Diagnostic scores are of increasing interest in educational testing due to their potential remedial and instructional benefit. Naturally, the number of educational tests that report diagnostic scores is on the rise, as are the number of research publications on such scores. This article provides a critical evaluation of diagnostic score reporting in educational testing. The existing methods for diagnostic score reporting are discussed. A recent method (Haberman, 2008a) that examines if diagnostic scores are worth reporting is reviewed. It is demonstrated, using results from operational and simulated data, that diagnostic scores have to be based on a sufficient number of items and have to be sufficiently distinct from each other to be worth reporting and that several operationally reported subscores are actually not worth reporting. Several recommendations are made for those interested to report diagnostic scores for educational tests. (Contains 2 tables, 6 figures and 5 footnotes.)