and career advice from their academy and 61% indicated they felt prepared to be successful in college. In light of national attitudes on this topic, this is very encouraging in terms of closing the gap and providing students with the necessary information they need to make informed decisions about their future.
Developmental relationships are close connections through which young people discover who they are, cultivate abilities to shape their own lives, and learn how to engage with and contribute to the world around them. It is encouraging that 1 out of every 2 NAF seniors (50%) who took the survey indicated that their NAF teachers had the biggest influence on them personally in terms of keeping them on track. Guidance counselors were the next most impactful individuals indicated by seniors (20%), followed by their NAF Academy Director (12%). It's great that NAF students have such a strong connection with their educators given that outside of family connections, educators are the most likely group that students turn to for information on what to do after high school.
We again asked NAF seniors who did not plan to attend college why this was the case. Consistent with the previous year’s data, the most common reason was a lack of interest (26%) and this was again a more common response for male students (29%) than female students (21%), and much more likely for Native American/Alaskan Native students (33%) than other BIPOC students. Interestingly, Black students indicated that a lack of interest in pursuing a college education was less of a factor this year in their postsecondary plans (27%) compared to last year (38%). While a college path is not for everyone, national data suggests that a majority of students today believe that education after high school is necessary to help them achieve their goals (65%). This provides an opportunity for educators to explore other educational routes after high school with their students, such as on-the-job training, apprenticeships/internships, and career and technical education.
Below are several resources for students to not only explore their career interests but also to help educators deliver classroom activities on planning for life after high school. For more information on postsecondary resources, NAF alumni activities, and alumni networking, please connect with Dr. Keisha Taylor – Senior Director of Alumni & Postsecondary Engagement (ktaylor@naf.org).
NAF strives for equitable pathways in which all students will be ready for life after high school, regardless of whether that path is to college or immediately into a career. The impact section of the student survey asks students whether they feel prepared to enter college and/or the workforce and what their general perceptions are for areas improvement in their own academy.
NAF believes that all students should have access to pathways leading to high-skilled, high-wage careers after high school. It's encouraging that 65% of NAF seniors feel fully prepared for both college and the workplace, though there is still room for improvement. Female students generally feel more prepared than their male counterparts, with 68% feeling ready for college and 72% for the workplace, compared to 65% and 64% of male students, respectively.
This represents a notable improvement from the 2022/23 survey, where only 56% of NAF seniors felt fully prepared for college and 57% felt prepared for the workplace. The differences between female and male students were similarly observed in both surveys.
When asked how satisfied NAF seniors were with their academy experience based on how well their academy prepared them for college and careers, 72% felt satisfied or very satisfied with their experience.
When students across the country were asked in a national survey about the most important factor in deciding what to do after high school, "understanding different careers available" was the most important factor. That data point is encouraging because NAF's goal is to support educators in helping prepare their students for college and careers after high school, and the data suggest we are moving in the right direction given that 65% of NAF seniors feel ready for college and the workforce.
Data reported from NAF seniors continues to stand out in terms of immediate plans for college enrollment, as 86% of seniors indicated they would attend college the fall after graduation. This statistic continues to be much higher than the national average immediate college-going rate of 62% from 2022 (when these statistics were last calculated nationally). Continue to encourage these efforts!
NAF aims to boost interest in STEM careers—especially among underrepresented students. While 53% of students felt their academy increased their STEM interest, this was higher for Asian and Native American/Alaskan Native students (60%). There is room to enhance engagement and increase overall interest in STEM.
NAF also understands that not all students aim for careers in traditional fields like engineering or finance. Therefore, we offer curricula and resources for careers in agriculture, education, law, fashion, media arts, manufacturing, and more. Exploring these in-demand fields is crucial as the job market evolves and new industries emerge. Be sure to check out our resources geared towards additional pathways.
Additionally, students continue to express that there is room for improvement in their college and career readiness before leaving high school, a trend that is present nationally among Gen Z students. The Participatory Action Research (PAR) reflection template in the resources below provides guidance on how to discuss these survey results with your students in the classroom to hear their perspectives on the data. You may find after engaging in a dialogue with your students around these data, that deeper insights into what could be improved could become useful in terms of the next steps, both within the classroom and perhaps the school at large.
Also be sure to check out the resources specifically geared for educators below, including an academy action plan template, NAF curriculum you can implement right now, and the NAF educator framework.
Professional connections and positive adult relationships are a key component that enable students to establish themselves with other professionals in their ideal career cluster. NAF strives to empower students to make these professional connections during high school so that entry into a career field is facilitated by other established industry professionals. The social capital section of the student survey asks students about their growing professional network.
Social capital is defined as the resources that arise from the web of relationships that people can access and mobilize to help them improve their lives and achieve their goals. NAF educators and staff continue to strive to help students build their professional networks while in high school so that they enter college and/or the workforce with ready-made, professional connections.
