Abstract
A CHALLENGING but foreboding task for the teacher is informing a parent of the progress his child is making in school. A wide variety of judg ments about a student's achievement may be held by a teacher, but she must confine her evaluations to the reporting framework adopted by the school. School policy not only determines the areas of stu dent growth to be evaluated but the very terminol ogy to be used in reporting on student progress. The report card purports to channel to parents information about a child's progress in school. Yet few planned inquiries exist as to how effective this channel is. The purpose of the present study was to determine whether teachers believe that various ! reporting forms are equally effective in relaying functional information about the growth of elemen tary school children.
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