All of the 15 states in this study have recently been involved in school accountability system reform. Since 2011, the states have taken advantage of a federal program to give them flexibility around certain accountability requirements of the "No Child Left Behind Act" of 2001 (NCLB), the most recent reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA). States requesting ESEA flexibility waivers must meet federal guidelines as part of the changes they make to their statewide accountability systems. While some of the changes states make vary, all states must adopt certain policies the U.S. Department of Education considers fundamental to school accountability reform. These policies include, among others, college- and career-ready standards and assessments, Common Core-aligned alternate assessments for students with severe cognitive disabilities, English language proficiency (ELP) standards and assessments for English learners (ELs), and educator effectiveness systems that incorporate the use of student performance data. States are working hard to integrate the work of such complex reforms. These profiles examine how states' new statewide accountability systems incorporate measures that hold schools accountable for student learning of the Common Core. The profiles also explain how states' accountability reporting for the use of federal Title III funds to serve ELs incorporates such measures. In each profile, the accountability measures are listed, followed by what is known about the extent of their alignment to the Common Core.