But new data suggests that’s changing. 

In a recent of 20,000 parents, respondents said they trust communication from their children’s teachers more than any other source of information to judge whether their kids are on track. That was the case regardless of whether parents thought their children performed on grade level. 

The finding came as a surprise to Bibb Hubbard, president of Learning Heroes, a nonprofit that helps parents understand student achievement data. In , including surveys her own organization has conducted since , parents have listed grades as the primary indicator of student performance. 

“For the first time, grades are not the number one factor,” she said. “Teachers really are on the front lines in terms of communicating to families about where their kids are.”

As one who urges schools to level with families about student progress, Hubbard zeroed in on that point among the trove of data that 50CAN, a national education advocacy organization, released in October. 

One reason for the shift, she said, is the falling importance of grades as a dependable measure of learning. Long before COVID, and news reports pointed to examples of : While grade-point averages have steadily increased, objective measures of performance like remained flat. States and districts further relaxed grading standards during the pandemic, and parents took notice. The growth of online communication apps that allow teachers to update parents throughout the year on children’s progress have also lessened report cards’ influence, Hubbard said.

“Just putting the grade in the portal is not going to be sufficient for any parent right now,” she added. “They want that connection. They want that relationship.”

At Kickapoo High School in Springfield, Missouri, Algebra teacher Cicely Woodard said she tries to be as specific as possible when grading assignments by labeling tests with the skills students are learning — like exponents — so parents don’t have to guess. But she also leans on parents to understand why students might be struggling.

“I’ll say, ‘This is what I’m observing.’ Then I’ll be quiet and listen,” she said “I can learn so much from parents who know their children really well.”

Almost 30% of parents in the 50CAN survey said they rely on that type of communication from teachers more than any other source of information. Report card grades were second, with 20%. 

Parents who believe their children are performing below grade level value that interaction with teachers even more than those who think their kids are at or above grade level, the data shows — 36 to 28%. During the 2023-24 school year, parents who thought their children weren’t meeting expectations were more likely than others to communicate with teachers outside of parent-teacher conferences, talk to their school’s principal and consult with their child’s guidance counselor.

They also want their kids to get additional instruction. If they had the time or money, parents who think their children are below grade level would choose tutoring over organized sports and art, dance or music lessons, the survey showed. But a higher percentage of those parents also said tutoring was too expensive or wasn’t available in their community.

“They are engaged. They care about their kids, and they are not getting the support that they necessarily need,” Hubbard said.

Melony Watson, a mom of six in Fort Worth, Texas, said she’s barely looked at report cards in two years. She felt misled when one of her daughters kept making the honor roll even though she couldn’t read. 

“I’m a proud parent, sitting there clapping and jumping up and down because my baby’s walking across the stage, getting certificate after certificate,” Watson said. But by third grade, she told her daughter’s teacher that she saw signs of a learning disability. Her daughter wrote letters and numbers backwards and out of order. “They’re like, ‘No, no, she’s just a COVID baby. She’s going to be a little behind.’ ”

Watson ultimately quit her job as a substitute teacher and homeschooled her daughter for a year before enrolling her in a different school. Now, with her children in third through 12th grade, she is in frequent contact with their teachers, especially in eighth grade algebra and ninth grade social studies. 

“I get weekly updates to know what test my child has failed,” she said. “I have made myself known. If those teachers think that you don’t care, they’re not going to go the extra mile.”

‘Tipping point’

Parents aren’t the only ones who think grades provide a less-reliable predictor of success than standardized tests. Several universities, mostly Ivy league institutions, have reinstated for admissions after dropping them during the pandemic. 

“I do think that it is possible that we are nearing a tipping point with regard to grade inflation,” said Adam Tyner, who wrote about the issue in a for the conservative Thomas B. Fordham Institute, where he is national research director. “Maybe parents are also starting to see teacher-assigned grades as a less valuable signal.”

To Hubbard, the results suggest that teachers need better training on discussing test scores with parents. Surveys of teachers conducted by show educators often fear either that parents won’t believe their children are behind or that administrators will overrule their grading decisions.

“It needs to be an expectation for teachers to have ongoing communications with families — which takes time, training and support,” she said. “Otherwise, families will continue to be sidelined in being able to most effectively support their children’s learning and development.”

The school, which serves 400 students pre-kindergarten through second grade in Maryland’s Baltimore City Public Schools, is rethinking the way it operates to boost parental involvement, said first-grade teacher Kaylah Crawford.

Crawford, who is in charge of family engagement at Arundel, said every student will lead their own parent-teacher conference this year, giving their families a glimpse of what they do in the classroom.

“Students will be leading their conferences by saying, ‘This is what I’m doing in school’ and then parents will be able to see (their child’s work) firsthand,” Crawford said. “It’s more engaging for families to hear from the student about how they’re performing.”

