Hispanic Parents’ Self-Evaluation on Assessment Knowledge

Abstract

ABSTRACT Parents play a critical role in helping in their children’s success in education, yet we know little about how much information they have regarding assessment. Using a poll with closed-ended questions Hispanic parents’ self-reported assessment knowledge and familiarity with the Every Student Succeeds Act (ESSA) was examined. Through two ANOVAs and a test of symmetry, the authors found significant differences between affluent parents and less affluent parents in their assessment knowledge and in their agreement regarding knowledge about the ESSA. Findings have implications for conceptualizing Hispanic parents’ assessment knowledge and for creating opportunities for them to access this knowledge.