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The purpose of this article is to study parental school mobilization through interviews. It is a question of questioning part of the transmission by osmosis of cultural capital within the domestic space through the description of concrete educational practices more mainly focused on school evaluations. Based on semi-structured interviews carried out in the parents’ homes, parents and children were asked about concrete working methods and learning aids. Our work articulates parenting practices and children’s lived experiences around issues related to the requirements for school assessment results. We try to show that the success of children from privileged families results from meticulous educational work articulated most often in school assesment.