Parent perception of their child’s educational progress is tricky for many schools around the nation. A recently released national study has unveiled there’s a stark gap between parents’ knowledge of their child’s performance in school and their actual achievement in the classroom.

released in November by Gallup and the nonprofit Learning Heroes, surveyed roughly 2,000 parents of K-12 public school students nationwide about their experiences with and perceptions of their child’s educational achievement.

What researchers found was that parents don’t have a complete understanding of their child’s progress, said Bibb Hubbard, founder of , a national parent advocacy organization.

Nearly 9 out of 10 parents surveyed believe their child is performing at grade level in reading (88%) and math (89%) despite standardized tests showing far fewer students are on track. showed that at the beginning of the 2022-23 school year, public schools reported on average half of their students were below grade level.

“We just can’t afford to leave parents on the sidelines right now. We absolutely don’t have 9 out of 10 students performing at or above grade level, unfortunately,” Hubbard told The 74. “We need to give parents more information.”

The study also found that nearly two-thirds of parents (64%) said report cards — often considered the “holy grail” of measurements, Hubbard said — were important in determining whether their child is at grade level. And for 79% of parents surveyed, those report cards showed their children getting mostly B grades or better.

Hubbard said oftentimes, good grades equal “on grade level” for parents.

“That’s because they’ve not been told otherwise,” she said. “Grades don’t necessarily reflect grade-level mastery. You can also have your fourth grader getting an A or B in reading and that’s because they are reading at a second-grade level and they are getting B’s on their quizzes at a second-grade level.”

Crawford said her building principal strives to be transparent with parents about grades, but recently it has become more evident that some students complete homework without understanding all of the content.

“(Turning in finished homework) doesn’t necessarily mean that they’re able to read or even always able to complete work independently,” Crawford said. “So one of the things that we’ve done to target some of those discrepancies is starting different family programming.”

Arundel Elementary School launched a program called Family University in December, Crawford said. Parents can communicate with school staff to learn more about what’s happening in the classroom. They will also get feedback about what their child needs to work on academically.

“We learned through every program that we have within the building that the goal is to teach the parents something that would better prepare them to have a scholar within the school system,” Crawford said.

When parents are more informed about their child’s academic progress, they are more likely to take action and discuss concerns with their child’s teacher, Hubbard said.

The study found that 97% of parents who know their child is below grade level in math are worried about their child’s math skills. Only 22% of the parents who knew their child was at or above grade level in math were concerned about their child’s math skills.

Parents were also asked about what worries they have about their children.

“For the parents who perceive their child to be at or above grade level, their top worries are social media and emotional well-being … reading and math fall to the very bottom of their worries,” Hubbard said. “For those parents who have information that their child is not performing at grade level, their number one worry is math or reading.”

Researchers also unearthed racial differences in parents’ perceptions of how well their child was doing in school. The study introduced a hypothetical scenario to participants where their child receives a B in math but has two below-grade-level math test scores. While more than half of parents (56%) said they would be very or extremely concerned, Black parents were more likely to say they would be concerned (72%) compared with Hispanic (56%) and white parents (52%). 

Black and Hispanic parents were also more aware of their child’s academic performance in the study, Hubbard said.

Black (42%) and Hispanic (40%) parents were found less likely than white parents (54%) to say their child was performing above grade level in reading, with a similar finding in math. 

Contradicting that Black parents don’t care about their child’s education, Hubbard said, “Black parents in particular are taking more action, thinking and more deeply worrying. The Black parent in this dataset really emerges as the super active parent that’s really focused on academics.”

Lakisha Young, co-founder of Oakland REACH, a parent empowerment group that recently launched a large-scale parent-led tutoring program, said Black parents in Oakland have been more aware that something isn’t right with their child’s achievement, but they don’t know what to do about it.

“They’re definitely plugged in around something not being right,” Young said. “We asked our parents what was keeping them up at night and they just said, ‘I know my child’s not reading on the level they should be. But I’m not really getting a lot of help from the school to figure out the best thing for me to do to move forward.’ ”

The parent perception problem in education is solvable, Hubbard said — parents need to look beyond their child’s grades and engage with teachers to get to the bottom of their achievement.

“Teachers say that the number one way to know how your child is achieving is to ask them,” Hubbard writes in the study. “Asking teachers to unpack those factors and focus on grade-level learning is how to know where to lean in and help.”

Young said when her own son is struggling in his eighth-grade classes, he’s not the one to inform her — his teachers are. 

“I think things that continue to be helpful for families is to be able to feel like they can engage with the school and I think it really starts with building a relationship early,” Young said. “Kind of (letting) the school know, ‘I’m here, I’m accessible. I care. I want to understand these things about what’s going on with my kid.’ ”

Learning Heroes has been working to boost parent engagement across the nation, most recently with its campaign. The campaign partners with local nonprofits to connect parents with teachers and helps them understand achievement scores, among other resources. 

