An overview of accountability in public education is presented in this publication. Contents include a review of recent accountability efforts, an outline of a comprehensive accountability model, an analysis of accountability strategies, and a discussion of means for incorporating system indicators into the larger systemic framework. A conclusion is that policymakers face a choice between a bureaucratic-legal and a professional-political strategy model. The former promotes adherence to rules and consistency, yet its focus on goal achievement hinders creativity. The latter's indirect control of the process renders it more vulnerable to inefficiency and misuse. Policymakers must address the accountability process as well as system indicators, examining the interactions among the responsibility of various educational actors, goals, resources, standards, and rewards/sanctions. A special insert includes the following articles: "Nevada's Annual Report Card," by Stanley Chow and Myrna Matranga; "New Accountablilty for Utah Schools," by Steven T. Bossert; "Accountability in Arizona," by Robert T. Stout; and "California's Role in School Accountability," by Mark Fetler. (5 references) (LMI)