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There is growing interest in artificial intelligence (AI) tools, especially high-profile tools like ChatGPT, and these tools now appear to be part of the education experience for many high school students. To investigate students' use of AI tools for school assignments, their impressions of how using the tools might affect them cognitively and academically, and their thoughts on using AI tools to write their college admissions essays, ACT developed a survey in June 2023 which was administered to a large nationwide sample of students in Grades 10 through 12. In this study, almost half of the participating students reported that they had used AI tools, and the most common tool they used was ChatGPT. Among students who did not use AI tools, the top reason for not using them was having no interest in them. About two thirds of students also reported that they did not trust the information provided by AI tools, and a little over half indicated that they did not know enough about AI tools to use them. Students with higher academic performance were significantly more likely to use AI tools than were students with lower academic performance. Findings show that these tools appear to have much potential to enhance student learning, but there are concerns about appropriate use and potential negative outcomes.

Students in 11th or 12th grade will make important decisions about their post--high school plans, if they have not already done so. Some will plan to enter the workforce right after high school. Others will make decisions about pursuing an education goal. Will that goal be a nondegree credential or an academic degree? For those considering an academic degree, is it still worthwhile to earn a bachelor's degree, or is an associate's degree a better value? Students might find these decisions challenging for societal and economic reasons, including concerns about the value of a college degree and, for many students, the expense of a college education. This study was intended to gather 11th- and 12th-grade students' opinions of their education plans (e.g., their level of confidence in being able to complete their education goals), their opinions on postsecondary education and the value of a bachelor's degree, and information on their primary sources of encouragement (e.g., parents, teachers) for attending college and the factors important to their choice of a college major.