{{ summaryTitle }}
{{ summaryValue }}
{{ summaryLine }}
{{ badge.label }}

Before you begin

This is CFPB’s official 30-item high-school survey. Answer honestly; the result is for private reflection and learning, not grading or ranking.

Privacy: {{ assessmentMemoryDisclosure }} {{ assessmentDefinition.privacy.disclosure }}
This changes only the presentation order of the answer ledger; it never changes scoring.
Score contribution shows the CFPB worksheet value for each response; it does not change the result.
{{ progressPercent }}%
{{ progressLabel }}
{{ currentQuestion.text }}

Think about {{ recallPeriodLower }}. Choose the response that fits best; “I don’t know” is a valid answer.

Safety and support
  • {{ action.label }}

This shared result is read-only. Start a new session to record different answers.

What this means

{{ interpretationArtifact ? interpretationArtifact.lead : 'No interpretation is available for this result.' }}

What to do next

{{ Array.isArray(interpretationArtifact && interpretationArtifact.points) && interpretationArtifact.points.length ? interpretationArtifact.points[0] : 'Review this result in context and use the stated limits before acting.' }}

  • {{ point }}

{{ interpretationArtifact ? interpretationArtifact.uncertainty : 'This result is informational and should be interpreted within the assessment scope.' }}

Understand your scoreSee the canonical score in its declared range

{{ scorePositionArtifact.summary }}

Loading score-position chart…

{{ assessmentChartStatus }}
Review your answersCheck the responses behind this result
ItemPromptAnswerCopy
{{ row.label }}{{ row.prompt }}{{ row.answer }}

No answer rows are available for this result.

Save or shareOptional handoffs for this completed result
Share result

The link contains your responses in its URL. It is portable, not encrypted; share it only with someone you trust.

This link includes: {{ assessmentSharedFieldLabels.join(', ') }}.

Include this completed result in a copied link?

{{ assessmentDefinition.privacy.disclosure }}

{{ shareResultStatus }}
Score chart
Answer review
Classroom Supply Budget Calculator Build a classroom supply budget from enrollment and shared kits, accounting for stock and pack sizes before discounts, tax and funding limits.
Savings Goal Calculator Plan a savings goal by solving the time, monthly deposit, or ending balance with compound-growth assumptions and dated checkpoints.
Compound Interest Calculator Project compound-interest growth from deposits and a nominal rate, then test how timing, taxes, fees, inflation, and a goal change the outcome.
High School GPA Calculator Calculate weighted and unweighted high school GPA from transcript rows, then audit course policies and estimate the lift toward a target.

High-school students are still building the habits, judgment, and knowledge they will use in adult financial life. A useful survey at this stage takes a snapshot of current development. It should help a student notice strengths and choose something to practise, not sort students into fixed types or predict who will handle money well later.

The Consumer Financial Protection Bureau (CFPB) organizes youth financial capability around three connected building blocks:

Survey section Building block Examples of what it covers
Part 1Planning and self-controlProblem solving, thinking ahead, delaying a purchase, meeting deadlines, and resisting unaffordable spending.
Part 2Money habits and valuesSaving, tracking spending, separating needs from wants, financial confidence, responsibility, and social influences.
Part 3Money knowledge and choicesCredit, emergency savings, compound interest, secured loans, adjustable rates, source evaluation, and comparison shopping.

The official high-school form contains 30 self-report statements for grades 9–12. It does not present math problems. Students indicate how often each statement describes them or how often it is true. Every answer has a worksheet value, including I don’t know, so uncertainty is recorded instead of treated as a missing response.

Results include an overall financial capability score and one total for each building block. The section totals have different numeric ranges because the sections contain 8, 12, and 10 items. Comparing the raw section numbers directly would therefore be misleading; each section should be read against its own range.

A student’s circumstances affect which habits they have had a chance to practise. Access to money, family rules, culture, disability, language, work, and financial education can all shape the answers. The result describes a moment in a lifelong money journey rather than ability, character, or future success.

