Canadian educational jurisdictions require teachers to assess and report upon aspects of student performance beyond academic achievement. These skills and competencies are often called "non-cognitive skills" (NCS). This study used document analysis to determine which NCS are assessed across provinces, identifying commonalities, variations in the skills assessed, and how these skills are reported. While substantial variability was found in the labelling of these skills, the assessments of collaboration, responsibility, organization, and independence commonly appeared. Further, these skills are typically reported upon using a 3 or 4-point rating scale. Of interest, provinces used both economic and educational arguments to justify their inclusion of NCS in students' report cards.