This study uses data from a national survey of principals of public schools with a 7th grade to document and analyze the variation in the types of marks and evaluations included on report cards issued to young adolescents in the United States. The analyses examine the prevalence of report card entries of various types and the antecedents and consequences of using specific types of entries. Principals report that performance grades are widespread, handwritten comments and conduct grades are common, and progress and effort grades are rare. Although grade span, region, size of grade enrollment, and urbanicity have some important connections to report card practices, there is considerable variation in practices among schools with similar grade spans, locations, or grade enrollments. Use of progress grades or handwritten comments on report cards is significantly associated with middle grades principals' reports of lower retention rates, lower projected dropout rates for males, and more successful middle grades programs. It is suggested that the actual benefits to students when they receive comments on each report card from each teacher are probably greater than the average benefits reported here. (Author/RH)