Advocates of educational accountability policies say that the policies are intended to use the state's authority to ensure equal educational opportunity. Opponents make essentially the opposite claim: that expanded state power is intended to disempower local communities and to single them out for blame, in response to larger political and economic imperatives. This article analyzes the enactment of educational accountability policies in four U.S. states, drawing upon legislative documents, hearing and debate transcripts where available, and press coverage. The analysis concludes that policy makers did intend to make the public education system more equitable. However, the results of the policies as implemented show a significant gap between aspirations and results. This gap increases the accountability-policy critics' credibility. (Contains 3 tables and 5 notes.)