Each year teachers and principals in schools across Australia invest much time and effort, and considerable expense, in activities related to communicating student learning progress. However little is known about the effectiveness of these activities, including the extent to which they are valued by stakeholders, whether they are considered to provide quality information about student learning, and whether there are alternative designs for these activities that might be more effective. The "Communicating Student Learning Progress" project was initiated to investigate questions relating to the effectiveness of current methods of communicating student progress, the extent to which they are valued by stakeholders, whether they are considered to provide quality information about student learning, and whether there are alternative designs for these activities that might be more effective. The project took place over a three-year period from July 2016 to June 2019. This report presents details of the data collection, analysis, and findings for each of the project investigation areas. It also presents a set of recommendations for communicating student learning informed by the project findings, and some recommendations for further research in this area. It is anticipated that the project findings and the recommendations might usefully provoke an agenda for discussion, debate, and a reimagining of the purpose and design of student reporting in Australia, and beyond.