In addition to the national project, Go Beyond Grades has local campaigns, most recently launched in St. Louis, Missouri, but is also in New York City, Chicago, Washington, D.C., Houston, Boston and Sacramento.

“Grades are important, but we need to unpack that a little bit and get some additional information about how your child is doing,” Hubbard said. “The call to action is pretty simple.”

Disclosure: The Carnegie Corporation of New York provides financial support to Learning Heroes and The 74.

While her son, Roy, would ace spelling tests at the Leadership School in St. Louis, Missouri, his mom said, he would cry while doing homework because he couldn’t read any of the questions.

Ross-Porter’s realization solidified when she received a letter in the mail from his public charter school — part of a new statewide literacy awareness campaign — informing her that Roy had a reading deficiency.

“He made it through kindergarten and first grade and nobody said he was behind or he needed tutoring or extra help,” Ross-Porter said. “I don’t know where the disconnect is.”

Ross-Porter is like many parents around the St. Louis area who are now receiving the same letters in the mail, explaining that their child scored below grade level in reading.

The letters are coming as a surprise for some who are unaware of how their child is really doing in school, said Rachel Powers, a partner with a St. Louis education foundation.

“Parents really just don’t know. Everyone thinks, ‘My kid is good. My kid is fine’,” Powers said. “Or maybe they’re like, ‘Something seems off, but I don’t really know what to do about it. The report card seems OK, but they are struggling with their homework.’”

The Opportunity Trust and , a national parent advocacy organization, announced on Oct. 24 the launch of . It’s an awareness campaign for Missouri families in the City of St. Louis and St. Louis County, they said,to improve the gap between the perception and reality of their child’s progress in the classroom.

Go Beyond Grades STL is partnering with St. Louis nonprofits to connect with parents in order to help them understand their child’s achievement scores and teach them how to communicate with schools, along with offering them other resources. It’s also working with schools to improve relationships between teachers and families.

The campaign is part of a national Go Beyond Grades movement organized earlier this year by Learning Heroes, in New York City, Chicago, Washington, D.C., Houston, Boston and Sacramento.

Learning Heroes representative David Park said the organization created the national Go Beyond Grades campaign because of the increasing number of parents who are unaware of how their child is doing at school.

“There’s a significant amount of parents who believe their child is fine — and it’s not their fault,” Park said. “Eighty percent of students nationally come home with a B or above on their report card.”

In the St. Louis area, that number is nearly 90%, according to an August survey commissioned by Learning Heroes and conducted by Edge Research, a Virginia-based research firm. The survey found that 96% of St. Louis parents believed their child was at grade level in reading and 94% thought their child was at grade level in math.

Most students aren’t even close, Powers said.

St. Louis has been hit especially hard by the pandemic, which burdened elementary and middle schoolers with some of the worst learning damage suffered by any students in the United States, recent research shows.

In 2022, 42% of students in the City of St. Louis and St. Louis County were at grade level for reading, while 36% were at grade level for math, according to .

In just the City of St. Louis, the numbers drop to 23% for reading and 17% for math.

“Parent-teacher conferences are 15 minutes (long),” Park said. “What we’re pushing more than anything is ongoing communication with the child’s teacher — setting up a learning plan and touching base regularly — that’s what teachers say is the most important.”

Ross-Porter said that would be essential for her. The second-grade mom said she can’t understand Roy’s achievement scores and what they mean for her son’s progress. She said she doesn’t even know what the school letter about Roy’s reading scores really means.

Mary LaPak, a representative for Rockwood School District, the largest public school system in the St. Louis area, said while the district hasn’t worked with Go Beyond Grades STL, it values a trusting relationship between parents and teachers.

“We encourage transparency and recognize that open communication is vital between parents and Rockwood staff in order to support all students,” LaPak said in an email. “Rockwood parents are essential partners and allies in the education of our children.”

Powers said parent-teacher communication about the recent reading letters is one of the main reasons The Opportunity Trust launched Go Beyond Grades in the St. Louis area. The letters are part of a new literacy law passed earlier this year in Missouri.

The legislative piece was included in the , created by the state education department. It’s a comprehensive plan that aims to increase evidence-based literacy instruction, a part of the science of reading, in order to improve the .

The law requires schools to identify students who are reading at one or more grade levels below what they should be. If a student is found with a reading deficiency, parents are sent a reading success plan, which provides a set of goals and skills needed in order for the child to reach their grade level. 

“We wanted to get the word out about what that law means for families, what it means for schools, how families and teachers and educators connect and work together to really address this issue that is happening,” Powers said. 

