This is the final installment of a 3-part series of articles proposing substantial changes in assessment practices, urging school psychologists to write reports that are responsive to the needs of primary consumers--parents and educators, in particular. According to the author, the prevailing practice of writing long, complex reports with a focus on test scores is not only of dubious value for the professional time invested, but inconsistent with the NASP (2010) Principles for Professional Ethics, which directs school psychologists to "interpret findings and present results in clear, understandable terms so that the recipient can make informed choices" (Standard II.3.8). The article addresses report readability and length, and by reporting on the initial response to the series. [To view "Writing Psychoeducational Reports That Matter: A Consumer-Responsive Approach" [Part I], see EJ1193300; and "Psychoeducational Reports That Matter: A Consumer-Responsive Approach, Part 2," see EJ1193324.]