Having addressed variations of the question--How can a school's success be "measured"?--with mixed results across a collective five decades of service to boards, John Gulla and Olaf Jorgenson endeavored to develop a more helpful answer. To this end, they queried 200-plus leaders of California Association of Independent Schools (CAIS) member schools: "A trustee persistently asks how to measure and communicate student outcomes as promised in our mission statement. Please share how you manage this question when it is posed by your board members." Of the 70 responses: 10 offered suggestions or resources for further study; three offered a version of "great question, good luck"; one suggested, "Get rid of the trustee!"; and 56 heads, or 80 percent of respondents, simply replied to ask that the authors share their findings with the group. Assuming this sampling of heads is representative of CAIS schools, and independent schools nationwide, the level of interest affirmed the urgency of the project. This article begins by describing traditional measures of school success. It then outlines more substantive approaches emerging across the country that reflect use of both quantitative and qualitative evidence.