After describing recent school reforms in Hawaii, this paper discusses the state's efforts to ensure greater accountability and to deal with two issues: student evaluation and the measurement of indicators used in state-by-state comparisons. During the past few years, Hawaii has been involved in many reform initiatives, including implementating school/community-based management, establishing parent-community networking centers, expanding business-school partnerships, instituting afterschool instruction, and other reforms. Hawaii's accountability system has three components: (1) the "School Status and Improvement Report" and the superintendent's summary, concerned with context, process, and school outcome indicators; (2) "Evaluation Guidance for Schools Participating in School/Community-Based Management," an analytic model stressing intermediate and long-term school improvement effects; and (3) the "Educational Assessment and Accountability; Implementation Plan (1990-1994)," a document providing useful data and analyses for policy-makers. Regarding student assessment, disagreement stems from the different emphases given to testing's multiple objectives. Using alternative measures leads to summarization problems, and establishing priorities often leads to contentions and solutions that are worse than the problems. Measuring indicators is also problematic; performance indicators seem to be a bunch of numbers looking for an argument, whether involving graduation rates or "migration" factors. Information for obtaining Hawaii's school accountability documents is provided. (MLH)