Powers said staff with Go Beyond Grades have been contacting St. Louis area schools to pinpoint when letters will be sent and learn how they plan on implementing the reading success plans. They also have been talking to parents about what they can expect if they receive a letter and what resources they should seek out to help their child.

“We want to make sure parents don’t just get a letter at their house and then they go on about their business,” Powers said. “And then it kind of gets lost in the shuffle. Like, no, this is really important, this really means something if you’re getting this letter, this is really important for your family.”

When parents are involved in their children’s schooling, students show higher academic achievement, school engagement and motivation, according to a of 448 independent studies on parent involvement.

High levels of family engagement also helped decrease chronic absenteeism for students before the pandemic, according to research by Learning Heroes and other partners.

Ross-Porter said her involvement in Go Beyond Grades STL prepared her for October parent-teacher conferences. She and Powers worked together to decipher Roy’s test scores so she could arrive armed with a long list of questions to ask Roy’s teacher.

“The questions that she gave me were able to get me better answers, just because of the way the questions are worded,” Ross-Porter said.

Powers said she hopes Go Beyond Grades STL can one day go beyond the boundaries of the St. Louis area and help parents across Missouri. For now, billboards are going up around the city and county to alert families to the importance of being involved in their child’s education.

“How do we make sure folks are clear about what to expect from their schools and how to partner with their educators to really support their children? Because at the end of the day, that’s what we’re fighting for,” Powers said. “What we’re trying to really support is our kids, so they can have a strong future with the basics of reading and math.”

Disclosure: The Opportunity Trust provides financial support to The 74. The Bill and Melinda Gates Foundation and the Carnegie Corporation of New York provide financial support to Learning Heroes and The 74.

The council will include representatives from 14 organizations that advocate for giving parents a voice in their children’s education — including families involved in charters, homeschooling and private schools.

In preparation for the 2022-23 school year, the council’s “listening sessions” are slated to explore what schools can do to help students recover from the pandemic, according to the department’s announcement. The meetings will emphasize finding “constructive ways to help families engage at the local level.” 

“Would I have liked to see it happen a year ago? Of course,” said Keri Rodrigues, president of the National Parents Union, one of the groups involved. She began advocating for such an initiative during the Trump administration, but added, “It’s the first time where we’re really getting … a group of folks representing parents and families at the table. It’s unprecedented.”

Other participating groups include the Council of Parent Attorneys and Advocates, which supports families who have children with disabilities; Mocha Moms, a network of Black moms’ groups; and the National PTA.

In public comments, Cardona, the father of two teenagers, frequently notes that he’s a “parent first” and has made “roundtable” discussions with parents part of his visits to schools across the country. But his department has also faced criticism from parent leaders who say he’s been more vocal about the pandemic’s than on parents who had to endure months of remote learning and are still asking for tutoring to help their children catch up. Meanwhile, parents have gained new political power. Those who felt overlooked by unions and Democratic leaders who were slow to reopen schools helped tilt the 2021 Virginia governor’s race in favor of Republican Glenn Youngkin.

Rodrigues said she pushed for bringing the “boldest, baddest and most beautiful parent organizers in the game” to council gatherings. Ashara Baker, a Rochester, New York, charter school advocate, and Lakisha Young, CEO of The Oakland Reach — which opened remote learning hubs and trains parents to be literacy tutors — are expected to participate in the council’s first gathering in July. 

The next step, Rodrigues said, is for the department to formally define “parent and family engagement” so it can hold districts accountable. 

“Right now, family engagement can kind of mean whatever you want it to be,” she said. “It can be, ‘We showed you a PowerPoint. We sent you an email. We sent a flyer home in a backpack.’ That’s not good enough to get big-time federal money.” 

Bibb Hubbard, president of Learning Heroes, which helps parents understand their children’s academic progress, said the American Rescue Plan’s requirement that districts include parent perspectives in planning how to spend relief funds was a significant development.

“I have seen this team step up and sincerely make an effort to figure out how to be representative of all parents as they look at their policies and guidance,” she said, adding that Cardona has joined the organization’s parent town hall for the past two years. 

But she added that she hopes the department “gives the council some specific authority to shape policy” and includes parents “traditionally not listened to.” 

Megan Bacigalupi, executive director of CA Parent Power, said that should include parents in California, “where schools were closed the longest.” State-level committees, she said, haven’t been as inclusive. A on enrollment loss, announced in April, doesn’t include parent representatives. 

Like Rodrigues, Sonya Thomas, executive director of Nashville Propel, a local advocacy group — and part of the — told President Joe Biden while he was still campaigning not to ignore parent perspectives. 

“Do they have the real-life stories of parents who are from struggling communities?” she asked about the new council. “I want to see real partnership. It’s really taking our feedback and using it, and not being defensive with it.”