Assessment of human abilities and behaviors is enormously enhanced by the use of standardized assessment measures that yield norm-referenced scores. As school psychologists, they rely on quantitative findings to anchor their judgments about a child's developmental and educational functioning and to enhance our capacity to draw diagnostic conclusions. This is Part 2 of a 3-part series that addresses concerns of the accessibility (or consumer-responsiveness) and value of assessment reports, as typically organized and written. The article makes the case for favoring certain formats over others. It also offers a number of proposals that may be applied to conventional assessment reports. More important, it makes the case that significant changes are needed in the style and format of psychoeducational assessment reports to make them responsive and useful to consumers. [To view "Writing Psychoeducational Reports That Matter: A Consumer-Responsive Approach" [Part I], see EJ1193300; and "Psychoeducational Reports That Matter: A Consumer-Responsive Approach, Part 3," see EJ1193325.]