Breaking Free from a Broken Report Card System

Redesigning School Reporting: From Confusing Scores to Meaningful Connection

I've sat in many classrooms with talented, thoughtful teachers trying to explain what a "3" or a "meets expectations" means on a report card. The room gets quiet. Not because they don’t know what students are learning, they do, but because even they aren't sure how to describe it clearly.

Is it quality? Frequency? Mastery over time? A single assignment or a trend? Teachers debate this regularly — and still land in different places.

If the professionals at the center of the work can't easily explain what a score means, what hope do our families have of understanding it?

This isn't a failure of our teachers. It's a failure of our reporting systems.

More than two decades into the standards movement, we’ve made great strides in curriculum, alignment, and assessment. But we still haven't solved one crucial piece: how we communicate with families and how we support teachers in doing so as well.

What Everyone Needs From Reporting

At Lake Bluff District 65 in Illinois, we’ve begun the work to design a reporting system that serves everyone it’s meant to serve. That means giving teachers the time and tools to:

• Understand each student’s progress clearly and meaningfully.
• Provide short, thoughtful narrative feedback.
• Clarify the difference between academic performance and behaviors, so they can report each as needed.
• Incorporate student reflection so learners become part of the communication loop.

This isn’t about asking teachers to do more — it’s about giving them tools, time, and permission to do what matters most. Strong reporting systems aren’t just about data. They’re about connection. And when they work, they empower educators to build meaningful partnerships with families — which, in turn, supports student growth.

And, when parents are informed through honest, direct, and consistent communication, they become stronger partners in their child’s education. 

When teachers feel equipped to communicate clearly, they experience less stress, more clarity, and a stronger sense of professional efficacy. That’s not just good for students, it’s essential for staff morale and retention.

And, when parents are informed through honest, direct, and consistent communication, they become stronger partners in their child’s education. We see the results: students show up more regularly, perform better academically, and feel more supported.

Feedback-Founded Next Steps

At Lake Bluff, we’ve begun surveying families four times a year with a simple pulse check. This is instrumental in providing two-way feedback that not only fosters connection but also informs our staff’s next steps as we develop our reporting systems.

In the pulse-check survey, we ask:

• How informed do you feel about your child’s academic progress?
• What kinds of updates help you feel informed/would help you feel more informed?
• In which subjects do you feel most informed?

We send it via text, and the feedback is immediate and powerful.

In our most recent round, 75% of families who feel well-informed cite emails or direct messages from teachers. Of those who said they feel uninformed, 91% asked for more of the same: more direct communication from their child’s teacher. The next-highest request? More work samples sent home; they want to see real examples of what their child is learning and producing.

That feedback reshapes how we train and support our teachers. It also reaffirms what we already suspect: families don’t want more data — they want more connection.

Our job as leaders is to provide systems that enable, not overwhelm, them.

...when parents are informed with honest, direct, consistent communication, they become stronger partners in their child’s education.

Why This Matters

If we want confident, capable kids, as our Portrait of a Learner defines, we have to ensure they’re competent. And to ensure competence, we have to communicate clearly with the people who know them best: their families.

When teachers are supported with clear reporting systems, they’re not buried in ambiguity. They’re able to use their time and energy to connect with students and families alike. And when parents are informed with honest, direct, consistent communication, they become stronger partners in their child’s education.

This work is still in progress in our district. We’re still learning, but we believe this is the work that strengthens teaching, supports families, and ultimately helps students thrive.