Evidence before action
Using student perspectives and data-driven analysis to better understand financial preparedness in North Carolina.
2026 Study
NCFLI surveyed 762 North Carolina high school students across six geographic regions to examine how prepared students feel for the financial responsibilities of adulthood, identify gaps in financial education, and explore students’ experiences with financial education.
Students rated their preparedness for financial responsibilities after high school on a scale from 1 to 10.
Average Self-Reported Financial Preparedness
5.1/10
Students reported moderate-to-low confidence in their readiness for the financial responsibilities of adulthood.
Self-reported preparedness, not an objective test of financial knowledge. The mean of 5.09/10 is rounded to one decimal place above.
The evidence at a glance
Findings from NCFLI's 2026 survey of North Carolina high school students highlight patterns in financial preparedness, educational experiences, and the challenges students face approaching adulthood.
Survey participation
762
The survey gathered student perspectives on financial preparedness, financial confidence, and educational experiences. Responses were anonymous.
The findings describe the surveyed sample and should not automatically be generalized to every North Carolina high school student.
Geographic representation
6
Western North Carolina, Piedmont Triad, Charlotte Metro, Triangle, Eastern North Carolina, and Coastal North Carolina are represented, bringing a range of geographic perspectives to the study.
Regional shares describe the sample, not the distribution of all North Carolina students. No precise regional boundaries or individual locations are plotted.
Confidence across financial topics
67%
Students reported substantial uncertainty about essential financial decisions. Low confidence was also reported by 63% for student loans, 55% for taxes, and 49% for credit scores.
Low confidence combines “Not very confident” and “Not confident at all” for each topic.
Financial education received
77%
More than three-quarters of respondents reported receiving a small amount, almost none, or no financial education in school.
The headline combines “A small amount,” “Almost none,” and “None at all.” It reflects students’ reported educational experiences.
When education should begin
73%
Respondents favored beginning required financial education by freshman year of high school, before many major financial decisions arise.
This combines elementary school, middle school, and freshman year. Student preferences do not prove the optimal age to begin instruction.
Perceived school effectiveness
51%
Respondents rated their school's preparation for financial decisions after graduation as somewhat or very ineffective.
This is a measure of student perceptions, rather than an independent assessment of teaching quality.
Student-identified knowledge gaps
Investing & loans
Investing, student loans, insurance, and taxes were the most frequently selected areas of concern. Credit, budgeting, and saving were also identified.
This single-choice question differs from the topic-by-topic confidence ratings. Shares use the full survey sample.
Economics and Personal Finance
7.53 vs 4.21
Students who completed EPF averaged 7.53/10 (n = 99), compared with 4.21/10 among students who had not taken it (n = 445). Students currently taking EPF averaged 6.58/10 (n = 139).
North Carolina includes EPF instruction in its high school graduation requirements for applicable cohorts; official resources are linked below.
These descriptive findings are observational and do not establish that EPF caused higher preparedness. No significance test or adjusted comparison is presented.
Reading the evidence
Understanding the survey's scope is essential to interpreting its findings.
The findings reflect the experiences and perceptions of surveyed students. The survey does not directly assess objective financial knowledge, establish causal relationships, or necessarily represent every North Carolina high school student. EPF comparisons are unadjusted associations and may reflect differences in grade level, prior financial experience, and other factors.
Response-distribution percentages are calculated from the supplied counts using the full sample. Topic confidence percentages and EPF group averages are supplied aggregate values. Individual responses are not displayed, and no recruitment, sampling, or data-cleaning procedures are inferred.
Further reading
Explore existing publications and official educational resources for additional context.
NC DPI's extended content standards for Economics and Personal Finance.
Official course requirements for applicable graduating cohorts.
Preparing the Next Generation for Life Beyond High School.
Published commentary in Carolina Journal on the timing of financial education.