This article is a commentary of a paper by Derek C. Briggs and Frederick A. Peck, "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth," which describes an elegant potential framework for at least beginning to address three priorities in large-scale assessment that have not been adequately addressed due to competing with a long-standing focus on broad measurement of achievement: (1) meaningful measurement of student growth; (2) more useful reporting for policy makers; and (3) more useful reporting for individual educators. This commentary presents a middle ground in both implementation and utility in four sections: (1) psychometrics; (2) policy; (3) score reporting and interpretation; and (4) a potential stepping stone to full implementation. This paper raises some issues that have both psychometric and policy implications. [For "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth," see EJ1067453.]