Understanding Your Child's Evaluation Report

Evaluation reports are written by psychologists, for psychologists, and then handed to families. The result is often a document that feels dense, clinical, and hard to translate into anything actionable. This guide is meant to change that.

Most psychoeducational reports follow a similar structure. They begin with background information: the reason for the referral, developmental history, educational history, and relevant medical or family context. This section matters because it frames everything that follows. A score means something different depending on the context in which it was obtained.

The assessment results section is where most families get lost. Scores are reported in a variety of formats, including standard scores, percentile ranks, scaled scores, and T-scores, and the report may not always explain which is which. As a general rule, a standard score of 100 represents the population average. Scores between 85 and 115 fall within the average range. Scores below 70 or above 130 are considered significantly below or above average.

The summary and recommendations section is the most important part of the report. This is where the psychologist synthesizes the data into a coherent picture and translates findings into specific, actionable steps. If the recommendations are vague or generic, it is appropriate to ask for clarification.

Finally, the eligibility determination section, if present, addresses whether the student qualifies for special education services under federal or state criteria. Eligibility is a legal determination, not a clinical one. A child can have significant learning challenges without meeting eligibility criteria, and vice versa.

If you have received a report and are struggling to understand it, you are not alone. Ask for a feedback session. Ask the evaluator to walk through the findings with you. A report that sits in a drawer helps no one.