Higher education has made impressive progress concerning student learning outcomes assessment practices. Yet--despite the assumption that better assessment would lead to better student learning--few examples of demonstrable student learning improvement exist at the academic degree or university levels. In 2014 Fulcher, Good, Coleman, and Smith addressed this concern in a NILOA Occasional Paper titled, "A Simple Model for Learning Improvement: Weigh Pig, Feed Pig, Weigh Pig". The "pig paper" elucidated basic steps for improvement: collect baseline data, intervene effectively with curriculum and pedagogy, and then re-assess to examine if learning did indeed improve. The current paper builds upon these steps by offering standards for learning improvement. We articulate these standards via a rubric and a hypothetical learning improvement report. These tools are intended to elevate learning improvement conversations, and increase the number of learning improvement examples across higher education.