In this article, the authors analyze the evolution of parent advocate education standards that illustrate what parents need to know and do to effectively support their children's learning in 6th-12th grade. Focus groups conducted with parent participants revealed that parents were often unaware of the distinction between helping their child graduate from high school and helping their child prepare for college. Our analysis includes a discussion of how the language used to convey these standards could either build or breakdown communication essential to distributing critical information to working, immigrant parents in urban public school systems. The article has three objectives: (1) to highlight the responses of principals, teachers and parents to parent advocate education standards; (2) to highlight the participants' critique of the written language used to convey those standards; and (3) to uncover the disconnect between what parents, principals and teachers believe parents should know and what parents actually know about school systems and classroom instruction. (Contains 1 footnote.)