The purpose of this paper is to not analyze how effective or ineffective Senate Bill 1720 has been since its implementation five years ago; rather, the paper's guiding goal is to closely examine a report recently published in February 2019 by The Center for Postsecondary Success (CPS) at Florida State University, claiming SB 1720 a success. In the report, "Increasing Momentum for Student Success: Developmental Education Redesign and Student Progress in Florida," Shouping, Hu, et al. unequivocally state, "In sum, since the implementation of the developmental education reform in Florida in fall of 2014, there has been an increase in student success . . ." (p. 2). My goal is to rhetorically analyze how they construct and deliver their argument, as well as how they situate themselves among their audience, to highlight the interactional, dynamic exchange between stakeholders and writer and expose that this exchange is never neutral, but grounded in a certain time and place. Ultimately, my purpose is to show that this report is not simply about declaring and celebrating its perceived success of SB 1720, but rather an exhibit of effective language and argument-making to assure its stakeholders while convincing other audience members that SB 1720 is a successful educational reform.