Limitations of assessment reporting are analyzed in order to reorient practice toward improving the equity of student success. Reporting practice is contextualized by scholarship within assessment and accreditation organizations, and the implicit assumptions driving current practice are examined. Two novel findings are presented: an assessment of the number of discrete learning goals that comprise an academic program and a demonstration of how course grades can provide insights into curricular barriers in way that standard reporting does not. New assumptions are proposed that are intended to contribute to the evolution of practice so that equity goals may be achieved.