The purpose of this quantitative study is to examine the implementation of the NAF career academy model among the four NAF academies at North Baton Rouge Preparatory and investigate whether there is a significant difference among each academy's student performance outcomes. This study utilized master schedules, implementation plans, and academic calendars of the Academies of Engineering (AOE), Finance (AOF), Health Sciences (AOHS), and Information Technology (AOIT) to examine their implementation and Kruskal-Wallis and ANOVA analyses to compare their students' lack of attendance, number of referrals, LEAP 2025 achievement levels, ACT scores, and GPAs. The results of these analyses indicate a multitude of differences in the implementation of the NAF Educational Design between AOE AOF, AOHS, and AOIT, especially in the areas of academy development and advisory board structure. There were significant differences between AOE and AOF in one behavioral and nearly all academic areas. Overall, this study's findings indicate that North Baton Rouge Preparatory should improve its NAF Educational Design implementation by implementing the model with fidelity across all academies, increasing stakeholder engagement, and providing additional professional development opportunities for teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]