This paper examines practices under school control that have an impact on the allocation and expenditure of instructional time, and offers research based considerations for effective program implementation. Research literature sources and data sets are used as a basis for examining: pacing of instruction, uses of common textbook instruction, productive instructional time, initiation of instruction at the beginning of the school year and placement of pupils for instruction. It is suggested that program implementation can be effective if it incorporates the movements toward minimal competency testing, individualized educational programs, increased dissemination of outcome-based instructional systems, and a general increasing desire for school accountability, as these movements force decisions concerning what to teach, given available resources. Three requisites for accountable schooling are established: (1) measurement instruments sensitive to the instructional programs and goals of the school; (2) measurement devices and procedures for describing the learning opportunities provided by the school (e.g., placement, time spent on instruction); and (3) a mechanism for gathering and making this information accessible to parties responsible for making decisions about and for the school. (Author/CM)