To find out what kinds of information parents regularly get from schools on the progress of their children, the Southwest Regional Laboratory surveyed a sample of public school districts in California, Arizona, and Nevada. Responses were received from 18 school districts ranging in size from fewer than 300 students to more than half a million. The information received indicates that school districts rely heavily on the traditional report card as their primary tool for student/parent communication, unless the student has special problems or the parents choose to take advantage of scheduled conferences. Results of the inquiry are arranged according to three different types of parent report: regular report cards, other types of reporting, and parent-teacher conferences. Under the section on report cards, a breakdown is provided of evaluation formats (letter grades, numeric marks, and threefold designations), and social development/growth or citizenship evaluation marks. Other types of reporting include results of statewide or districtwide standardized tests and reports of pupil progress. Parent-teacher conferences range from formal and regularly scheduled events based on specified topics to informal, random visits. Finally, the uses of special letters or communications are briefly noted. (TE)