Much of the intrinsic wealth of planning and instructional information available from achievement testing programs goes untapped in typical reporting procedures. Large-scale programs reporting only pupil scores and the results of aggregating those scores stop far short of the purposes intended and fail to realize the potential of such information. Providing a rationale for and a description of user-oriented reports and reporting procedures, the discussion focuses on individual pupil performance, class analyses for teachers and counselors, grade-within-school performance for principals and school staff, and system-wide grade performance for central administrative staff. The models used could lead to greater understanding, utilization and implementation of the data. (Author)