The majority of NAF seniors (62%) reported having the contact information of at least two adults they could turn to for college or career advice upon graduating high school. This marks a slight increase from the previous year, where 58% of seniors indicated the same readiness. We modified the survey question from asking about two adults to three, and this uptick may signify improvement over the past two years. Interestingly, this metric seemed to vary by student gender as well as race/ethnicity, with female seniors indicating more professional connections (63%) than males (61%), and Black/African American (61%) and White (64%) seniors having more connections than Native American/ Alaskan Native (57%) or Pacific Islander (52%) seniors.
By the time of high school graduation, about seven out of every ten (72%) seniors indicated that they felt supported by their NAF educators and others they met within the academy; this metric increased by 6 percentage points compared to the 2022/23 data (66%). These results did differ by gender, with Female students feeling more supported (74%) compared to Males (70%), and students identifying as Asian feeling the most supported (76%) of any BIPOC students: Native American/ Alaskan Native (75%); Black/African American (73%); Pacific Islander (72%); Hispanic/Latino (70%); Other/Multiracial (70%).
Similar to last year, 54% of NAF seniors reported having met at least one adult or older peer in the field they are interested in pursuing as a career. This metric showed no significant variation across gender groups. However, there were differences by race/ethnicity as the proportion of Native American/Alaskan Native seniors (66%) who met such professionals was higher compared to Black/African American (57%), Asian (54%), and Hispanic/Latino (54%) seniors. It is NAF's goal to work with educators and help all students form a network of professional connections by the time they graduate high school. It is encouraging to see that BIPOC seniors reported these types of connections at higher levels.
Additionally, out of the seniors who indicated they met an adult who does the type of work they are interested in as a career, 82% indicated they feel comfortable reaching out to them for college advice.
It is encouraging to see that two in every three (66%) of NAF seniors indicated that if they experienced a problem there was an adult they met through their academy experience that they could turn to for help. The results varied by gender, with Female students responding more favorably (68%) compared to Male students (64%). Additionally, students identifying as Native American/Alaskan Native (73%) and Black/African American (69%) reported more favorable outcomes compared to their peers in other racial/ethnic groups.
Lastly, data from the 2022 survey showed an 11% decrease in students feeling supported by their NAF educators, dropping from 70% in 2021 to 59%. In 2023, there was a 7% rebound, with 66% of students feeling supported. The positive trend continued in 2024, with 67% of students reporting that they feel supported by their NAF educators. It is encouraging to see that NAF continues to foster a close-knit learning community where students feel empowered to be their authentic selves and receive support from both educators and peers.
When we asked seniors if they had met an older adult or peer who does the kind of work they are interested in as a career, a little over half (57%) indicated yes. This data point suggests room for improvement in connecting students with professionals working in their career areas of interest before they graduate high school.
Research has indicated that college and career advice is especially well-received by high school students if presented by a "near peer", or someone close to them in age. Consider this and how alumni from your academy might be more involved in academy activities such as work-based learning and classroom projects. If you have the contact information of NAF alumni from your school, consider reaching out and asking them to be active in NAF's Alumni Network so they can be connected to your academy or an academy near the alumni’s current location if no longer in your geographic area.
Want to learn more about social capital and how to get students thinking about it before graduation? Check out the resources below, many of which are from the Christensen Institute and the Search Institute, and are all about the importance of social capital. There is even a social capital assessment specifically designed to help assess and build social capital for young people while in high school. An accompanying NAF Research & Tech Talk with the measurement tool's author, Dr. Ashley Boat, is also linked below.
This Student Survey Field Guide brings student voice front and center and provides an easy way to reflect on what students are saying about their 2023-2024 experiences. There is much to celebrate as we reflect on what students are saying and take into context national data on students throughout the country. Some highlights include NAF seniors' immediate plans for post-secondary education (91%) compared to the national average college-going rate of 62%. Additionally, work-based learning experiences continue to be an engaging way to connect classroom learning to real-world outcomes, as the majority of NAF students that participated said work-based learning helped them explore career aspirations (72%) and build career skills (77%).
As with any continuous effort working with young people, the data indicate there is still work that needs to be done. Some areas for attention that were highlighted by student voice include thinking about how to be intentional about plugging students into networks of professionals that they can turn to for career and college advice, raising awareness for work-based learning opportunities, and keeping academic work interesting and fresh for students to stay engaged. These provide themes and questions to think about as we continue to work with students to achieve their goals.
Some things to consider:
1) If 10 or more students from your academy/academies completed the 2023 student survey, check out their data here and see if the resources in this Field Guide would be beneficial.
2) Broadly speaking, students continue to struggle to stay engaged in the classroom. However, work-based learning and other activities that provide real-world payoff in terms of skills learned and connections made continue to defy this trend. How can we better leverage these two competing insights for increased learning?
3) With roughly one in every five NAF students having no extended family with a college degree, how can we leverage college readiness activities inside and outside the classroom to potentially include parents and other guardians in the process?
4) What can we do to be intentional about connecting our students to individuals doing the type of work they are interested in as a career? How can we make these connections not just with adults, but also near-peers (peers similar in age)?
Summary
