Background/Context: Since the No Child Left Behind Act of 2002, disaggregated data reporting requirements have illuminated differences in school outcomes between demographic subgroups. These results are publicized in part for parents to identify "effective" schools for their children (Fusarelli, 2004; Husband & Hunt, 2015). Households now have disaggregated data on standardized test scores, graduation rates, attendance, and discipline. How do households update their beliefs about schools when considering these data? This study demonstrates the link between prior history, school outcome data, and parent expectations. Fitting with the SREE conference theme, Embedding Equity for Better Methods, Evidence, and Practice, I use a pre-post survey experiment to identify how race/racism and prior experience shape parents' school expectations. Recognizing that race and racism are permanent features in society (Ladson-Billings & Tate, 1995), I foreground two QuantCrit principles: questioning the supposed neutrality/objectivity of numbers, and valuing the experiential knowledge of marginalized people (Gillborn et al., 2018). The type of information that families seek when identifying a school for their child and the interpretation of that information are likely colored by the decisionmaker's identities and their experiences in a world that treats people differently based on their identity (Cooper, 2005). Knowing how these expectations are racialized and hearing how minoritized parents, specifically, perceive schools will help illuminate problem areas for school leaders to address and continuously monitor. Additionally, this study helps identify what and how data can empower parents to navigate decision environments. Purpose/Objective/Research Question: Hypothesizing that parent expectations for their children's school experiences are important drivers of school choice/accountability and that these expectations are influenced by their past experience with a school as well as the performance of their child's same-race peers, in this study, I answer--(1) to what extent are parent expectations for their children driven by their past experience with a school, and (2) how does having knowledge of both subgroup and school-level performance as opposed to only having aggregate data affect parent expectations? Setting: To answer this study's research questions, I conduct an original, pre-post online survey experiment using the CloudResearch platform. Population/Participants/Subjects: Participants in this study are a national sample of parents of children in grades 3-8 who take state standardized tests. I recruited a total of 655 parents, including more than 200 parents with children of color. Intervention/Program/Practice: For this pre-post survey experiment, respondents first estimate their child's peers' school performance, both for the school as a whole and for children of the same racial and gender (intersectional) background as their child. Subsequently, they indicate their baseline expectations for their child along several measures. For this baseline test, parents rate the likelihood (on a continuous scale from 0-10) that their child scores proficient on the state standardized test, for example. After completing the pretest measures, I ask participants to consider a new school for their child. Participants are told this new school is like their current one in demographics and size, and then they are presented data about the school's performance. The data presented in the posttest is of two general types: aggregate, school-level data or demographic subgroup data with the aggregate data. While considering the data, parents are again asked the likelihood their child would score proficient on the state standardized tests, have on-track attendance, etc. Research Design: I randomize participants to be in one of two broad experimental conditions. In Group 1, participants see school-level data for their first posttest measure. Group 2 evaluates the new school based on subgroup data in addition to the aggregate data. More specifically, the respondents in Group 2 are randomized to see one of three types of subgroup data: race, gender, or intersectional. Regardless of the experimental group, the statistics presented in the data table are the same as what the participants provided earlier about the school's performance and their child's demographic peers' performance. Data Collection and Analysis: To analyze the data collected via Qualtrics, I first determine group equivalence of the experimental conditions by regressing the pretest means on each experimental group. Subsequently, I begin the pre-post analysis by computing the difference between the posttest expectations and the initial baseline expectations for each parent. I conduct t-tests to compare the baseline expectations to the posttest expectations. When compared to the baseline, the posttest expectations show how expectations are driven by one's history with a school, as the school presented is otherwise the same as their child's current school. To estimate the effect of subgroup data on parent expectations as opposed to only having school-level data, I compare the average pre-post difference between the experimental conditions using multivariate OLS regressions with controls. Because I have randomized assignment to the experimental groups, the average difference between the groups is attributable to the type of data presented. With each of these analyses, I probe to see if there are racial differences in the response to the data. Findings/Results: Across the board, parents had significantly lower expectations in the imagined school than when thinking about their child in their current school. The difference in expectations tended to be greatest for parents of students of color. The initial results also indicate that there are significant differences in expectations when provided subgroup data in addition to school-level data. I show that the type of subgroup data presented -- race, gender, or intersectional -- also matters and matters differently between and within races. Conclusions: Among other things, these findings speak to the familiarity that parents have with their current school, their relationships, their level of confidence, as well as their agency in their school. When parents, especially parents of students of color, see school-level data, they interpret the data by making adjustments based on who their child is, their experience with and prior knowledge of a particular school, and, more generally, how schools treat children like theirs. Recognizing the limitations of a survey experiment about a hypothetical school, future work of mine uses a field experiment in conjunction with administrative data to further investigate the relationship between prior history and knowledge, data, and parental expectations.