The development of the horse and buggy was a necessary first step toward the development of the automobile; in fact, the first cars were built by putting engines on buggies. So it is with school accountability. The failure of No Child Left Behind (NCLB) to measure school performance is well known among researchers and, to some degree, among policymakers and their staffs. There is a potential solution: "value-added" measures. Shifting from "adequate yearly progress" (AYP) to a value-added approach called "school performance tables" (SPTs) is possible due to the provisions of NCLB. The law's expansion of standardized testing, the focus on accountability for results, and the goal of 100 percent proficiency were all important first steps. Now is the time to bring our horse and buggy accountability into the twenty-first century and upgrade to value-added measures. Key points in this "Outlook" include: (1) The foundation of No Child Left Behind is performance measurement; (2) Students start school with different achievement levels, and we must account for these; (3) Value-added approaches, using school performance tables, address this issue; and (4) Combining value-added and proficiency components will make government interventions more successful. (Contains 7 notes, 1 figure, and 2 tables.)