Use the survey for voluntary reflection, supportive teaching, and tracking change over time. It should never be used for grading, ranking, discipline, lending, employment, eligibility, or pressure to disclose private financial experiences.

How to Use This Tool:

Set aside enough time to answer all 30 statements without rushing and use the student’s own view of their current habits.

  1. Start the assessment in a private setting. An educator or trusted adult can read items aloud when that supports comprehension, but should not suggest answers.
  2. Answer Part 1 and Part 2 using Most of the time through Rarely, or I don’t know. Part 3 uses the parallel true-frequency wording.
  3. Finish all 30 items. Use the question navigator to return to anything missed or misunderstood before completing the survey.
  4. Read the overall Financial capability result first, then compare Planning and self-control, Money habits and values, and Money knowledge and choices against their own ranges.
  5. Choose one specific growth area to discuss or practise. Use the answer review to locate the related statements; changing review order or showing score contributions never changes the result.

Interpreting Results:

The overall level describes the student’s current mix of financial knowledge, habits, and skills. You’re starting out means important abilities are still developing. You’re on the road means some useful habits and skills are present with room to learn. You’re well on your way means many of the surveyed skills and behaviors are present.

These labels are growth language, not grades. A boundary such as 46 versus a value just above 46 should not be treated as a sharp difference between students. Review the three building blocks and the actual answers before choosing a learning goal.

Result Starting out On the road Well on your way
Overall20–46Over 46–90Over 90–100
Planning and self-control8–1819–3637–40
Money habits and values12–2829–5455–60
Money knowledge and choices10–2324–4546–50

A repeat survey can support reflection on progress when the setting and instructions remain similar. Changes may still reflect mood, recent experiences, reading support, or greater familiarity with the questions, so pair the score with a conversation rather than treating it as proof of program impact by itself.

Technical Details:

Each response is converted to an official worksheet value from 1 to 5. Most items are keyed in the same direction: Most of the time or True most of the time contributes 5, followed by 4, 3, and 2 for less frequent responses; I don’t know contributes 1.

Rule Core:

Items 3, 14, and 18 describe impulsive or externally driven behavior and use the reverse pattern. Their four frequency responses contribute 2, 3, 4, and 5, while I don’t know remains 1.

Keying pattern Most / true most Often Sometimes Rarely I don’t know
Direct, items 1–2, 4–13, 15–17, and 19–3054321
Reverse, items 3, 14, and 1823451

Formula Core:

Each building block is the sum of its keyed items. The overall result adds the three section totals and divides by 1.5, which is equivalent to multiplying the 30-item sum by two-thirds.

P = ∑i=18ki H = ∑i=920ki K = ∑i=2130ki Overall = P+H+K1.5

P is Planning and self-control, H is Money habits and values, K is Money knowledge and choices, and ki is the worksheet value for item i. The three section totals are whole numbers. The overall result can contain a fraction and is displayed with no more than two decimal places.

Result Items Minimum Maximum Construction
Planning and self-control1–8840Sum of 8 values.
Money habits and values9–201260Sum of 12 values.
Money knowledge and choices21–301050Sum of 10 values.
Overall financial capability1–3020100All section totals divided by 1.5.

The building-block profile converts each result to its position within that result’s own minimum-to-maximum range for chart comparison. That chart percentage is secondary display information; the official raw section totals and overall result remain the scored values.

Privacy and Responsible Use:

Money-related answers can reveal confidence, family norms, and areas where a student feels uncertain. Administration should be voluntary and supportive, with reasonable reading or language accommodations and a clear explanation of who will see the result.

  • Answers stay in the current browser tab and clear on reload or restart.
  • A copied share link contains all 30 raw responses in an unencrypted URL fragment. Share it only with the student’s knowledge and with a trusted recipient.
  • Do not grade, rank, punish, select, or predict adult financial outcomes from these results.
  • When reviewing a class, use patterns to plan instruction without exposing or comparing named students.

References: