<p>Valid and reliable measures of financial knowledge are needed for researchers and practitioners to optimally assess what students do and do not know about finances. Using data from students currently or recently enrolled in high school (<i>N</i> = 3022), community college (<i>N</i> = 1027), four-year college (<i>N</i> = 1830), or graduate school (<i>N</i> = 660) in the United States, we evaluate the psychometric properties of six new scales of financial knowledge in the following domains: 1) Budgeting, 2) Credit and Debt, 3) Earning Income, 4) Managing Monetary Transactions, 5) Managing Risk, and 6) Saving and Investing Financial Resources. We utilize confirmatory factor analysis, Item Response Theory modeling, measurement invariance testing, and evaluation of concurrent and known-groups validity to assess the psychometric functioning of the scales. In general, there is strong psychometric support for the use of these measures for students in the United States. Following the psychometric evaluation of these scales, One-Way ANOVA tests revealed significant differences on all six financial knowledge scales with respect to academic level, with U.S. high school students scoring lower than undergraduate and graduate students, although the effect sizes are small.</p>