A study was conducted to determine the relationship between effective classroom management and the manner in which teachers assign and hold students responsible for written work in junior high schools. Seven more effective and seven less effective teachers were studied, and a summary of each teacher's accountability systems was written. Based on these summaries, the teachers were sorted into three groups: those who were consistently successful in maintaining high levels of student responsibility for their work, those who were partly successful, and those who were ineffective. The findings revealed that the more effective managers (1) were more clear and specific with format requirements for written work, (2) had more consistent and efficient procedures for communicating assignments, (3) had more systematic procedures for regularly supervising and encouraging students as they worked, (4) stressed careful and consistent checking and turning in of classroom and homework assignments, and (5) were more consistent in the use and manner of feedback to students about assignments. The results suggest a definite positive relationship between comprehensive accountability systems for written work and effective classroom management. (Summaries of two teacher accountability systems are appended.) (HTH)