Stakeholders are interested in accountability in public education. College professors are doing innovative things in the classroom to help students learn mathematics and, when required, are documenting this learning. This article provides several hypothetical examples of how documented assessments of student learning at the classroom, course and programs levels, can provide evidence of accountability. A well-documented collection of assessment results and actions responding to these results can be the bridge between assessment and accountability. If we take care of the little things (documented classroom, course, and program assessments), the big thing (accountability) will take care of itself.